Registry
Module Specifications
Archived Version 2015 - 2016
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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 | |||||||||||||||||||||||||||||||||||||
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 Teaching Core ValuesIntroduction to and exemplification of core values of teaching including, collegiality, collaboration, cooperation, commitment and student-centred learningLearning TheoriesIntroduction to learning theories (behaviourism, humanism, cognitive theories, constructivism etc), motivation, learning styles and multiple intelligencesSkills Development in MicroteachingIdentification of introductory skills- using a variety of stimulus, reacting, questioning, general ICT skills and audio visual skillsTeaching MethodsIntroduction to teaching methods in the context of the core teaching skills covered in the moduleIntroduction to reflective practiceThe concept of reflection ; Reflection in teaching- an introduction the reflective practitioner;PlanningDesigning aims and learning outcomes, Writing aims and learning outcomes, assessing and evaluating aims and learning outcomesTeachingUsing digital video labs execute teaching episodes in a science and mathematics context with peers and 2nd level studentsTheory and PracticeIdentify 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 | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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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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