Registry
Module Specifications
Archived Version 2009 - 2010
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| Module Aims | |||||||||||||||||||||||||||||||||
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On completion of this module students will be able:? To facilitate the application of the concepts of reflective practice, developed in a laboratory situation.? To a real school and classroom situation.? To allow students to plan, teach and assess lessons in a secondary school.? To facilitate students in their practising of the various roles and duties of a class teacher.? To allow students become part of a school community.? To provide a group setting for the students to reflect constructively on his/her placement.? To help students identify and articulate areas of needed personal and professional growth which emerge out of their teaching placement. ? To enable a students to reflect on his/her role as a teacher in an online environment.? To enable students develop the ability to utilize an online environment as a method for creating the peer group for support, confrontation and clarification that will assist the integration of personal attributes and teaching style.
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| Learning Outcomes | |||||||||||||||||||||||||||||||||
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Students will:1. Demonstrate a competence in the core teaching skills identified during the laboratory skills phase of the programme including planning, implementation and evaluation of a series of classes2. Develop a professional relationship with designated co-operating teachers 3. Apply the concepts of reflective practice to real school and classroom situations4. Successfully integrate into a living school community 5. Successfully plan, teach and assess a series of lessons at Junior and Senior Cycle6. undertake the various roles of class teacher7. take part in an online, reflective community of practice
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Assume that a 10 credit module load represents approximately 150 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. | |||||||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||||||
| Indicative Syllabus: Planning school based teaching:Introduction to schemes of work; the link between schemes of work and lesson planning; reflection and evaluation on classroom teaching- issues and structures Applying Learning Theory: Key concepts of adolescence- exploration of relevant issues in the psychology of learning; adolescence and behaviour- implications for classroom management Working in the school community: The role of the co-operating teachero building professional relationships with an experienced practitioner; Working in a community of professional educators- issues of professionalism, behaviour and etiquette Teaching in a secondary school:o Reflecting on school based teaching; Developing, implementing and reflecting on junior and senior cycle classroom teaching; Undertaking and reflecting on the various roles of the class teacher: Keeping registers, following absences, break/lunch/games supervision etc | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
| ? O?Hara, J., Byrne, S.J & McNAmara, G. (2000) Positive Discipline: An Irish Educational and Pracitcal Guide Department of Education : Dublin ? Cohen,L & Mannion,R & Morrisson, K (2004) A Guide To Teaching Practice (5th ed) London:Routledge? Cooper, J.M. (1999) Classroom Teaching Skills (6th ed) New York: Houghton Mifliin? Dillon, J, & Maguire,M. (2001) Becoming a Teacher Buckinghamshire: OUP? Murphy, D., Walker, R. & Webb, G. (2001) Online Learning and Teaching With Technology Kogan Page: London? Norman, J. (2004) At The Heart of Education (Dublin: Veritas). ? Reece, I & Walker, S. (2003) Teaching, Training and Learning a practical guide (5th ed) Sunderland: Business Education Publishers? Joyce, B., Weil, M, & Calhoun, E. (2000) Models of Teaching 6E. New York: Allyn and BaconSupplementary? Goodlad and Hirst, B. (ed) (1996) Exploring Peer Tutoring, Basil Blackwell? Johnson, D and Johnson F (1996) Joining Together, Allyn and Bacon? Porter, L (1996) Student Behaviour: Theory and Practice for Teachers: Allyn and Unwin: NSW? Sugrue, C (1997) Complexities of Teaching: Child Centred Perspectives London: Falmer Press | |||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| GDED | Graduate Diploma in Education | ||||||||||||||||||||||||||||||||
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