Registry

Module Specifications

Archived Version 2014 - 2015

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The microteaching module provides core training for the student-teacher. The module aims to: To equip students with the ability to develop an understanding of how Learners learn; To introduce students to the concept of the teacher as reflective practitioner; To introduce students to contemporary approaches a range of teaching skills; To develop confidence in a range of initial teaching skills through reviews, analysis, demonstration, peer coaching, online reflection, video editing analysis, and guided feedback. Learners will also examine how to select certain teaching methods through a process of active planning. Students will design, implement and evaluate 3 learning episodes and teach for 5-10 minutes whilst being recorded on digital video in the microteaching suites. Through online access to video session of theirs and colleagues teaching sessions and via the VLE platform Moodle students will reflect on each skill taught. Students will also edit their teaching sessions to highlight areas of achievement and development thus demonstrating their knowledge and understanding of core teaching skills. Assessment is based lesson planning, critical reflection and video editing of core teaching skills and a teaching episode with 2nd level students.

Learning Outcomes

1. Plan, implement and evaluate core teaching /learning skills in a microteaching environment in the context of science and mathematics teaching
2. Plan teaching and learning episodes in a science and/ or mathematics context
3. Write learning outcomes for teaching and learning episodes in mathematics and/or science contexts
4. Critically reflect on practice of core teaching methodologies and evaluate own and peer teaching episodes, highlighting strengths and areas for development
5. Discuss a range of teaching and learning theories and identify how they link to everyday classroom practice. Identify links between with core teaching skills and educational theories and discuss how these can be used as strategies for dealing with differentiation, classroom and behavioural management.
6. Edit video's of the microteaching episodes to highlight areas of achievement and development in order to demonstrate a how theory and practice are integrated
7. Plan and teach 2nd level students a science or mathematics class
8. Demonstrate collegiality as outlined by the Teaching Council Codes of Professional Conduct for Teachers by sharing, promoting, developing and supporting professional practice during the development and implementation of teaching episodes

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Laboratory	8	Microteaching session in Microteaching suites
Directed learning	10	Video editing of teaching episodes and reflection on achievements and ares for developments relating to self and peer teaching episodes
Independent Study	10	researching teaching and learning methodologies
Independent Study	74	Microteaching preparation, Lesson planning, resource preparation, Reflection on teaching, Reading/Library work, Self-assessment
Assignment Completion	15	Designing, planning and teaching a Junior Science and/or Mathemathics episode to 2nd level students
Lecture	8	Introduction to learning theories and core teaching skills
Total Workload: 125

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

Indicative Content and Learning Activities

Teaching Core Values
Introduction to and exemplification of core values of teaching including, collegiality, collaboration, cooperation, commitment and student-centred learning

Learning Theories
Introduction to learning theories (behaviourism, humanism, cognitive theories, constructivism etc), motivation, learning styles and multiple intelligences

Skills Development in Microteaching
Identification of introductory skills- using a variety of stimulus, reacting, questioning, general ICT skills and audio visual skills

Teaching Methods
Introduction to teaching methods in the context of the core teaching skills covered in the module

Introduction to reflective practice
The concept of reflection ; Reflection in teaching- an introduction the reflective practitioner;

Planning
Designing aims and learning outcomes, Writing aims and learning outcomes, assessing and evaluating aims and learning outcomes

Teaching
Using digital video labs execute teaching episodes in a science and mathematics context with peers and 2nd level students

Theory and Practice
Identify how core teaching skills link to theoretical perspectives and identify how they are relevant in the classroom in dealing with issues such as differentiation, classroom and behavioral management

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

edited by Steve Alsop, Larry Bencze and Erminia Pedretti: 2005, Analysing exemplary science teaching, 0335213111
Rose Dolan, Walsh Brendan: 2009, A Guide to Teaching Practice in Ireland, 9780717145119
Pollard, Andrew: 2003, Reflective teaching, Continuum, 0826451179
Louis Cohen, Lawrence Manion and Keith Morrison: 2004, A guide to teaching practice, 9780415306751
Killen, Roy: 2009, Effective teaching strategies: lessons from research and practice, 5th, Cengage Learning, Victoria, Australia :, 9780170183284
James A. Middleton, Polly Goepfert,: 2004, Inventive Strategies for Teaching Mathematics: Implementing Standards for Reform, 1557983682
Robert Fisher: 1995, Teaching children to learn, Stanley Thornes, Cheltenham, 9780748720910
Slavin, Robert E: 2011, Educational psychology: theory and practice, 9th, Pearson Education, Upper Saddle River, N.J. ; Harlow, 9780132613958
Bruce Joyce, Marsha Weil and Emily Calhoun: 2011, Models of teaching, 0205593453
The Teaching Council: 2007, Codes of Professional Conduct for Teachers, Teaching Council of Ireland, Maynooth,
Howard Gardner: 2006, Multiple intelligences, Basic Books, New York, 0465047688

Other Resources

14601, http://www.thirteen.org/edonline/concept2class/con, 0, constructivism, 14602, http://www.learningandteaching.info/learning/behav, 0, behavioursim, 14603, ProTeaching Video Resources, 0, http://www.proteachersvideo.com/TopSeriesList.aspx,

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