Module Specifications..
Current Academic Year 2024 - 2025
Please note that this information is subject to change.
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Description This module focuses on understanding, acknowledging, accepting, celebrating, and responding holistically to the developing and diverse identities of learners across a range of educational settings. It aims to enhance the knowledge, skills and abilities of practicing teachers regarding the use of inclusive, person-centered, strengths-based approaches to education. Understanding these approaches will allow the teacher participants to consider how a holistic profile that records a learner’s strengths, interests and difficulties can be effectively and ethically developed. To support this holistic understanding of learners, participants will be introduced to different theories of human development that address (among others) the personal, social, cognitive, and emotional development of learners. Teacher participants will also be introduced to a range of formal and informal assessment tools. In learning about these tools, the teacher participants will develop an understanding of key assessment principles and concepts (e.g. reliability, validity). Teacher participants will also develop their skills in critically evaluating formal test scores and professional reports so that they become more adept at developing contextualised, personalised and evidence-based educational priorities for their learners. | |||||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Reflect on the development of learner identities and the factors that impact on their formation. 2. Adopt a strengths-based approach to understanding their learners and developing planning documents.. 3. Explain key concepts and principles of assessment and how they should be applied in their day-to-day practices as teachers. 4. Select appropriate assessment tools/techniques across a range of domains and be able to justify their use with their chosen learners. 5. Use a range of assessment techniques and tools in a valid, reliable, ethical and authentic manner. 6. Collate, interpret, analyse and synthesise all information available on learners in a contextualised, critical, accurate, systematic and fair manner, 7. Develop holistic profiles of learners to include their strengths, interests, difficulties, learning characteristics and current level of educational performance. 8. Compose contextualised, evidence-based priorities for learners based on the holistic profiling process. | |||||||||||||||||||||||||||||||||||||||||
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
Learner IdentityStrengths Based ApproachesDevelopment across the lifespanInclusive Education and PrinciplesFormal AssessmentsInformal AssessmentsUnderstanding Professional ReportsPersonal & Social Development | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 55389, Report, Douglas, G., Travers, J., McLinden, M., Robertson, C., Smith, E., Macnab, N., ... & Lacey, P., 2012, Measuring educational engagement, progress and outcomes for children with special educational needs: A review., National Council for Special Education, 55390, Report, Squires, G., Kalambouka, A., & Bragg, J., 2016, A Study of the Experiences of Post Primary Students with Special Educational Needs, National Council for Special Education, https://ncse.ie/wp-content/uploads/2016/07/NCSE-A-Study-of-the-Experiences-of-Post-Primary-Students-with-Special-Ed-Needs.pdf, 55391, Guidelines, Department of Education and Skills, 2010, Behavioural, Emotional and Social Difficulties: A Continuum of Support: Guidelines for Teachers., 55392, Guidelines, Department of Education and Science, 2007, . Special Educational Needs: A Continuum of Support: Guidelines for Teachers. ., 55393, Guidelines, Department of Education and Skills, 2010, A Continuum of Support for Post Primary Schools: Guidelines for Teachers., 55394, Resource Pack, Department of Education and Science, 2007, Special Educational Needs: A Continuum of Support: Resource Pack for Teachers., 55395, Resource Pack, Department of Education and Skills, 2010, A Continuum of Support for Post Primary Schools: Resource Pack for Teachers., 55396, Resource Pack, Parkinson, S., 2020, My Learner ID, https://mylearnerid.com/, | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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