Module Details

Module Code: EDUC8030
Title: Teaching Process & Practice
Long Title: Teaching Process & Practice
NFQ Level: Advanced
Valid From: Semester 1 - 2017/18 ( September 2017 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: Teaching Process & Practice examines how teachers can effectively apply an array of skills and abilities that lead to creating a learning environment where children feel secure and confident that they can succeed both academically and personally. In addition to exploring the role that educators play, this module addresses areas such as critical thinking; motivation; communication; assessment; classroom behaviour; instructional design and instructive techniques.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Illustrate how learning theories translate to practice in the classroom.
LO2 Appraise instructional design in relation to inclusive teaching practice.
LO3 Evaluate the nature of equality and differentiation from an educational perspective.
LO4 Evaluate assessment methods in keeping with a holistic approach to learning and development.
LO5 Devise critical thinking activities that foster motivation.
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
Learning Theory & Instructional Design
Learning as a process. Task-conscious or acquisition learning. Learning-conscious or formalised learning. Pedagogy: Teaching Children & Children Learning. Andragogy: Teaching Adults & Adults Learning. Theory translated to practice. Macro and micro Instructional Designs.
Equality & Differentiation in Education
Inclusivity. Acknowledgement of Diversity. In any grouping there is a diversity or variety of idiosyncratic interests, learning styles, experiences, abilities, insights, needs, cultural and ethnic backgrounds, talents and intelligences.
Assessment Methods
Creating/adapting to a learning environment that cultivates the holistic development of a child – assessments ought to reflect evaluations of all areas not be limited to reading, writing, and arithmetic. Gardner’s multiple Intelligences. Assessment techniques.
Critical Thinking and Children
Critical thinking and motivation skills. Barriers to critical thinking. Egocentricity or Sociocentricity. Benefits of encouraging critical thinking in children and in those who teach them.
Module Content & Assessment
Assessment Breakdown%
Coursework50.00%
End of Module Formal Examination50.00%

Assessments

Coursework
Assessment Type Project % of Total Mark 30
Timing Week 6 Learning Outcomes 3,5
Assessment Description
Group project - compile a portfolio of equality and differentiation strategies and critical thinking activities.
Assessment Type Presentation % of Total Mark 20
Timing Week 8 Learning Outcomes 4
Assessment Description
Topic - Assessment methods and purpose.
End of Module Formal Examination
Assessment Type Formal Exam % of Total Mark 50
Timing End-of-Semester Learning Outcomes 1,2
Assessment Description
End-of-Semester Final Examination
Reassessment Requirement
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.

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 based lecture Every Week 3.00 3
Independent Learning Non Contact Independent student researching/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 based lecture Every Week 3.00 3
Independent Learning Non Contact Independent student researching/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
  • Yvonne Gentzler. (2015), A New Teacher's Guide to Best Practices, Skyhorse Publishing, [ISBN: 1510701044].
  • Murphy, P. Hall, K., Soler, J.. (2008), Pedagogy and Practice: Culture and Identities, Sage, London, [ISBN: 9781847873682].
Supplementary Book Resources
  • Alan Pritchard. (2009), Ways of learning, 2nd. Taylor & Francis Group, London, [ISBN: 9780415466080].
  • Knud Illeris (Editor). (2009), Contemporary theories of learning, Routledge, Abingdon, Oxon, [ISBN: 9780415473446].
Recommended Article/Paper Resources
  • ESAI. (2015), Irish Educational Studies, Official Journal of the Educational Studies Association of Ireland (ESAI), Volume Number: 30, [ISSN: 1747-4965].
  • Department of Education and Skills. (2010), Addressing the Challenges and Barriers to Inclusion in Irish Schools.
  • Elena Rodriguez-Falcon (et al). (2010), The inclusive learning and teaching handbook, University of Sheffield, [ISSN: 978-0-956].
Other Resources
  • Website, Teachnet. (2015), Curriculum, www.teachnet.ie.
  • Website, Scoilnet. (2012), Portal for Irish Education, www.scoilnet.ie.
  • Website, Department of Education and Skills. (2015), Information By Topic, www.education.ie.
  • Website, Merlot. (2015), Pedagogy, www.pedagogy.merlot.org.
  • Website, Carnegie Mellon. (2015), Identify Appropriate Instructional Strategies, www.cmu.edu/.
  • Website, Foundation for Critical Thinking. (2015), Critical Thinking For Children, www.criticalthinking.org.
  • Website, NCCA. (2015), Primary School Curriculum, www.ncca.ie.
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMONT_8 Bachelor of Arts (Honours) in Montessori Education 8 Mandatory