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As such, this is a point in time view of data which will be refreshed periodically.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
| |||||||||||||||||||||||||||||||||||||||||||||
|
None Repeat Assignment: Technology Subject Pedagogics Portfolio to include; Health and Safety audits, Logistics planning, Technology Education pedagogical design intent, Topic and task analyses, Techniques and methods for assessing technological capability and literacy. |
|||||||||||||||||||||||||||||||||||||||||||||
|
Description This module supports the students in planning for teaching specifically in technology classroom environments. In planning for context and situation, students will focus on developing and using planning tools (task and topic Analyses, workshop matrices, on-going process sheets, working drawings, risk matrices, and health and safety materials) to help organise and structure learning activities. The precision in planning allows for focused reflection and for students to concentrate on the effectiveness of practice in a complex and dynamic teaching and learning environment. Reciprocal teaching methodologies will be used to engage students in peer demonstrations, constructive critique, and refining of pedagogical practices as they apply to the practical classroom. Understanding the complexity and dynamics of a practical classroom will build confidence in their capacity to enable learning prior to the initial school placement. The principles underpinning Universal Design for Learning within technology, engineering and graphics education will be introduced. | |||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Identify the relationships between theory and practice in design based education, qualifying classifications of declarative, conceptual, procedural, causal, and conditional knowledge. 2. Define the role of reflection within design based tasks appropriate to the stage of development. 3. Identify and integrate analogy, metaphor, simile and examples as appropriate to support pupil comprehension. 4. Devise a set of teaching activities for the strategic approach to the development of design and craft skills from imitation through to naturalisation. 5. Demonstrate awareness of the potential safety risk when teaching a technology class at post-primary level. 6. Consider the characteristics of an effective teacher-pupil relationship. 7. Demonstrate links with other subject disciplines and relate new concepts and principles to real life applications as part of a strategic pedagogical approach. 8. Consider individual student needs within the technology classroom (e.g., gifted students, students with learning difficulties, students with physical difficulties) within the frame of universal design for learning 9. Demonstrate a capacity to effectively communicate using and in conjunction with digital and static media (projectors, models, white/black boards, etc). 10. Build appropriate learning aids to scaffold conceptual, experimental, experiential, and reflective opportunities. 11. Create relevant models for communicating technological concepts (board drawings, physical models etc.) | |||||||||||||||||||||||||||||||||||||||||||||
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
Indicative ContentWithin the context of the Junior Cycle Applied Technology, Engineering and Graphics syllabi, students will be taught about planning generally (defining aims and objectives, lesson planning, planning a scheme of work, planning for progression, and task and topic analysis), and subject specific planning (prescribed project design, design of project based learning, planning for design based learning, methods of evaluation, identification of qualities and differentiation between qualities). This module places a particular emphasis on health and safety as the typical environment for technology subjects is lab based. There is therefore a particular focus on workshop logistics, auditing tools, risk identification, assessment and control measures. Finally, students will work on presenting material and explaining concepts within technology classrooms, and will therefore consider demonstration techniques, attention span, communication, scaffolding, visual aids, physical resources, supporting and applied activities through strategies such as analogy, metaphor, simile, differences and examples, self and peer audit, synthesis, and reflection for improvement. Students will also be introduced to key principles in Universal Design for Learning. | |||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||