Module Details

Module Code: PLAC7012
Title: Montessori Internship Prep
Long Title: Montessori Internship Prep
NFQ Level: Intermediate
Valid From: Semester 1 - 2017/18 ( September 2017 )
Duration: 1 Semester
Credits: 5
Field of Study: 0111 - Placement
Module Delivered in: 1 programme(s)
Module Description: Montessori Internship Preparation guides and supports students through the process of securing a Teaching Practice (TP) opportunity in a Primary School or Special Education Needs (SEN) setting. Students will become familiar with the Primary School Curriculum; with schemes of work, lesson planning / implementation; and with the nature of differentiation and adaptable teaching methodologies. This module aims to encourage Montessori students to become reflective and pro-active and ultimately to guide them towards becoming a professional in the field of education.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Apply Montessori philosophy to inclusive lesson planning for children aged 6 - 12 years.
LO2 Describe the application of differentiation to teaching methodologies.
LO3 Appraise their own professional skills and competencies while also identifying areas for development.
LO4 Present prepared lessons including reflection and feedback.
LO5 Reflect on personal attitudes, values and beliefs which are implicit in the classroom.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Teaching Practice Application
Supports students through the process of securing a Teaching Practice (TP) opportunity in a Primary School or Special Education Needs (SEN) placement. CV; cover letter; protocols; requirements and responsibilities.
Teaching methodology
Review pedagogical approaches to teaching; learning; communicating and their application in practice. Students consider how to use Montessori principles to inform practice, create schemes of work, to plan / implement lessons and consider the nature of differentiation and adaptable teaching methodologies.
Inclusivity & Differentiation
From content to context of learning in an Education environment. Characteristics of diverse learners; implementing inclusive teaching; designing inclusive lessons / materials.
Micro Teaching
Micro Teaching - including peer feedback sessions. Lesson Plans - themed and integrated. Consultation; Mentoring/Supervision; communication with teachers, colleagues and parents
Reflective Practitioner
Reflection on attitudes, values and beliefs of self. Awareness of 'hidden curriculum'. Encourage students to become reflective and pro-active and ultimately to guide them towards becoming a professional in the field of education.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Presentation % of Total Mark 30
Timing Week 6 Learning Outcomes 1
Assessment Description
Applying Montessori philosophy to inclusive planning.
Assessment Type Practical/Skills Evaluation % of Total Mark 30
Timing Week 9 Learning Outcomes 4
Assessment Description
Short lesson presentations
Assessment Type Written Report % of Total Mark 40
Timing Week 12 Learning Outcomes 2,3,5
Assessment Description
Statement of Teaching Philosophy - self reflection, understanding of role, responsibility and expectation of Teaching Practice.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Class Lecture & Discussion Every Week 2.00 2
Lab Contact Curriculum Planning Tool & Preparation Every Week 1.00 1
Independent & Directed Learning (Non-contact) Non Contact Independent and Directed Learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Class Lecture & Discussion Every Week 2.00 2
Lab Contact Curriculum Planning Tool & Preparation Every Week 1.00 1
Independent & Directed Learning (Non-contact) Non Contact Independent and Directed Learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Sarah Trussler & Debs Robinson. (2015), Inclusive Practice in the Primary School, SAGE Publications Ltd, [ISBN: 9781446274903].
  • Walsh, B & Dolan, R.. (2009), A Guide to Teaching Practice in Ireland, Gill & Macmillan Ltd., [ISBN: 9780717145119].
  • Montessori, M.. (1999), Montessori Method, 2. ABC Clio Ltd., Oxford, UK, [ISBN: 0-7425-1912-0].
Supplementary Book Resources
  • CDETB. (2014), Curriculum Development Unit, Dept. Education & Skills.
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
  • Dr Alison Harold, Mrs Miho Taguma, Mr Kees Hagens. (2008), Thematic Review - recognition of non-formal learning, Education and Training Policy Division.
  • Department of Children and Youth Affairs. (2010), Workforce Development Plan, Mespil Rd, Dublin 4.
Other Resources
  • Website, NCCA. (2015), Curriculum Planning Tool, www.ncca.ie.
  • Website, Scoilnet. (2015), Curriculum Focused Resources, www.scoilnet.ie.
  • Website, Irish Computer Society. (2015), Lesson Plans, www.scratch.ie.
  • Website, Seomra Ranga. (2015), Resources for the Primary School Teacher, www.seomraranga.ie.
  • Website, Special Education Support Service. (2015), Enhance the Quality of Learning, www.sess.ie.
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMONT_8 Bachelor of Arts (Honours) in Montessori Education 5 Mandatory