Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description The microteaching module is designed to prepare the student towards becoming a teacher. It focuses on the development of core practices and pedagogies through approximations of practice, reflection and discussion. The module aims to: - develop confidence and competence in teaching practices - introduce students to and model contemporary research-informed teaching practices - enable students to evaluate and select appropriate teaching practices through a process of active planning and reflection which focus on pupil learning and concept development - equip students with the ability to develop an understanding of how learners learn - introduce students to the concept of the teacher as reflective practitioner. Pre- service teachers will engage in a range of lectures which address and model topics mentioned above. They will learn to design and plan lessons that build on education foundational theories of learning. They will teach and evaluate micro-lessons. They will engage in and receive feedback at an individual, peer and group level. Through online access to their video recordings, they will have the opportunity to further reflect on and develop their practice. Assessment of the module is based on student teachers’ lesson planning, critical reflection, exemplification of learning theories in their practice, and demonstration of teaching skills. Please note that this module is shared across a range of teacher post-primary education programmes at DCU offering post-primary subjects, including but not limited to: Home Economics, Technology, Engineering, Design and Communication Graphics education. Therefore, the learning outcomes and indicative content tends to be generic - reference has been made to some subjects here for the purpose of illustration only. In practice, the students design 'learning moments' and 'lesson plans' that are specific to the subjects offered within their programme of study. | |||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Plan, implement and evaluate core teaching /learning practices in a microteaching environment in the context of home economics, technology, engineering and/ or graphics education 2. Write learning intentions and success criteria for teaching and learning episodes in home economics, technology, engineering and/ or graphics education 3. Critically reflect on the implementation of core teaching methodologies and evaluate own and peer teaching episodes in home economics, technology, engineering and/ or graphics education, highlighting strengths and areas for development 4. Discuss a range of teaching and learning theories and identify how they link to everyday classroom practice in the context of home economics, technology, engineering and/ or graphics education. 5. Identify links between core teaching practices and educational theories and discuss how these can be used as strategies for dealing with differentiation, classroom and behavioural management 6. Demonstrate collegiality as outlined by the Teaching Council Codes of Professional Conduct for Teachers by sharing, promoting, developing and supporting professional practice during the development and implementation of teaching episodes | |||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Framing of Indicative ContentPlease note that this module is shared across a range of teacher post-primary education programmes at DCU offering post-primary subjects, including but not limited to: Home Economics, Technology, Engineering, and/ or Design and Communication Graphics education. Therefore, the indicative content tends to be generic rather than calling out specific subject related curriculum or competencies. In practice, the students design 'learning moments' and 'lesson plans' that are specific to the subjects offered within their programme of study.Teaching Core ValuesIntroduction to and exemplification of core values of teaching including, collegiality, collaboration, cooperation, commitment and student-centred learning.Learning TheoriesReview of learning theories e.g. behaviourism, humanism, cognitive theories, constructivism, growth mindset etc.Practices Development in MicroteachingIdentification of introductory practices- using a variety of stimulus, reacting, questioning, general ICT skills and audio visual skills.Teaching MethodsIntroduction to teaching methods relevant to context of post-primary teaching and learning in Home Economics, Technology, Engineering, Design and/ or Communication Graphics education.Introduction to reflective practiceThe concept of reflection ; Reflection in teaching- an introduction the reflective practitioner; Critical reflections process.PlanningDesigning lesson plans, learning intentions and success criteria, writing learning intentions and success criteria, assessing and evaluating learning intentions and success criteria, Identifying resources, Taisce overview - Schemes of work; Lesson plans, etc. Consideration of Universal Design for Learning (UDL) principles within lesson preparations. Note: The teaching, learning and assessment practices are critically considered in terms of the subject/s offered by the degree programme, so for example Home Economics, Technology education subjects.Teaching'Learning moments' and 'lesson plans' are designed for micro-lessons in home economics, technology, engineering and/ or graphics contexts, with individual and collective reflection/ feedback by student teachers, peers and micro-teaching coordinator/ tutors.Theory and PracticeIdentify how core teaching practices link to theoretical perspectives and identify how they are relevant in the classroom in dealing with issues such as differentiation, classroom and behavioural management | |||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||