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Module Title |
Supervised Work-based Practice 2
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Module Code |
ES210
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School |
School of Education Studies
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Online Module Resources
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| Module Co-ordinator | Prof Joe O'Hara | Office Number | CA115 |
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Level |
2
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Credit Rating |
0
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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7 To facilitate students in their application of session structuring procedures in a peer review environment
7 To allow students engage in a substantial period of guided supervised work-based teaching /facilitation practice
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Learning Outcomes
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7 Plan, implement and evaluate a broad range of generic teaching and facilitation skills in both the laboratory and the learning centre environment
7 Engage in peer based critical reflection on the process of skill development and implementation
7 Completely observe and describe the key interactions in a learning situation
7 Understand and explain the link between laboratory skills practice and classroom implementation
7 Demonstrate in the work-based practice situation a high level of competence in planning, implementing, assessing and evaluating their teaching/facilitation of learners
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Indicative Time Allowances
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Hours
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Lectures |
0
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Tutorials |
0
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
75
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Total |
75
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Placements |
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Assignments |
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NOTE
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Assume that a 0 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.
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Indicative Syllabus
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The Teacher/Facilitator as Reflective Practitioner: Review of central concepts: Alternative approaches to reflective practice - Action Research, ongoing professional development through practitioner led critical enquiry
Skills Development Microteaching: Identification of new skills-lower and higher order questioning, use of examples, working with concepts-formation and development, Peer planning, implementation and evaluation of skills
Classroom Observation: The Learning Centre as a learning community - identification of roles and characteristics of key stakeholders in learning centres, interaction with the learning community, exploration of issues of etiquette, confidentiality and stakeholder relationships, guidelines for observation- preparing, structuring, recording observations, understanding the experience - evaluating work-based observation, identification of core teaching skills in everyday classroom practice, adult learning theories in practice-looking at learning management
Facilitation and Teaching: Demonstration of acquisition of teaching/facilitation skills in episodic teaching environment
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| Assessment | | Continuous Assessment | 0% | Examination Weight | 0% |
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Indicative Reading List
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Essential:
Joyce, B & Weil, M(1996) Models of Teaching Allyn and Bacon
Cohen, L , Mannion, R., Morrisson, K. (1996) A Guide to Teaching Practice (4th ed) London. Routledge
Good & Brophy (1996) Looking in Classrooms (6th ed) New York: Harper Row
Slavin, R 91994) Education Psychology Theory and Practice Boston. Allen and Bacon
McIntyre & McLeod (1997) Investigations of Microteaching London: Addison Wesley
Allen, D & Ryan K. (1969) Microteaching London: Addison Wesley
Curzon, L.B. (1997) Teaching in Further Education (5th ed) London: Cassell
Supplementary
Maykut, P and Moorehouse, R (1994) Beginning Qualitative Research: A Practical Guide London: Falmer Press
Goodlad S, and Hirst, B. (ed) Explorations in Peer Tutoring, Basil Blackwell
Brown, A. and Dowling, Pl (1998) Doing Research/Reading Research: A Mode of Integration for Education London: Falmer Press
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Programme or List of Programmes
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| DET | Diploma in Education & Training |
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