Registry
Module Specifications
Archived Version 2022 - 2023
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Description This module will enable students to link coursework with the practice of teaching through undertaking professional placement in middle/senior classes. Students will develop further their understanding of the professional role of the teacher and their own professional identity as an emerging teacher. Within placement settings, students will expand their knowledge, skills and understanding of effective teaching, planning, classroom management and assessment practices. This will enhance the student's agency to work effectively and confidently in their placement setting. Along with strengthening their evolving lesson planning skills, students will also generate a small number of longer-term progressional schemes of work. Students will deepen their skills in reflective practice through observing teaching and learning, and critically evaluating and reviewing their own teaching. This reflective disposition will be strengthened through open engagement in professional conversation with the host treoraí (cooperating teacher). Students will apply strategies to implement collaborative and cooperative group work and deepen their understanding of implementing enquiry and activity-based learning. Students will develop and evaluate the effectiveness of their strategies in classroom management and organisation. Targeted reflective tasks will allow students to further enhance their awareness of (a) inclusive educational practices and (b) the positive influence and involvement of parents in implementing the teaching and learning programme of the classroom/broader school. In addition, students will undertake reflections on selected artefacts in the Taisce e-portfolio to show evidence of reflection on their own development as a teacher and on children’s learning. This also encompasses identifying goals for further professional learning. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Undertake structured observation, teaching, dialogue and reflection in the classroom. 2. Engage competently and confidently in regular professional conversation with the host cooperating teacher/ treoraí concerning a range of teaching, learning and professional issues. 3. Write a structured lesson plan encompassing learning outcomes, content, resources, activities, key questions and lesson conclusion. 4. Write progressional schemes indicating broad outcomes and lesson progression in content, skills, concepts for a series of lessons in English, Gaeilge, Mathematics and one other curriculum area. 5. Demonstrate effective communication skills and classroom organisation which facilitate effective teaching and learning with individuals, whole class work and group work. 6. Undertake self-evaluation and implement goals to generate change and improvement. 7. Identify and apply assessment strategies in short-term planning, long-term planning and in teaching. 8. Reflect on the school's formal and informal approaches to parental involvement through direct observation and analysis of classroom/school practices and relevant school policy documents. 9. Reflect on the school's inclusive educational practices and the practical role of the teacher in their implementation; plan strategies for effective, inclusive planning and teaching. | |||||||||||||||||||||||||||||||||||||
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 Learning to be a ProfessionalDevelopment on Year 1 work in respect of: The Code of Professional Conduct (Teaching Council, 2016); health, safety and wellbeing of children (School Policy and Statutory Requirements/Child Protection); internet safety; ethics of classroom observation.Reflective TasksReflective tasks focused on student observation (of children learning and of the co-operating teacher interacting with the children), on learning how to build rapport with children and on how to work alongside the co-operating teacher. Developing a reflective way of being is encouraged from the outset and a sense of what it is to feel like an emergent professional in a classroom/school setting. In addition, a specific set of reflective tasks focus on the school's inclusive educational practices, the practical role of the teacher in their implementation, and crucially, the key role of parents in supporting the teaching and learning programme of the classroom and the wider school.Lesson PlanningStages of writing succinct lesson plans to include write learning outcomes, the preparation and use of resources, writing key questions and planning for diverse learners and differentiated learning within an inclusive mainstream setting.Progressional SchemesIntroduction to long-term planning (progressional schemes) in English (Literacy), Gaeilge, Mathematics and one other subject area. Considerations for long-term planning to include broad learning outcomes for the selected topic/s, content, concepts and skill development, teaching and learning approaches, differentiation, assessment and required renourcesPreparation of Teaching and Resource FoldersCompiling and maintaining a professional folder for preparation and teaching and resources to include key information including but not limited to (a) lesson plans, (2) progressional schemes, (3) evaluations, (4) official University forms, (5) key school and class information, (6) external evaluation reports. Compiling and maintaining a resource folder showcasing a variety of resources which have been employed and used during the placement.Direct TeachingImplementation of lesson plans and progressional schemes through daily direct teaching segments to small-group and mainstream-class groupings. All subjects in the primary school curriculum should be taught.Lesson EvaluationEngaging in structured lesson evaluation using evaluation prompts and questions. Using the outcomes from evaluation to further guide and support future planning and teaching, and contribute to emerging teacher agency. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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