Registry
Module Specifications
Archived Version 2020 - 2021
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Description To provide students with an opportunity to develop their understanding of concept of the teacher as reflective practitioner in a controlled and secure environment. To continue the process of core skill (educational methodologies) acquisition through the process of guided planning, implementation and review of classroom/laboratory practice case studies. To allow students expand their analysis of the potential role to be played by ICT in the development of core teaching competencies. To equip students with the ability to define, create and maintain effective an learning environment. To introduce students to contemporary approaches to positive discipline and effective classroom management. To introduce students to general methods and pedagogy for science and mathematics teaching To examine the core values of teaching as outlined by the Teaching Council Codes of Professional Conduct, in terms of 'the educational experience', 'educational outcomes' and 'relationships' in relation to students teaching placement. In this module students will attend lectures, participate in peer and staff reviewed microteaching sessions and develop planning documentation relevant to second level teaching. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Plan, implement and evaluate a broad range of general teaching methodologies in a classroom environment 2. Engage in self and peer-based critical reflection on the process of skill development and implementation. 3. Competently observe and describe the key interactions in a microteaching setting. 4. Identify and describe good practice in managing classroom situations with particular reference to the teaching environments such as classroom, science laboratory and physical education environments 5. Describe and implement good practice in the fields of positive discipline and motivation. 6. Demonstrate good practice in teaching and learning methodologies in a microteaching setting 7. Demonstrate possession of adequate subject knowledge to plan, resource (including ICT integration) and teach at second level (micro teaching setting). 8. Demonstrate professional practice and conduct as outlined by the Teaching Council of Ireland in the Codes of Professional Conduct for Teachers. | |||||||||||||||||||||||||||||||||||||
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 The Teacher/Facilitator as Reflective PractitionerReview of central concepts:Skills Development MicroteachingCritical Analysis and Reflection on Microteaching sessions for science and mathematics teachingDevelopment of teaching skillsHigher Order Questioning, ICT, Inquiry Based Learning, Learning Skills for SciencePeer planning, implementation and evaluation of skillsMicroteaching ReflectionIdentification and reflection of teaching pedagogy and methodsThe Classroom as a learning communityGuidelines for observationpreparing, structuring, recording observations, understanding the experienceManaging the classroomPositive discipline in the classroomClassroom TeachingDemonstration of acquisition of teaching skills in a Junior Cycle micro teaching environmentDifferentiation in the science and mathematics classroomExamine strategies to address students individual needs in the school classroomAssessment of and for LearningOverview of Assessment Theory and how it can be implemented into a school classroom situation | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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