Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module will focus on developing further the understanding, skills and dispositions of the student to enable a coherent and progressive approach to planning, teaching, formative assessment and critical reflection for application during placement. The module will prepare students for professional learning during placement by promoting observation and critical reflection, goal setting for placement and related self- assessment. Students will examine strategies for self-evaluation, evaluation with a co-operating teacher and HEI tutor. The module will address protocols for observing and recording information and observations during placement in school settings and explore matters of professionalism in relation to ethical issues whilst on placement. This module will be integrated with a variety of course modules and will enable students to draw upon and articulate linkages between children’s learning, methodology, application of skills and concepts across the curriculum, curriculum provision and their own deepening understanding of what it is to be an emerging professional practitioner. Elements of the module will focus on developing further understandings of inclusive education and preparation for inclusive education placement. Students will develop further their understanding of the diversity of learning needs in schools and classrooms and explore approaches which enable teachers to plan for inclusive pedagogy for all learners. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Plan, articulate and write short-term and long-term plans using inclusive, differentiated and thematic approaches. 2. Evaluate integrated approaches to planning and teaching the Primary Curriculum and develop skills for planning meaningful integrated learning through exploring planning models. 3. Explore rationale and frameworks for teaching through project investigations and problem-based learning. 4. Work collectively to interpret, analyse, synthesize, or evaluate national guidelines for education and research literature. 5. Critically respond to a selection of literature based on module components and communicate viewpoints effectively, through oral and written language and/or visual presentations. 6. Value and critically assess the significance of working collaboratively with other teachers in the interests of all children. | |||||||||||||||||||||||||||||||||||||
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 Indicative ContentExploration of a variety of ways to undertake long-term planning (schemes of work) using integrated, differentiated and thematic approaches. Further development of students' understanding of short-term planning to include daily planning and lesson notes. Deepening students' skills in undertaking lesson evaluation and using the outcomes to further improve approaches to planning and teaching. Further developing the student teacher’s ability to evaluate the process of children’s learning through assessing learning, monitoring individual and group learning and celebrating effort and achievement. Planning towards enabling pupil self- assessment using elements such as sharing learning outcomes, guided practice with self-assessment tools and the use of pupil portfolios. Developing further understanding of curriculum integration, interdisciplinary and theme- based teaching and learning through exploration of examples of approaches to planning and implementing an integrated curriculum. Examining rationale for homework, some types of homework, frameworks for setting and reviewing homework and relating these to reflection on homework policies as applied in a school context Developing further understanding of approaches to planning and teaching in multi-grade classes. Scaffolding students' conceptualisation of differentiated provision through examples of approaches which differentiate teaching and learning for a diversity of learners and learning contexts. Exploring ways of building resilience and personal resources to cope with unanticipated problems and interpersonal issues when teaching or planning for placement. Approaches to time management, time pressures and workload target setting. Developing a reflective understanding of whole school approaches to inclusive education and catering for individual needs. Review of national approaches and guidelines for working with pupils who have particular categories of need (students whose characteristics are classified in many different SEN categories) and for exceptionally able learners. Planning modes of engagement with other teachers in the school around understanding children's lives and children's learning and preparation for activities such as observing inclusive practices, understanding Individual Education Plans, diagnostic assessment. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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