Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module aims to provide a foundation in the key principles of digital learning, special and inclusive education and assessment with a view to (a) supporting students to design and create enabling learning environments and (b) informing their learning across the BEd programme with specific reference to each of the three areas named above. Specifically, students will explore the use of digital tools and assessment approaches and the implications of individual special/additional support needs for teaching and learning. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Describe/explain/demonstrate understanding of – key policy and legislation; role of teacher in enabling inclusion; teaching and learning implications of particular SEN; designing learning contexts and differentiating within the teaching/learning cycle to enable learning for all students; IEP process; characteristics of effective collaborative practice. 2. Extrapolate implications and issues arising from the above to apply key principles of enabling learning and inclusive practice for pupils with SEN using a problem solving/case study approach. 3. Distinguish between assessment of, and for, learning in terms of the different purposes each form of assessment serves and the key principles and assumptions underlying each. 4. Explain how AfL can be used to optimise student learning across cognitive, affective and psychomotor domains and apply this knowledge in the context of a range of teaching and learning contexts. 5. Critically evaluate and use a range of digital tools and resources suitable for the primary school context; design and create multimedia and online resources for use in the primary school; explain Internet safety and copyright issues as they pertain to teaching and learning. 6. Demonstrate in their teaching practice, their ability to able to make informed decisions about using a range of digital tools and resources in the primary school context, taking cognisance of Internet safety and copyright issues. | |||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and
Learning Activities OverviewThe indicative content for the Enabling Learning module is described below. Throughout this module, explicit links will be made within, and across, each of the three themes in order to address the learning outcomes identified previously. Additionally, efforts will be made to support students to connect the content of this module with learning across the BEd programme to maximise their awareness of, and competence in, the creation of enabling learning environments for all children as they progress through the programme.Assessment Strand• Introduction to Classroom Assessment - key distinctions between assessment for, and of, Learning - distinguishing between the different purposes each type of assessment serves and the key principles/assumptions on which each approach is based; • Zoning in on Assessment for Learning (AfL) - reviewing the research underpinning AfL with particular reference to what eminent researchers say about how AfL should be used to improve classroom teaching and learning; • Unpacking AfL - examining the ‘One Big Idea’, the four key strategies and some of the associated techniques of AfL with reference to the key characteristics of an ‘AfL classroom’; • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 1: Sharing Learning Outcomes and Success Criteria (with specific reference to SP); • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 2: Engineering Classroom Discussion and Questioning (with specific reference to SP); • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 3: Providing and Using Feedback (with specific reference to SP); • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 4: Engineering Peer- and Self-Assessment (with specific reference to SP); • Pulling it all together – embedding AfL in planning, teaching, learning and assessment in the classroom with specific reference to the principle of alignment (that links learning outcomes, assessment and content) and the criteria for SP; • Linking AfL and classroom management with particular reference to children with social, emotional and behavioural difficulties, the Continuum of Provision (Department of Education and Skills, 2010) guidelines and self-regulation.Digital Learning Strand• Use of the Internet as a teaching and learning resource in the Primary Classroom: - Exploration and critical evaluation of material and resources accessed on the Internet; - Development of Internet searching techniques and web evaluation skills in children; - The use of Web 2.0 tools, Internet Collaborative Projects (ICPs) and Webquests as inquiry-based tools in the primary classroom - Examination of strategies, precautions and resources towards safe and responsible Internet usage by children and student teachers. • Use of digital media and digital media production in the primary school classroom: - Exploration and critical evaluation of how the integration of multimedia production into everyday classroom practice can support and enhance teaching and student learning; - Development of creative and critical media literacy skills to express meaning through; - Use of image, sound and video in digital media production; - Design and creation of multimedia curriculum resources; - Issues of copyright including ethical practices related to Fair Use. Copyright Guidelines for using digital media in educational settings. • Use of the Interactive Whiteboard in the primary school classroom: - Exploration and critical evaluation of applications and resources for use with the IWB; - Design and creation of digital resources for use with the IWB.Special and Inclusive Education Strand– An Introduction to Teaching Students with Special Educational and Additional Support Needs: • Context of teaching students with special / additional support needs; • Historical development of special needs provision nationally and internationally; • Exploration of concepts – inclusion, inclusive practice, special educational needs, diversity; • Role and responsibility of the primary school teacher in effectively including students with special educational needs; • Policy and practice in relation to nature of SEN provision in Ireland in relation to range of settings (types of schools/classes/support) and range of teachers (LS/RT; RT; special class; visiting…) and other supports (NEPS; SENOs; SNAs); • Range of children with SEN - exploration of key characteristics and implications for teaching and learning. • Assessment and planning for diversity and inclusion of all (diagnostic assessment, overall planning, IEP). • Differentiated teaching for diversity and inclusion of all (teaching strategies, organisational considerations). • An introduction to collaborative practice for effective inclusion (SNAs, co-teaching, parents). | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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