Registry
Module Specifications
Archived Version 2020 - 2021
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Description The purpose of this module is to prepared students for elements of classroom practice, particularly on their 'block' teaching placment through exploration of pracatical strategies for initial teaching. The module aims to facilitate students to explore and select advanced teaching strategies structuring them as appropriate to meet the needs of their students. It will give the students an opportunity to use a variety of different information and communications technologies appropriate to science teaching. This module will enable students to critically evaluate a range of information and communications technologies/media products. This module will be delivered through a combination of lectures and computer workshops. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a capacity to use a variety of different information and communications technologies 2. Design and develop interactive e-learning material 3. Design a programme of instruction for a relevant area of science education using a variety of appropriate ICT media 4. Evaluate the potential and limitations of a variety of information and communications technologies and to employ a variety of available curriculum resources to enhance and enrich the learning environment. 5. Demonstrate an understanding of the pedagogical, social and technical issues in the creation of an online learning environment 6. Student teachers work in collegiality with colleagues in the interests of sharing, promoting, developing and supporting best professional practice. 7. recognise a range of advanced teaching strategies for coping with practical classroom management issues (behaviour management). Students will appreciate the complexity and various sources and manifistations of challenging behavour and encoutner a variety of practical school based approaches to same. 8. maintain written documentation relating to classroom management issues / understand the need for evidence based record keeping in dealing with Principals, parents and other agents. 9. prepare for parent/teacher meetings. They will do this by considering the nature of the teacher/parent/pupil relationship and the common nature of aspiration between the three agents. They will be able to chart progress in a practical manner (use of record keeping, teaching journal etc) and understand the most constructive approaches to working with parents. 10. to understand the theory underlying reliability and validity in classroom testing/evaluation.They will be able to choose appropriate evaluation methods after considering variables associated with time/place/content/pupil cohort etc. They will understand procedures relating mark allocation, complex and simple questining and how to use testing as a form of diagnosis for 'effective' teaching. 11. will have mastered yearly planning. 12. will have been introduced to the concept of learning for mastery, understand its operation from simple to complex. 13. will have a working knowledge of pupils' expectations of teachers and teaching based upon academic research and life history research. | |||||||||||||||||||||||||||||||||||||||||
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 Create and facilitate an online learning environmentSet-up a VLE, enrol participants, add resources and activities.Principles of web designCreate a website on a specific science topic. The website must adhere to copyright and accessibility criteria covered.Digital VideoPlan (using a storyboard), record, edit and produce a short film that enhances learning of a science concept.ICT resource creationUse HotPotatoes, Microsoft Publisher and PowerPoint to create effective resources to use in the classroom.Locating and evaluating online resourcesStudents will develop the skill of searching for science learning objects on the internet (e.g. applets, flash animations, science articles and web resources). They will also develop skill to evaluate these learning resources.Evaluation of new technologiesStudents will evaluate and decide whether to use new technologies such as mobile apps, Go!Animate, etc.Interactive WhiteboardStudents will develop basic skills and knowledge for using an interactive whiteboard.Classroom/behavour managementConsideration of: 'types' of challening behaviour / of personal expectations and understanding of same based on school experience. Study of practical approaches to challenging behaviour through case study / theory.Parents as partnersUnderstanding of parental role in supporting teaching / preparation for parent-teacher meetings/ record-keeping / understanding the role. concerns and expectations of the parent in the educative processLearning and AssessmentTheoritical and pracatical understanding of evaluation and testing types. Practical consideration of school based testing. Learning to text for mastery for simple and complex knowledgeYearly planningOrganisation of curriculum content into manageable cohorts within the limitations of the school year while considering challenging nature of aspects of curriculum and pupil engagementPrincipal expecations of NQT.Study of Irish NQT literature pertaining to the expectations of and placed upon new and beginning teachers.Pupils' expectations of their teachers.An account of what research demonstrates are the expectations of pupils of thier teachers and schooling.Preparing for job application and interviewsPractical disucssion and preparation for applying for teaching posts. Awareness of external agencies such as the Teaching Council, ASTI, TUI, subject organisations and so forth. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
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