Module: Teaching Methodologies for Creative Thinking and Learning

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Teaching Methodologies for Creative Thinking and Learning
Module Code	EDS1042 (ITS: ED3300)
Faculty	Policy & Professional Practice	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

Throughout this module, students will examine how teachers can cultivate critical and creative thinking skills through thoughtful curriculum design, purposeful questioning strategies, and classroom activities. Emphasis will be placed on creating inclusive learning environments that challenge assumptions, promote inquiry, and integrate diverse ways of knowing. By engaging with research, reflective practice, and classroom based scenarios, students will develop the pedagogical tools to nurture critical and creative thinkers.

Learning Outcomes

1. Demonstrate the appropriate professional skills necessary to investigate and research suitable content for Religious Education and the Elective.
2. Evaluate, using internal and external criteria, a range of teaching strategies for Religious Education and the Elective.
3. Demonstrate the appropriate professional skills necessary to source, design and employ suitable resources (AV, ICT) for Religious Education and the Elective.
4. Consider the way in which the NCCA key skills address the diverse needs of learners.
5. Demonstrate the ability to apply appropriate strategies in relation to differentiation and assessment of and for learning.

Total Workload: 0

Section Breakdown
CRN	10489	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Elaine McDonald	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	n/a	100%	Every Week

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Strategies
Students will investigate a range of general and subject specific strategies that are suitable for the post-primary school.

Resources
Students will explore a range of ICT and AV resources that can be adapted for the needs of learners.

Critical and Creative Thinking
Students will explore the implication and application of the NCCA key skills for the classroom.

Assessment
Design, planning and implementation of appropriate forms of assessment and differentiation for post-primary school pupils.

Indicative Reading List

Books:

1998: Inside the black box : raising standards through classroom assessment /, King's College (University of London) Dept. of Education and Professional Studies,

Articles:

Dante D. Dixson & Frank C. Worrell: 2016, Formative and Summative Assessment in the Classroom,, Theory Into Practice, 55:2, 153, DOI: 10.1080/00405841.2016.1148989,

Other Resources

1: Website, NCCA, NCCA Assessment Toolkit,
419150: 1, Online REsourcee, National Council for Special Education, 2016, A Study of the Experiences of Post Primary Students with Special Educational Needs,
https://ncse.ie/wp-content/uploads/2016/07/NCSE-A-Study-of-the-Experiences-of-Post-Primary-Students-with-Special-Ed-Needs.pd: 419151, 1, Online Rsource, Comhairle na N'Óg/ Department of Children and Youth Affairs (, 2017, SO, HOW WAS SCHOOL TODAY? Report of a survey on how young people are taught and how they learn