Module: Microteaching and Teaching Preparation

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Microteaching and Teaching Preparation
Module Code	SG221
School	79
Module Co-ordinator	Semester 1: Justin Rami Semester 2: Justin Rami Autumn: Justin Rami
Module Teachers	Justin Rami
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Coursework Only

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.

Learning Outcomes

1. Plan, implement and evaluate core teaching /learning practices in a microteaching environment in the context of technology, engineering and graphics education
2. Write learning intentions and success criteria for teaching and learning episodes in technology, engineering and graphics education
3. Critically reflect on practice of core teaching methodologies and evaluate own and peer teaching episodes, highlighting strengths and areas for development
4. Discuss a range of teaching and learning theories and identify how they link to everyday classroom practice.
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

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	8	Recap on learning theories and introduction to core teaching skills
Laboratory	14	Microteaching sessions in Microteaching suites
Directed learning	10	Reflection on achievements and areas for developments relating to self and peer teaching episodes in microteaching sessions.
Independent Study	10	Researching teaching and learning methodologies
Independent Study	68	Microteaching preparation, Lesson planning, resource preparation, Reflection on teaching, Reading/Library work, Self-assessment
Assignment Completion	15	Designing, planning and teaching a Junior Technology, Engineering or Graphics episode for post-primary students
Total Workload: 125

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

Indicative Content and Learning Activities

Teaching Core Values
Introduction to and exemplification of core values of teaching including, collegiality, collaboration, cooperation, commitment and student-centred learning.

Learning Theories
Review of learning theories e.g. behaviourism, humanism, cognitive theories, constructivism, growth mindset etc.

Practices Development in Microteaching
Identification of introductory practices- using a variety of stimulus, reacting, questioning, general ICT skills and audio visual skills

Teaching Methods
Introduction to teaching methods in the context of the core teaching practices covered in the module

Introduction to reflective practice
The concept of reflection ; Reflection in teaching- an introduction the reflective practitioner; Critical reflections process.

Planning
Designing 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.

Teaching
Prepared in teaching micro-lessons in technology, engineering and/ or graphics contexts, with individual and collective reflection/ feedback by student teachers, peers and micro-teaching coordinator/ tutors.

Theory and Practice
Identify 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

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Lesson Planning	10%	n/a
Essay	Written essay on learning theories and the practical link between learning theories and classroom practices	40%	n/a
Practical/skills evaluation	Mircoteaching practical in order to demonstrate teaching and planning practices learned in the module	50%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Dolan, R, & Walsh, B.: 2009, A Guide to Teaching Practice in Ireland, 9780717145119,
Pollard, A.: 2003, Reflective teaching, Continuum, 0826451179,
Cohen, L., Manion, L. and Morrison, M.: 2004, A guide to teaching practice, 9780415306751,
Killen, R.: 2009, Effective teaching strategies: lessons from research and practice, 5th, Cengage Learning, Victoria, Australia :, 9780170183284,
Fisher, R.: 1995, Teaching children to learn, Stanley Thornes, Cheltenham, 9780748720910,
Slavin, R. E.: 2011, Educational psychology: theory and practice, 9th, Pearson Education, Upper Saddle River, N.J. ; Harlow, 9780132613958,
Joyce, B., Weil, M. and Calhoun, E.: 2011, Models of teaching, 0205593453,
Gardner, H.: 2006, Multiple intelligences, Basic Books, New York, 0465047688,

Other Resources

None

Programme or List of Programmes

BEDTEG

Bachelor of Education - TEG Post Primary

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