Registry
Module Specifications
Archived Version 2021 - 2022
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Description This module will enable students to further develop their knowledge and understanding of the professional role of the teacher through observing teaching, experiencing teaching and undertaking structured planning, teaching and reflection within school settings. During this placement, students will develop skills in curriculum planning, teaching and assessment in an infant/junior class in a primary setting and will prepare, teach and evaluate lessons which demonstrate a range of appropriate and inclusive pedagogical approaches. Placement planning will incorporate both long-term (progressional schemes) and short-term planning (lesson planning). Students will select, prepare and use appropriate curriculum resources and related active methodologies for teaching and learning. The module will enable students to gain practice in lesson transitions, managing children’s behaviour, promoting positive behaviour, assessing and recording children’s progress and organising an effective classroom environment. Students will have opportunities to work collaboratively with teachers in the school community and to learn from dialogic interactions with children, teachers and HEI tutors. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identity, record and use key components required for short-term planning and long-term planning through the use of planning tools and integrated and cross-curricular approaches. 2. Employ a range of appropriate teaching resources, including digital, to facilitate teaching and learning and create a stimulating learning environment through incorporating displays supporting ongoing work. 3. Demonstrate effective communication skills in the classroom which facilitate effective teaching and learning in a whole class context 4. Organise and maintain a positive learning environment through the use of appropriate approaches to classroom management and organisation. 5. Provide for individual differences and respond to the needs of all children through planned and informed differentiated provision. 6. Undertake self-evaluation and implement goals to generate change and improvement. | |||||||||||||||||||||||||||||||||||||
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 Long-term and short-term planningExploration of a variety of ways to undertake long-term planning (progressional schemes) using integrated, differentiated and thematic approaches. Further development of students' understanding of short-term planning to include lesson planning.Self-EvaluationDeepening students' skills in undertaking lesson evaluation and using the outcomes to further improve approaches to planning and teaching.Monitoring children's learningPlanning towards enabling pupil self- assessment using elements such as sharing learning outcomes, and guided practice with self-assessment tools.Differentiationcaffolding students' conceptualisation of differentiated provision through examples of approaches which differentiate teaching and learning for a diversity of learners and learning contexts.Teacher ResilianceExploring 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. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources 0, Department of Education and Science, 2020, School Self-Evaluation, http://schoolself-evaluation.ie/primary/sse-2016-2020/circulars-and-guidelines/, | |||||||||||||||||||||||||||||||||||||
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