Registry

Module Specifications

Archived Version 2020 - 2021

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 is designed to prepare the student towards becoming a teacher. It focuses on the development of core practices and pedagogies through approximations of practice, reflection and discussion. The module aims to: - develop confidence and competence in teaching practices - introduce students to and model contemporary research-informed teaching practices - enable students to evaluate and select appropriate teaching practices through a process of active planning and reflection which focus on pupil learning and concept development - equip students with the ability to develop an understanding of how learners learn - introduce students to the concept of the teacher as reflective practitioner Pre-service teachers will engage in a range of lectures which address and model topics mentioned above. They will learn to design and plan lessons that build on education foundational theories of learning. They will teach and evaluate micro-lessons. They will engage in and receive feedback at an individual, peer and group level. Through online access to their video recordings via the Loop VLE platform they will have the opportunity to further reflect on and develop their practice. Assessment of the module is based on student teachers’ lesson planning, critical reflection, exemplification of learning theories in their practice, and demonstration of teaching skills.

Learning Outcomes

1. Plan, implement and evaluate core teaching /learning practices in a microteaching environment in the context of science and mathematics teaching
2. Write learning intentions and success criteria for teaching and learning episodes in mathematics and/or science contexts
3. Critically reflect on practice of core teaching methodologies and evaluate own and peer teaching episodes, highlighting strengths and areas for development
4. Discuss a range of teaching and learning theories and identify how they link to everyday classroom practice. Identify links between with core teaching practices and educational theories and discuss how these can be used as strategies for dealing with differentiation, classroom and behavioural management.
5. 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	Reflection on achievements and areas 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 e.g. behaviourism, humanism, cognitive theories, constructivism, growth mindset etc.

Practices Development in Microteaching
Identification of introductory practices- 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 practices covered in the module

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

Planning
Designing learning intentions and success criteria, writing learning intentions and success criteria, assessing and evaluating learning intentions and success criteria

Teaching
Prepared in teaching micro-lessons in a science and/or mathematics context

Theory and Practice
Identify how core teaching practices 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

37503, http://www.thirteen.org/edonline/concept2class/con, 0, constructivism, 37504, http://www.learningandteaching.info/learning/behav, 0, behavioursim, 37505, ProTeaching Video Resources, 0, http://www.proteachersvideo.com/TopSeriesList.aspx,

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