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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This module is designed to give students an opportunity to engage in an extended period of supervised school placement in an Irish second level school. Students will be encouraged to use this as an opportunity to integrate the different elements of the programme of study being undertaken in order to enhance the quality of their classroom teaching. Particular attention will be paid to :i)facilitating of the application of the concepts of reflective practice, developed in a laboratory situation, to a real school and classroom situationii)allowing students to plan, teach and assess lessons in a second level schooliii)facilitating students in their practising of the various roles and duties of a class teacheriv)allowing students become part of a school communityv)providing a group setting for the students to reflect constructively on his/her placementvi)helping students identify and articulate areas of needed personal and professional growth which emerge out of their school placementvii) enabling students to reflect on his/her role as a teacher in an online environmentviii) enabling students develop the ability to utilize an online environment as a method for creating the peer group for support, confrontation and clarification that will assist the integration of personal attributes and teaching style.ix)Examining the relevance and applicability of the Codes of Professional for Teachers | |||||||||||||||||||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||||||||||||||||||
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1. Demonstrate a competence in the core teaching skills identified during the applied studies in the laboratory skills phase of the programme including planning, implementation and evaluation of a series of classes 2. Demonstrate an understanding of the professional knowledge that underpins the Codes of Professional Conduct for Teachers by providing specific examples of their application in their professional practice 3. Successfully plan, teach and assess a series of lessons at Junior and Senior Cycle 4. Through postings to an online forum provide evidence of the development a professional relationship with designated co-operating teachers 5. Apply the concepts of reflective practice to real school and classroom situations 6. O take part in an online, reflective community of practice | |||||||||||||||||||||||||||||||||||||||||||||
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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Planning and School Based Teaching. o Introduction to schemes of work;o the link between schemes of work and lesson planning;o reflection and evaluation on classroom teaching- issues and structures Applying Learning Theory:. Key concepts of adolescence-. o exploration of relevant issues in the psychology of learning; adolescence and behaviour-o implications for classroom management. Working in the school community:. o The role of the co-operating teachero building professional relationships with an experienced practitioner;. Working in a community of professional educators. o issues of professionalism, behaviour and etiquette. Teaching in a secondary school:. o Reflecting on school based teaching;o Developing, implementing and reflecting on junior and senior cycle classroom teaching;o Undertaking and reflecting on the various roles of the class teacher in an online forum Keeping registers, following absences, break/lunch/games supervision etc. Applying the Teaching Council Codes of Professional Conduct for Teachers. Reflecting on the Professional knowledge underpinning the codesExamining the role of the codes in professional practiceProviding specific examples of the application of the Codes in practice. | |||||||||||||||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||||
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| Other Resources | |||||||||||||||||||||||||||||||||||||||||||||
| 2149, Website, 2009, Junior Science Support Service, http://www.juniorscience.ie/jsss/Main/Home.htm, 2150, Website, Junior Cycle Physical Education Support Services, 2009, Junior Cycle PE Resources, http://www.jcpe.ie/, 2151, Website Directory, The ICT Advisory Service, 0, ICT in Education - Subject Links, www.ictnewsletter.net/Educational%20Web%20Sites%204.doc, 2152, Website, Department of Education and Science, 2009, Curriculum, Syllabus and Teaching Guides: Leaving Cert, http://www.education.ie/home/home.jsp?pcategory=17216&ecategory=17233&language=EN, 2153, Website, Department of Education and Science, 2009, Curriculum, Syllabus and Teaching Guides: Junior Cert, http://www.education.ie/home/home.jsp?pcategory=17216&ecategory=17317&language=EN, | |||||||||||||||||||||||||||||||||||||||||||||
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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 ES305 | |||||||||||||||||||||||||||||||||||||||||||||
| Date of Last Revision | 09-MAY-11 | ||||||||||||||||||||||||||||||||||||||||||||
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