Registry
Module Specifications
Current Academic Year 2012 - 2013
Please note that this information is subject to change.
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| Description | |||||||||||||||||||||||||||||||||||||||||||||
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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 acquisition through the process of guided planning, implementation and review of 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 allow students engage in an initial period of guided school based teaching practice.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. Students will also carry out a teaching placement in a second level school. | |||||||||||||||||||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||||||||||||||||||
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1. Plan, implement and evaluate a broad range of generic teaching skills in a laboratory and the school 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 school classroom. 4. Identify and describe good practice in managing classroom situations with particular reference to the science laboratory and physical education environment 5. Describe and implement good practice in the fields of positive discipline and motivation. 6. Demonstrate good practice in teaching and learning methodologies in the 2nd level classroom 7. Demonstrate possession of adequate subject knowledge to plan, resource (including ICT integration) and teach at second level. 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 | |||||||||||||||||||||||||||||||||||||||||||||
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The Teacher/Facilitator as Reflective Practitioner. Review of central concepts:. Skills Development Microteaching. Critical Analysis and Reflection on Microteaching sessions for science and mathematics teaching. Development of teaching skills. Higher Order Questioning, ICT, Inquiry Based Learning, Learning Skills for Science. Peer planning, implementation and evaluation of skills. Classroom Observation. Identification and reflection of teaching pedagogy and methods. The Classroom as a learning community. Identification of roles and characteristics of key stakeholders in schools,. Interaction with the learning community, exploration of issues of etiquette, confidentiality and stakeholder relationships,. Guidelines for observation. preparing, structuring, recording observations, understanding the experience. Evaluating work-based observation,. Identification of core teaching skills in everyday classroom practice. Managing the classroom. Positive discipline in the classroom. Classroom Teaching. Demonstration of acquisition of teaching skills in a Junior Cycle teaching environment. Differentiation in the science and mathematics classroom. Examine strategies to address students individual needs in the school classroom. Assessment of and for Learning. Overview of Assessment Theory and how it can be implemented into a school classroom situation. | |||||||||||||||||||||||||||||||||||||||||||||
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| Other Resources | |||||||||||||||||||||||||||||||||||||||||||||
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| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||||||||||
| PEB | B.Sc Physical Education and Biology | ||||||||||||||||||||||||||||||||||||||||||||
| SE | BSc Science Education | ||||||||||||||||||||||||||||||||||||||||||||
| Timetable this semester: Timetable for ES216 | |||||||||||||||||||||||||||||||||||||||||||||
| Date of Last Revision | 01-FEB-11 | ||||||||||||||||||||||||||||||||||||||||||||
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