Registry
Module Specifications
Archived Version 2021 - 2022
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Description This module focuses on understanding, acknowledging, accepting and responding holistically to the developing and diverse identities of learners. It aims to enhance teacher participants’ knowledge, skills and awareness of engaging with learners as people to inform their future planning for and practice with them. The module also focuses on the development of holistic profiles of learners’ strengths, interests and difficulties, leading to the development of contextualised, personalised, priorities at this time in their education. As part of the holistic profiling process this module deals with the principles underpinning inclusive assessment and the various modes and approaches used to understand and respond to diverse learners. Holistic profiling begins with getting to know learners followed by the collation, interpretation and contextualisation of existing information on them. Teacher participants will learn to select from a range of formal and informal assessment approaches/tools to further their holistic understanding of learners in context. Holistic profiling, assessment and prioritisation skills will be underpinned by introductions to knowledge and theory in the areas of learner identity, assessment, ethics and personalisation. Strengths Based Approaches and Reflection on module content in context will be emphasised throughout. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. 1. Demonstrate examination of and reflection on the experiences of learners and how identities are shaped; 2. Explicate their own identities, attitudes and practices in relation to formation of learner identities; 3. Articulate an analysis of the practices and policies in their schools/centres and in the wider educational system in terms of how these impact on the formation of learner identities and on learner wellbeing; 4. Support and nurture identity-development by facilitating meaningful engagement with and benefit from learning in context especially attending to strengths-based approaches and learner voice/view. 5. Develop holistic profiles of learners to include their strengths, interests, difficulties, learning characteristics and current level of educational performance; 6. Interpret, synthesise and analyse all existing information available on learners in a contextualised, critical, accurate and fair manner before beginning any new assessment/testing; 7. Explain the principles of assessment and use these to critically and effectively select and/or devise a balanced and appropriate range of formal and informal assessment approaches (and tools) in order to increase their holistic understanding of diverse learners; 8. Use a range of assessment techniques and tools in a valid, reliable, ethical and authentic manner with particular attention to ensuring that any new assessment of each learner is carefully chosen/justified, kept to a minimum and then accurately administered and interpreted in context. 9. Respond to learner-identities in context by evaluating and critiquing the range of approaches programmes and curricula available as part of the holistic profiling process; 10. Compose and explicate contextualised priorities for learners at this time in their education (as individuals and within their groups/learning communities) based on the holistic profiling process. | |||||||||||||||||||||||||||||||||||||
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 | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 45717, Report, Douglas, G., Travers, J., McLinden, M., Robertson, C., Smith, E., Macnab, N., ... & Lacey, P., 2012, Measuring educational engagement, progress and outcomes for children with special educational needs: A review., National Council for Special Education, 45718, Guidelines, Department of Education and Skills, 2010, Behavioural, Emotional and Social Difficulties: A Continuum of Support: Guidelines for Teachers., 45719, Guidelines, Department of Education and Science, 2007, . Special Educational Needs: A Continuum of Support: Guidelines for Teachers. ., 45720, Guidelines, Department of Education and Skills, 2010, A Continuum of Support for Post Primary Schools: Guidelines for Teachers., 45721, Resource Pack, Department of Education and Science, 2007, Special Educational Needs: A Continuum of Support: Resource Pack for Teachers., 45722, Resource Pack, Department of Education and Skills, 2010, A Continuum of Support for Post Primary Schools: Resource Pack for Teachers., | |||||||||||||||||||||||||||||||||||||
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