Registry
Module Specifications
Archived Version 2020 - 2021
| |||||||||||||||||||||||||||||||||||||
|
Description The module will assist students to develop an understanding of some of the contexts, theories and methodologies associated with multiclass teaching and learning particularly in small schools. Students will examine the practice of teaching in multi-grade classrooms and associated theories of how learning is effectively promoted in such classrooms. Students will develop their professional knowledge and skills by exploring instructional models for teaching effectively in multi-grade settings with an emphasis on critical discussion and collaborative work. Students will explore differentiated instruction and consider how student readiness, interests and curriculum requirements should be addressed in multi classes. Students will reflect on and share their own experiences and assumptions about multiclasses and will collaboratively plan, present and reflect on a selection of lesson plans and resources aimed at a typical multi grade in a small school setting.. The module will build student confidence in planning for multiclass teaching in a range of curriculum area. Students will be introduced to tools to cater for planning for varied learning needs within a multi-grade classroom. Students will observe teaching and learning in a multiclass and will visit a small school to observe a classroom setting. | |||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Identify contexts for multi-grade classrooms and perceived benefits and challenges for teaching and learning 2. Demonstrate an understanding of how to cater for learner diversity in multiclasses through adopting particular organisational approaches and teaching methodologies 3. Observe and document reflections on practice of teaching and learning in a multiclass 4. Identify appropriate teaching strategies for a multiclass such as whole class teaching, mixed age grouping and independent work with associated routines, management and assessment 5. LO5 Identify how learning outcomes from the 1999 Primary curriculum can be aligned or adapted to indicate learning outcomes for a multiclass 6. Identify strategies to adapt classroom organization for multi-grade settings 7. Present sample lesson plans which indicate key aspects of adapting learning outcomes, instructional approaches, management and activities for multi-grade settings 8. Present critical review of instructional resources for multiclass use and propose strategies for adaptation and multiple use in the multigrade classroom | |||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||