Post-Primary

PL03 - Creativity and Creative Writing in Post-Primary Education

Course Outline

Fighting Words engages with schools and teachers across the island of Ireland offering creative writing workshops and projects from twenty-three locations. The organisation provides creative writing sessions in these centres, in schools, on-line, and convenes young writing groups, playwriting and scriptwriting groups, and summer camps for children and young people. In addition Fighting Words runs a programme at DCU focussed on teacher education, research, CPD and school outreach Projects.

This course is for post-primary school teachers and aims to provide an introduction to the participative and creative methodologies used by Fighting Words, including experiencing a Fighting Words workshop first hand. The course will focus on supporting teachers to use creative education and creative writing in their own subject areas and classrooms, using creative and integrated approaches. Participants will look at the educational research and impact data on creative writing for children and young people, and the resources and support available to teachers. In addition the course will cover the range of creative activities and opportunities available to students and teachers from Fighting Words, including creative writing projects organised to support teachers who want to write creatively themselves.

Profile of Course Leaders

Nora Nic Con Ultaigh is a representative of the creative writing centre ‘Fighting Words’ in DCU. She is an arts-in-education practitioner with over 20 years of experience. In 2004 she established Cups and Crowns Educational Theatre Company with two fellow graduates from the MA in Drama and Theatre Arts in NUIG. She also worked as a Post-Primary teacher of English, French and CSPE for 10 years. She currently works as a Regional Coordinator and Creative Associate on the Creative Schools programme. She has a passionate interest in creativity in education and in fostering youth voice within a rights-based model.

Colm Ó Cuanacháin is Executive Director of Fighting Words, and has been coordinating the Fighting Words teacher education, research and CPD programme based at DCU's Institute of Education for the past three years.  He worked as a primary school teacher and principal before completing a PhD in human rights education and moving to work with NGOs in Ireland and internationally focused on development and human rights including a focus on participative approaches and education.

PL05 - Exploring eportfolio assessment approaches

Course Outline

In this short course we will explore the research, practice and potential of eportfolio based assessment. An eportfolio can be a tool or technology, a practice, a pedagogical model, an assessment method and a framework for learning (Chen & Black, 2010). There is growing interest in eportfolio as an authentic assessment which can positively impact on student learning and achievement. The research indicates that eportfolio assessment enables students to integrate their learning and make connections between modules in an authentic way (Buente et al. 2015; Eynon & Gambino 2017; Morreale et al. 2017). In this short course we will explore effective eportfolio assessment design and marking and feedback approaches and reflect on best practice exemplars of student and staff eportfolios.

Profile of Course Leader

Dr Orna Farrell is Associate Professor of Education, specialising in digital education based in the School of Policy Practice, Institute of Education in Dublin City University (DCU). Orna’s research interests centre around digital innovative pedagogy and include online pedagogy, learning design, digital assessment, eportfolio and open education. Orna is a fellow of EDEN Digital Learning Europe.

PL06 - Supporting Leaving Certificate Biology experiments through enquiry-based activities

Course Outline

This course is developed for Biology teachers to examine how to introduce enquiry-based ideas into practical activities. Over the course of 4 sessions, Biology teachers will have the opportunity to use common experimental techniques (microscopy, enzyme assays, dissection and aseptic technique) to develop enquiry-based lessons. This course is appropriate for the current Leaving Certificate Biology syllabus and prepares the way for the new Biology curriculum. Teachers will have the opportunity to explore enquiry-based practical activities in the university laboratory, prepare their own laboratory materials (such as making up agar), and learn how to avoid common pitfalls of practical work at senior cycle. It is an opportunity to work with, learn from and connect with other biology teachers around the common theme of enquiry.

Profile of Course Leader

Dr Natalie O'Neill spent 20 years as a secondary school biology teacher. She has previously worked in a consultation role with the NCCA to investigate how to embed key skills at senior cycle and her current research focuses on promoting enquiry-based pedagogy in senior cycle biology. She is the Programme Chair for Science Education at DCU.

PL07 and PL16 - Supporting Student Teachers on Placement

Course Outline

In the spirit of partnership, this workshop is aimed at supporting post-primary teachers and specifically Treoraithe (formerly known as the Cooperating Teachers) working with student teachers from DCU. This workshop will provide participants with an overview of current post-primary initial teacher education programme design, and explore a variety of ways in which teachers can actively support and encourage student teachers working with them and their pupils during placement periods. Observation and effective feedback techniques are explored and we will consider how various models of Team-Teaching can be used to support both student teachers and participants’ own professional development and growth. Lastly, various placement scenarios will be provided to encourage discussion and reflection among participants. 

Profile of Course Leader

Dr Sarah O’Grady is an Assistant Professor in Education at Dublin City University, Institute of Education. Sarah is Academic Coordinator of Professional Placement for the BEd in Gaeilge, and French or German or Spanish (BEdLan) programme at DCU, which is a four-year concurrent post-primary initial teacher education programme. Prior to joining DCU, Sarah taught modern languages for over fifteen years in the post-primary sector. Her research interests include teacher education policy and the development of reciprocal school-university partnerships.

PL11 - Teaching Senior Cycle Higher Level Mathematics: curriculum, content and assessment

Course Outline

This course is suitable for teachers who are currently teaching, or intend to teach, Senior Cycle Higher Level Mathematics. This course provides teachers with the opportunity to enhance their knowledge of key concepts on the Senior Cycle Higher Level Mathematics curriculum, in addition to exploring various tools and approaches which can assist with teaching and learning. During each session, participants will explore key ideas in relation to a topic on the curriculum by reviewing and completing previous examination questions.

Upon completion of this course, it is intended that the participants will have enhanced their knowledge and skills directly associated with specific topics, be able to connect and justify the main points of topics, and to know and be able to use and relate different representations for teaching various topics. Participants on the programme will be invited to engage in a follow-up research study; participation in the follow-up research study is voluntary, and not a requirement for attending the professional learning programme.

Profile of Course Leader

Dr Stephen Quirke is a lecturer in mathematics education at Dublin City University. Prior to commencing his role at DCU, Stephen worked as a post-primary mathematics and physical education teacher. Stephen completed his undergraduate degree in physical education and mathematics teacher education at the University of Limerick, and he was awarded his PhD in mathematics education for his study on out-of-field teachers of mathematics. Stephen’s research interests include mathematics teacher education programme development, mathematical knowledge for teaching, and mathematics curriculum reform.

PL12 - An Introduction to restorative practices in educational settings

Course Outline

Restorative Practice is evidenced to have a significant impact on reducing the need for, and use of sanctions, fostering more positive relationships between staff, students, and parents/caregivers in educational settings. It has also been shown to increase academic performance due to less time spent on dealing with conflict and/or wrongdoing and more time spent on classroom learning. Restorative Practice increases capacity for emotional and social learning and helps pupils self-regulate when faced with challenging situations and/or people.

Through this course participants will;

• Gain an understanding of Adverse Childhood Experience (ACEs) and Trauma which impact on pupil behaviour
• Explore traditional versus restorative approaches to conflict, harm and wrongdoing.
• Acquire knowledge and skills in addressing disputes or wrongdoing on a relational, human-emotional level.

Profile of Course Leader

Martina, a social worker, worked in the youth justice system for 20 years and was a restorative practitioner and trainer in the Youth Justice Agency of Northern Ireland (NI) for 13 years before setting up her consultancy and training company in 2015 (martinajordanrestorativepractices.com). Since then she has provided RP training to numerous schools in NI and bespoke interventions including circles, restorative conferences and mediation to schools which are experiencing particularly complex problems. Martina has also provided restorative practice training in various parts of Europe and South Asia. In April 2018 and November 2020 Martina led the planning, organisation and facilitation of two highly successful symposiums on Restorative Practices in Schools. She is currently leading a project on developing RP with the Education Authority in N Ireland. Martina is a member of the Restorative Practices Forum NI, a board member of Family Group Conferencing NI and is an approved trainer with the European Forum for Restorative Justice.

PL14 - Godly Play

Course Outline

Godly Play is a form of spiritual accompaniment with children. Rooted in Montessori principles and emanating from the Christian tradition, it uses storytelling and play to invite children to connect with Parables, Sacred Stories and liturgy. The children's natural curiosity is nurtured through Godly Play and it offers them a unique space to wonder about the mysterious presence of God. The approach is used worldwide in many different contexts including schools. This course will offer participants a chance to experience Godly Play for themselves, to learn about its methodology and to explore how it might supplement their RE teaching in schools of a Christian denomination. It is participative in nature and hands on. 

Profile of Course Leader

Dr Cora O'Farrell began her career as a primary school teacher and has been teaching RE at third level for over twenty years. She is currently the Director of the Mater Dei Centre for Catholic Education. She is passionate about Godly Play and contemplative pedagogies. Cora is a Godly Play trainer with Godly Play Ireland.

PL19 - Introduction to legal issues for teachers

Course Outline

This course, which will take place over three evenings, offers teachers the opportunity to reflect on legal issues relevant to the school context. It will allow participants to become familiar with legislation and case law pertinent to a range of aspects of school life which will inform and enhance their practice.
 
Indicative areas the course will address: 

• The duty of care
• Supervision of students
• Child Protection
• Data Protection and Copyright

Profile of Course Leader

Ciara Johnson is a practising barrister with a particular interest in Child Law and Education Law. She previously authored, tutored and assessed modules on the post-graduate Diploma/MA degree programme ‘Education and the Law’ in St. Angela’s College, Sligo/NUIG and was a module leader on that programme. She lectures on a wide range of legal areas and cases relevant to school personnel including Management Bodies, Boards of Management, Senior Management, Teachers and other school personnel.

PL22 - Assessment in the Age of AI

Course Outline

This short course will provide FET staff with an awareness of the ongoing challenges to assessment design posed by Generative Artificial Intelligence tools. The emergence of generative Artificial Intelligence (AI) tools such as ChatGPT and DALL-E pose a challenge to the academic integrity of traditional assessment approaches. However, this challenge is also an opportunity to innovate and evolve higher education assessment to be more authentic, creative and inclusive. This short course will explore how to design assessment which takes account of these new technologies and the key principles of assessment design: validity, reliability and fairness and remains robust in terms of academic integrity. 

Profile of Course Leader

Dr Orna Farrell is an Associate Professor of Education, specialising in digital education based in the School of Policy Practice, Institute of Education in Dublin City University (DCU). Orna’s research interests centre around digital innovative pedagogy and include online pedagogy, learning design, digital assessment, eportfolio and open education. Orna is a fellow of EDEN Digital Learning Europe.

PL23 - Developing Digital Literacy

Course Outline

This introductory course will provide teachers with an opportunity to explore digital literacy as it relates to their classroom practice. The course will engage with relevant literature and policy documents to define digital literacy and provide detail on the competencies it includes. Participants will be encouraged to examine practical ways of developing their students digital literacy skills by reflecting on their practice and identifying ways to introduce: 1) Information, data and media literacy, 2) Online communication, collaboration and participation, 3) Digital content creation, 3) Online safety and wellbeing, 4) Problem solving using digital tools.

Profile of Course Leader

Dr Peter Tiernan  is an Assistant Professor in the School of STEM Education, Innovation and Global Studies. He has been teaching and researching in the area of digital literacy for over 12 years. His work focuses on developing our understanding of digital literacy in practice and investigating ways to develop student’s digital literacy skills.

PL28 - Pedagogies of possibility for Relationships and Sexuality Education (RSE)

Course Outline

This course will bring together post-primary educators with an interest in developing their knowledge on what counts as high quality Relationships and Sexuality Education (RSE). The course will run over two evenings and will also include preparatory reading/learning materials tailored to support participants’ engagement with the content. During the first workshop participants will explore a range of contemporary RSE issues (e.g. consent; pleasure; gender and sexual diversity; violence; sexual health) through research-based case scenarios which centre young people’s lived experiences. Opportunities will also be provided for participants to actively engage in a series of RSE professional learning activities to consider what constitutes high quality RSE. The second workshop will focus on high quality RSE provision in ways that directly relate to educators’ own settings and recent developments both nationally (NCCA 2019) and globally (UNESCO 2018). Educators will work collaboratively to map future training and professional development needs and finish the workshop with ideas of how they can creatively work in collaboration with young people to centre their views on current and future RSE provision in their settings.

Profile of Course Leader

Dr Leanne Coll is an educator and academic from Dublin City University, Institute of Education with over 12 years experience researching and teaching in the area of sexualities and relationship education (both in Ireland and Australia). Her work with young people and educators focuses on transformative potentials of co-productive, creative and activist oriented approaches to RSE. A key driver in her work is her passion for and dedication to working with rather than for young people to carve a new order of experience in RSE.

PL30 - Bullying prevention and intervention course for teachers

Course Outline

• Defining Bullying (e.g. cyberbullying, identity-based bullying)
• Victims, Bullies and “The Bully Circle”
• Consequences of Bullying
• DES Circular and Procedures: The Anti-Bullying Policy
• Bullying Prevention and intervention strategies
• School’s Role/Teacher’s Role/Parents’ Role
• Bullying Resources, Methodologies and Support

Register for a place on the programme or for further information please contact Seline.Keating@dcu.ie 
Once the 10 free places are filled, interested teachers can still avail of this course but the normal rate of €100 will apply. 

Profile of Course Leader

Dr Seline Keating is an Associate Researcher at the National Anti-Bullying Research and Resource Centre (ABC) at DCU. Seline lectures in Social, Personal and Health Education (SPHE) in DCU Institute of Education. Seline’s Masters in Aggression Studies focussed on developmental psychology, aggressive/bullying behaviours, bullying prevention/intervention strategies and, formulating and assessing a school’s Anti-bullying policy and Code of Behaviour, while her PhD research explored child development in the context of mass media and their effects on a child’s psychosocial development and well-being. From 2009 to 2011 she worked with the ABC delivering bullying prevention and intervention workshops to parents, teachers and pupils in both primary and post-primary settings. Currently, Seline is part of a research project, All Together Now! which is a Pilot Programme in Primary Schools to tackle homophobic and transphobic bullying. Her research interests include child development and protection, media education, bullying prevention and intervention, mindfulness, relationships and sexuality education, LGBT inclusion and bullying in primary schools and partakes in the Train-the-trainer for bullying prevention and intervention.  

Anti Bullying Centre - DCU is a national research and resource facility dedicated to the study of bullying behaviour in schools and workplaces and to the development of resources and training to support schools, teachers and parents to prevent and intervene in bullying situations. Researchers at ABC were the first in Ireland to undertake research on school bullying, workplace bullying, homophobic bullying and cyberbullying. ABC leads the field of research, resource development and training in bullying in Ireland and is an internationally recognised centre of excellence in bullying research.