Registry
Module Specifications
Archived Version 2022 - 2023
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Description This module focuses on the application of the skills and knowledge presented across the programme modules to the teaching and learning contexts. Specifically, it addresses the following: curriculum, inclusive pedagogy and assessment, short and long term planning, evaluation of learning, differentiation, the selection of appropriate methods strategies and resources (including digital learning, assistive and augmentative technology) and teaching competencies. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate through their teaching and classroom management strategies that they can apply the skills and knowledge necessary to implement a programme appropriate to their group of pupils on the AS, taking adequate account of individual differences and developmental levels. 2. Design and plan lessons which take the diversity of learner need into account with particular reference to pupils on the autism spectrum. 3. Select and employ a variety of teaching and learning strategies to facilitate their pupils’ social & emotional understanding as well as the development of communication & oral language skills. 4. Demonstrate use of inclusive pedagogy and evidence based practice for learners on the AS 5. Use assessment, both of learning and for learning, to evaluate the learning acquisition of pupils within observed lessons and with lesson plans. | |||||||||||||||||||||||||||||||||||||
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 Indicative Content● Teaching and learning, planning and practicum; ● Theories of Learning; ● Application of knowledge and skills in the classroom; ● Selection and management of resources; ● Differentiation and universal design; ● Establishing aims and objectives; ● Digital learning; ● Assistive and augmentative technology; ● Overview of curricula; ● Managing the hidden curriculum; ● Methodologies and approaches to teaching with particular reference to autism specific; content and evidence based interventions e.g TEACCH, PECs, ABA etc; ● Models of teaching; ● Instructional adaptations; ● Evaluating progress; ● Effective collaboration with and management of classroom team; ● Evidence based intervention. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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