Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module focuses on the application of the skills and knowledge presented across the programme to the teaching and learning situation. Specifically, it addresses the following: ● Curriculum development and implementation; ● Assessment and profiling of learning strengths and areas for development; ● Development of appropriate learning programmes for individuals and groups; ● Long and short term planning; ● Identification of appropriate teaching strategies and resources. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Use data effectively to identify learning strengths and areas for development leading to the establishment and prioritisation of aims and learning outcomes/objectives for the teaching and learning situation. 2. Develop appropriate, broad and balanced long and short term planning and assess effectiveness of same. 3. Select appropriate methods of support, materials and resources (including digital learning, assistive and augmentative technology) to enable access to a broad and balanced curriculum for diverse learners. 4. Differentiate the plans appropriately to meet the needs of all learners. | |||||||||||||||||||||||||||||||||||||
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• Theories of Assessment and learning. • Development and application of holistic profiling for individuals and groups. • Establishing aims and learning objectives/outcomes/targets. • Identification of appropriate teaching strategies. • Selection and management of resources. • Differentiation and universal design. • Digital learning. • Assistive and augmentative technology. • Overview of and issues to consider when choosing curricula. • Identification of methodologies, strategies and approaches to planning for and teaching literacy, language and communication, reading, writing, numeracy and Mathematics, creative arts, personal and social development and well-being. • Teacher as professional (reflective practice, collaborative practices, evaluation). | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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