Registry
Module Specifications
Archived Version 2019 - 2020
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Description Enquiry-based learning is central to the effective teaching of geography, history and mathematics in primary schools. Each of these disciplines contributes to children’s learning in their distinct way. In this module, opportunities are provided for student teachers to experience and critically examine a range of learning activities and teaching approaches. Student teachers explore the links between research, planning, enactment pedagogies and learning outcomes. This module builds on Module 103 to develop student teachers’ understanding of enquiry-based learning. Ways to develop lessons through enquiry are examined from the perspective of children’s curiosity, agency and engagement. Student teachers hone their skills in facilitating children learning in a variety of educational contexts. Issues related to task design, learning tools, classroom interactions, differentiation and assessment for learning are addressed. Environment-based learning, including use of the locality, is explored throughout the module. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Consolidate skills in planning and evaluating enquiry based lessons in geography, history and mathematics with reference to the needs of all learners in a wide range of school contexts, including DEIS schools and multi-grade settings. 2. Develop a variety of appropriate teaching, learning and assessment approaches for all children in diverse learning contexts. 3. Analyse geography, history and mathematics lessons in terms of the development of children’s thinking. 4. Design and resource appropriate learning activities, using digital learning tools where relevant, for developing geographical, historical and mathematical thinking. 5. Explicate and defend planning, learning, resourcing and teaching decisions with reference to research findings in the field. 6. Articulate the contribution geography, history and mathematics education make to the development of children as confident and creative citizens. | |||||||||||||||||||||||||||||||||||||
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 Enquiry-based learning in STEM and Social StudiesBuilding on students’ understanding of enquiry-based learning developed in Year 1, this course will explore the contributions of geography, history and mathematics education to children’s learning and well-being. The individual contribution of these subjects as well as the possibilities for integration will be explored through: • Exemplification of opportunities for learning through enquiry, through student experiences and examples from classrooms. • Identification of contextual affordances and constraints in teaching and learning, e.g., environment, digital tools, language, tasks, etc. • Development of authentic assessment protocols including diagnostic assessment for pupils with SEN. • Planning for integration and environment based learning through the design and enactment of integrated learner designed enquiries based on Drumcondra. Students will be introduced to the range of research literature on integration and enquiry based learning in the field.Mathematics EducationAnalysis of video-case studies of primary mathematics teaching using Knowledge Quartet framework • Discussion, evaluation and refinement of lessons taught previously with subsequent teaching of lessons to peer-groups • Enhancement of mathematics teaching through mathematically productive talk • Exploration of learning paths in mathematics teaching and learning •Using enquiry based learning to explore (a) Number and number-sense; (b) Measure (c) Geometrical thinking (d) Data-handling (e) Algebraic thinking • Introduction to Knowledge Quartet • Case-study analysis • Refinement and reteaching of pre-taught lessons • Scheme preparation (Learning Paths) •Using geographical and historical enquiries, students will explore (a) Data-handling (b) Large numbers (c) Fractions, decimals (d) Patterning (e) Shape and Space (f) Measures.Geography and History EducationStudents will examine the nature of geography and the nature of history and the distinct roles they play in children’s learning and well-being. Students will ● Engage in learner created enquiries about the college grounds. Students will examine such activity in relation to their own experiences of learning in geography and history; ●Partake in enquiry led activities based on four themes in geography and history. They will examine video footage of children in geography and history lessons. Differentiation in geography and history education will be explored. Resources for learning in history and geography will be used and critiqued. ● Examine particular aspects of learning distinct to history and geography as well as the models of integration in the subjects (a) in geography, students will examine models of thinking about local and distant places. They will examine constructions of culture and identity in geography. They will partake in activities designed to enhance children’s geographical understanding of distant places. The research base in children’s understanding of places will also be explored. (b) In history, students will become familiar with the process of historical enquiry, approaches to history education and the relationship between history education and citizenship. With reference to the research-base, they will consider how children develop historical understanding. They will experience working with different types of historical evidence in teaching and learning contexts, source online resources for history and begin planning teaching and learning activities in history. | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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