Module: Advanced Teaching Strategies

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Advanced Teaching Strategies
Module Code	EDU1080 (ITS: ES208)
Faculty	Policy & Professional Practice	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

To facilitate students to understand, explore, examine and select advanced teaching strategies. To develop an awareness of, and appreciation for the presence of diverse learning styles in relation to the sectional and adoption of an advanced teaching strategy To accommodate the development, structuring and sequencing of the various strategies to meet the needs of a diverse range of learners in a range of educational contexts. Becoming a critically reflective practitioner (active teacher/trainer/learner)

Learning Outcomes

1. Identify procedures for planning, designing and implementing various advanced teaching strategies
2. Identify and assess a range of learning styles and the multiple intelligences profile of individual learners
3. Summarise teaching models and classify teaching strategies accordingly
4. Combine practice and theory to plan specific learning episodes for delivery in a range of educational contexts including further and adult education.
5. Design, deliver and critically reflect on a learning episode that utilizes a predetermined advanced teaching strategy.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	Lecture/workshop
Assignment Completion	16	No Description
Independent Study	50	Study and research
Independent Study	35	Independent study/Reading around core themes
Total Workload: 125

Section Breakdown
CRN	20356	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Orna Farrell	Module Teacher	Irene White, Jane O'Kelly, Sophie Butler, Trudy Corrigan

Type	Description	% of total	Assessment Date
Assessment Breakdown
Essay	General Theme: Exploration of particular teaching models and comparing and contrasting the teaching strategies advocated by each model.	60%	As required
Practical/skills evaluation	General Theme: Using a pre-determined methodology, students will design and deliver a structured sequence of learning activities which demonstrates their understanding a advanced teaching strategies.	40%	As required

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

Advanced Teaching Strategies

Teaching and Learning Theory

Recognition & Appreciation of Diverse Learning styles

Appreciating Multiple Intelligence

Explore Different Teaching Models (Inductive Thinking, Concept Attainment, Picture-word Inductive Model, Scientific Inquiry & Inquiry Training, Memorization, Synectics, Advanced Organizers Model)

Teaching Strategies
Coopreative Teaching/ Main + Assistant Teacher Roles

Learning Centers/Differentiation Teaching & Learning

Whole-class/Selective Sectional Grouping Teaching/Inclusive Learning

Peer Tutoring/Partnership Working

Mentoring/Coaching

Group/Cooperative Learning

Role-play, Drama and Simluations

Indicative Reading List

Books:

Wisker, Gina; Brown, Sally: 1996, Enabling student learning: systems and strategies, Kogan Press, 0749417900, 9780749417901
Freiberg, H. Jerome; Driscoll, Amy: 2000, Universal teaching strategies, 3rd ed., Allyn and Bacon, Boston,
Killen, Roy: 2009, Effective teaching strategies: lessons from research and practice, Cengage Learning 2009, Victoria, Australia, 0170183289, 9780170183284
Joyce, Bruce, Weil, Marsha and Calhoun, Emily: 2009, Models of teaching,
Joyce, Bruce and Weil, Marsha: 1996, Models of teaching,
Snowman, Jack, Biehler, Robert F: 2005, Psychology applied to teaching,
Biehler, Robert F.: 2000, Psychology applied to teaching,
O'Neill, Cecily and Lambert, Alan: 0, Drama structures : a practical handbook for teachers,
Neelands, Jonathan and Goode, Tony: 0, Structuring Drama Work: A handbook of available forms in theatre and drama,

Articles:
None

Other Resources

None