Professional Master of Education Year One, Semester Two

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1 Professional Master of Education Year One, Semester Two Course Handbook Spring P a g e

2 Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais Dear Student, On behalf of my colleagues I extend a warm welcome to you to the Faculty of Education at Mary Immaculate College. As the largest Education Faculty in Ireland, educating almost forty per cent of all the state-funded primary teachers, we are particularly aware of the significance of the Professional Master of Education programme in developing, promoting and sustaining a high quality Irish primary education experience for all children. We are also cognisant of our special responsibility to educate teachers for the twenty-first century who share a professional belief in, and moral commitment to, working towards excellence, equity, diversity and social justice within the nation s schools and communities. As a student within the Faculty of Education you are part of a vibrant and innovative community which continues to design and develop new programmes. The Professional Master of Education programme has been designed as an attractive and exciting postgraduate programme which reflects the College's well-established reputation for excellence in teacher education and research. The Faculty is also continually involved in the development of other new programmes. This academic year sees the introduction of a new MEd in Educational Leadership and Management. Our Professional Diploma in Education (Further Education, Level 8) has been accredited by the Teaching Council, and our revised Certificate in Religious Education has been approved by the Council for Catechetics. We have also an Education Preparatory Programme for Mature Learners, which is aimed at adult learners who wish to gain access to the BEd programme. Táthar ag leanúint ar aghaidh i mbliana lenár gclár iarchéime nuálaíoch, M. Oid. san Oideachas Lán-Ghaeilge, a cuireadh ar an bhfód don chéad uair anuraidh. Is é seo an chéad chlár iarchéime i bpoblacht na héireann le freastal go sonrach ar oideoirí tumoideachais agus ar ghairmithe eile a bhíonn ag obair i réimse an oideachais lán-ghaeilge. These programmes contribute to the extensive range of postgraduate programmes already being provided by the Faculty in SEN, ICT, Mentoring and Teacher Development, Early Childhood Studies, Adult and Continuing Education, Masters in Education (by Research and Thesis) and Structured PhD in Education. Our lecturers are very approachable and are dedicated to providing you with a top quality educational experience. Please engage with them and with your fellow students to enrich your own learning and to broaden your understanding of what it means to be a teacher. Participate in the life of the College, join clubs and societies, and enjoy the many sporting, social, cultural, and personal development opportunities available to you. In closing, I wish you well in your studies and I hope that your time at Mary Immaculate College will prove both enjoyable and rewarding. Guím gach rath ort i rith na bliana, Professor Teresa O Doherty 2 P a g e

3 INDEX PAGE NUMBER Introduction from the Dean 2 Index 3 Faculty of Education A Brief Overview 4 Mission Statement of the Faculty of Education 5 Programme Aims and Objectives 6 Overview of PME Programme 7 Programme Specific Regulations 8 Academic Honesty 9 Lecture and Tutorial Attendance 9 Module Assessment Guidelines 9 Key Faculty of Education Contacts 10 Staff of the Faculty of Education 12 Professional Master of Education Semester 2: Overview 20 Professional Master of Education Modules - Semester P a g e

4 FACULTY OF EDUCATION A BRIEF OVERVIEW The academic work of the College is divided into two faculties: the Faculty of Education and the Faculty of Arts, both of which contribute to the BEd Programme. The Faculty of Education at Mary Immaculate College is proud of its tradition of teacher education and of the high standards achieved by graduates since its establishment in The Faculty is one of the largest education faculties in Ireland, with a staff of more than 65 full-time academic staff and a further 50 associate members. The Faculty is strongly student-centred and is committed to excellence in its teaching and research. The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. Our flagship undergraduate honours programmes include the following: BEd, which is a full-time four-year programme and is the professional qualification required for teachers in primary schools. BEd in Education and Psychology, this four-year full-time programme prepares graduates to be recognised primary school teachers while also holding a degree in Psychology, which is recognised by the Psychological Society of Ireland. BA in Early Childhood Care and Education, which focuses on the development of educarers, professional leaders in the provision of care and education for children from birth to six years in a variety of educational settings. The Faculty also offers a number of postgraduate programmes. The academic year 2014/15 heralds the introduction of the Professional Master of Education (Primary Teaching) which is a new two year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. In addition, a suite of postgraduate and masters programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in masters and doctoral studies by research and thesis within the Faculty continue to grow. The research work of the Centre for Research in Education and Teacher Education (CREaTE), Centre for Early-Childhood Research at Mary Immaculate College (Ceramic), the Curriculum Development Unit and the Centre for Transforming Education through Dialogue reflect the commitment of Faculty to researching aspects of curricular interest, but also issues of equity and justice within education on local, national and international levels. Faculty members cover a wide range of expertise and professional interests. Many are qualified primary teachers and bring to their students a wealth of professional knowledge and experience. An internationally recognised standard of excellence has been achieved in the areas of professional development, curriculum design and educational research. The Faculty of Education has close links with many of the primary schools in Limerick city and the wider mid-west region. These connections facilitate an on-going professional relationship between the Faculty and the schools. The Faculty is greatly facilitated by the schools and teachers who make their classes available to student teachers for school placements, a crucial aspect of Mary Immaculate College s BEd programme. 4 P a g e

5 MISSION STATEMENT OF THE FACULTY OF EDUCATION To foster the social, emotional and intellectual development of our students; to promote and enhance their well-being during their time in college, and to provide opportunities for them to access a range of cultural activities To encourage students to aspire to standards of excellence in their professional lives compatible with their individual potential To promote reflective, creative, open-minded, sensitive, competent and committed practice among teachers in the national primary schools system. To empower such teachers to deal not alone with pupils and in-school colleagues but with parents, local communities, colleagues generally, other professionals To engender in our graduates a commitment to the full, social, emotional, intellectual development, and cultural diversity of the children they teach so that as citizens of the future they are competent, assured and caring members of society To promote and develop educational research and the application of existing research for the benefit of schools and of the community To promote among our graduates an openness to research and methodological innovation and to help them to foster a sense of ongoing professional and personal development; To engender in students and graduates a positive, critical attitude to change in their professional lives and the capacity to develop skills and competences to deal with changing needs and demands To promote and develop educational thought and practice for the benefit of the community, both local and national 5 P a g e

6 PROGRAMME AIMS AND OBJECTIVES The Professional Master of Education (PME) seeks to foster in graduate teacher education students a spirit of justice and compassion in the service of others and the creation of a democratic setting where all have the freedom and opportunity to achieve their full potential. The PME aims to develop graduate students' knowledge, skills, beliefs, and values in ways that support: The development of professionals who promote and maintain a strong commitment to education and teaching and to the quality of the educational experiences of their pupils. The development of professionals who will respect and value childhood and help children to unlock and realise their potential. The identity of graduate students of teacher education as learners, teachers, researchers and future leaders. The recognition of the dignity of the individual graduate student of education who brings her/his own unique identity, prior experience and expertise to the teaching profession. The development of professionals who comprehensively understand, respect, question and think critically about knowledge and who can adapt this knowledge within the complexities of their educational research and practice. The development of professionals who are committed to promoting rich, innovative, flexible, creative learner-centred environments. The development of personal and professional qualities including creativity, enthusiasm, risk-taking, commitment, responsibility and innovation, all of which equip teachers to contribute actively to and respond positively to change in Irish society in the twenty-first century. The promotion of the teacher as researcher and critically reflective practitioner who engages with inquiry-based examination and consideration of all aspects of professional practice, linked to a commitment of the teacher as life-long learner who is sustained by continuing professional development. The development of professionals who challenge and confront social injustice and inequality as they see them in the class, playground and in the community, thus helping them to become agents of change. The development of professionals who are empowered to recognise, appreciate and accommodate difference. The development of professionals who understand, recognise and imbue the pivotal contribution of educational research to teacher formation. The development of professionals who recognise leadership as an intrinsic component of teacher education. 6 P a g e

7 OVERVIEW OF THE PME PROGRAMME Year 1 SEMESTER 1 (Autumn) Module Code Module Title PME600 LANGUAGE AND LITERACY 1 PME601 MATHS EDUCATION 1 PME602 CHILD DEVELOPMENT AND PEDAGOGY PME603 ICT AND DIGITAL LEARNING PME604 RELIGIOUS EDUCATION PME605 ARTS EDUCATION 1 (DRAMA, MUSIC AND VISUAL ARTS) PME606 SCHOOLS AND SOCIETY 1 PME607 RESEARCH METHODS 1 PME608 SCHOOL PLACEMENT 1 Year 1 SEMESTER 2 (Spring) PME609 LANGUAGE AND LITERACY 2 PME610 GAEILGE AGUS MÚINEADH NA GAEILGE 1 PME611 MATHS EDUCATION 2 PME612 EDUCATION METHODOLOGY PME613 EDUCATIONAL PSYCHOLOGY AND ASSESSMENT PME614 SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION PME615 THE TEACHING OF HISTORY, GEOGRAPHY, AND SCIENCE EDUCATION 1 PME616 EDUCATION ABOUT RELIGION AND BELIEFS, AND ETHICS PME617 SCHOOL PLACEMENT 2 Year 1 SEMESTER (Summer) PME618 LEADERSHIP AND POLICY PME619 RESEARCH METHODS 2 PME620 TRÉIMSHE FOGHLAMA SA GHAELTACHT 1 Year 2 SEMESTER 1 (Autumn) PME621 GAEILGE AGUS MÚINEADH NA GAEILGE 2 PME622 SCHOOLS AND SOCIETY 2 PME623 THE TEACHING OF HISTORY, GEOGRAPHY AND SCIENCE EDUCATION 2 PME624 EARLY PRIMARY EDUCATION PME625 ARTS EDUCATION 2 (DRAMA, MUSIC, AND VISUAL ARTS) PME626 SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION 2 PME627 INCLUSIVE AND SPECIAL EDUCATION PME628 RESEARCH METHODS 3 PME629 SCHOOL PLACEMENT 3 Year 2 SEMESTER 2 (Spring) PME630 SCHOOL PLACEMENT 4 PME631 SCHOOL PLACEMENT 5 PME632 PROFESSIONAL PORTFOLIO PME633 DISSERTATION Year 2 SEMESTER (Summer) PME634 TRÉIMSHE FOGHLAMA SA GHAELTACHT 2 *CERTIFICATE IN RELIGION* 7 P a g e

8 Programme Specific Regulations A student who fails a school placement module shall be awarded an F grade or, in the case of Pass/Fail registration, an N grade. The Compensating Fail grades D1 and D2 shall not be awarded for school placement modules. Save in exceptional circumstances, where a student fails a school placement, s/he shall be afforded only one further opportunity to repeat that placement. A student who fails a school placement module (i.e. who fails the first attempt and also fails the repeat attempt) will normally have their enrolment on their current programme of study terminated. An absolute minimum quality point value (QPV) of 2.60 across school placement modules SP2, SP3, SP4, SP5 is required for the award of a first or second class honours degree. Students who are due to start professional placement in the spring semester of years 1 and 2 of the programme are subject to critical review. A student who has failed more than two modules will not be allowed to progress to the spring semester and will be required to repeat the autumn semester prior to progressing to the spring semester. To obtain the Master s degree award, students are required by the end of Year 2 of the programme to obtain an average QPV of at least 2.00 in the areas of English, Gaeilge and Mathematics in each of the three module groupings listed below: Language and Literacy 1; Language and Literacy 2 An Ghaeilge & Múineadh na Gaeilge 1; An Ghaeilge & Múineadh na Gaeilge 2 Maths Education 1; Maths Education 2 A student who fails to reach the minimum average QPV required in one or more of the English, Gaeilge or Mathematics groupings following the annual repeats in Year 2 may link in to the relevant module/s in the following academic year subject to the programme running and subject to the current academic regulations whereby a maximum of two modules can be taken on a link-in basis in each semester. Students who fail the oral Irish component of the following modules shall be awarded an F grade both in that component of the module and in the overall module: An Ghaeilge & Múineadh na Gaeilge 1; An Ghaeilge agus Múineadh na Gaeilge 2 Where the student has passed the other elements of the module, s/he repeats the oral Irish component only. The student is capped on the repeat of the module at grade C3. The Compensating Fail Grades D1 and D2 shall not be awarded to oral examinations. 8 P a g e

9 Academic Honesty The definitive guide for all academic rules and regulations is the Student Handbook. It is available here: All students are required to familiarise themselves with Appendices Two & Three (Final Assessment Regulations & Coursework Guidelines) of the Student Handbook, particularly the sections concerning cheating. Students should note that the Faculty of Education take matters of academic honesty with the utmost seriousness. Students may be required to submit coursework to the the anti-plagarism software TURNITIN. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. Lecture and Tutorial Attendance Attendance at lectures and tutorials is mandatory. Lecturers reserve the right to administer attendance checks at all/some lectures and tutorials. Except in exceptional circumstances and with the prior approval of both the academic year co-ordinator and lecturer, students must attend their assigned group lecture or tutorial. Lecturers reserve the right to refuse admittance to lectures/tutorials and/or mark a student absent if they do not attend their designated lecture/tutorial. Up to 10% of marks in a module may be deducted for poor attendance at lectures. In the case of tutorials (except in exceptional circumstances), 10% of marks will be deducted for poor attendance. Important: Students are required to familiarise themselves with the Code of Conduct and to adhere to same (see for further information). Module Assessment Guidelines Students are responsible for familiarising themselves with the assessment arrangements for each module. Where modules are assessed by examination, it is the responsibility of the student to register and present for the examination (see for further information). In the case of coursework, students are responsible for ensuring that coursework adheres to the module assessment guidelines, that it is completed on time, and submitted on the designated date. Students are strongly advised to keep an electronic copy of all coursework. Except in exceptional circumstances, extensions will not be granted for coursework submission deadlines. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% of marks in a module will be deducted for late submission of coursework. 9 P a g e

10 Dean of Education Professor Teresa O Doherty Contact: teresa.odoherty@mic.ul.ie Office: 304a (061) KEY FACULTY OF EDUCATION CONTACTS Assistant Dean of Education Dr Angela Canny Contact: angela.canny@mic.ul.ie Office: 311 (061) Programme Co-Ordinator Dr. John O Shea Contact: john.oshea@mic.ul.ie Office: R224 (061) Director of School Placement Neil Ó Conaill Contact: neil.oconaill@mic.ul.ie Office: 306 (061) Fintan Breen Education Office Manager Education Office Contact: fintan.breen@mic.ul.ie Office: (061) P a g e

11 Faculty of Education Office Room 307 (Foundation Building) Phone: Counter service to students is available: Monday from a.m p.m. and 2.00 p.m p.m Tuesday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a general query please the Education Office at educationoffice@mic.ul.ie. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. If you have a concern or query in relation to general academic issues, please contact Dr. John O Shea by at john.oshea@mic.ul.ie. If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP ( / ). If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr Angela Canny. Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. Contacting Lecturers You can find contact details for all academic staff on the College website Initial contact with a lecturer should be made by and if required, the lecturer will arrange a meeting with you. Please remember that lecturers are very often in schools or engaged in other work, so it is important that you contact them by telephone or . You are reminded that all communication should be conducted in a courteous manner. 11 P a g e

12 STAFF OF THE FACULTY OF EDUCATION Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) (061) Assistant Dean of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) (061) Director of Continuing Professional Development Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL), M.A. in Classical Irish(NUI), Ph.D. (061) Director of the Curriculum Development Unit Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) (061) Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham) (061) There are five academic departments within the Faculty of Education: Department of Arts Education and Physical Education Department of Reflective Pedagogy and Early Childhood Studies Department of Learning, Society, and Religious Education Department of Language, Literacy and Mathematics Education Department of Special Education 12 P a g e

13 Department of Arts Education and Physical Education Acting Head of Department Deirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in Academic Practice(UL) (061) Drama Michael Finneran, B.Ed.(DCU), M.A, Ph.D.(Warwick)* Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in Drama in Education(Thomond), Grad Dip in Dance(UL), Cert in Community Dance Leadership(Laban Guild)* (061) (061) Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM (061) Music Education Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music Ed.(UL), GRIAM, ALCM, Ph.D.(Univ. of London) Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D.(Cambridge)* (061) (061) Visual Arts Education Tanya Power, NDD, M.A.(NUI) (061) Anne-Marie Morrin, B.A., H.Dip. Art and Design Education (NCEA), M.A.(UL) Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD), H.Dip.(Art and Design Education), B.A.(WIT), M.A. in Interactive Media(UL) (061) (061) Eamonn Mitchell, B.Ed., M.Ed.(UL) (061) Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) (061) Physical Education Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in Academic Practice(UL) (061) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) (061) P a g e

14 Co-ordinator of international placements and AEE Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster) (061) Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed.(Carysfort College of Ed.), PG Dip. in Special Ed.(DCU), BL, (Univ. of London), M.Ed.(DCU), PG Cert. in Autism (Children)(DCU), M.Ed.(Autism)(Univ. of Birmingham), Diploma in Irish(NUIG), Ph.D.(DCU) (061) Early Childhood Care and Education Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL) (061) Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) Lisha O'Sullivan, B.A. Early Childhood Studies(UCC), M.A. Non-directive Play Therapy (Univ. of York) Des Carswell, B.Sc.(UCD and Vrije Univ. Amsterdam), Masters in European Social Policy Analysis (UCD) (061) (061) (061) Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed. programme Mary Moloney, Cert. in Psychology(NUIM), Diploma in Nursery Management(UCD), M.Ed. in Early Childhood Care and Education(MIC), Ph.D.(MIC) (061) Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) Fiodhna Gardiner-Hyland B.Ed. (MIC); MA in Ed., (MIC); PhD, (Univ. of Leicester) (061) (061) P a g e

15 ICT in Education Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed. Lead. (NUIM), Grad. Dip. SEN(UL) (061) (061) Microteaching Kathleen Horgan, B.Ed.(NUI), M.Ed.(TCD), Ph.D.(NUI) (061) Department of Learning, Society, and Religious Education Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061) Psychology of Education Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, Ed.D.(Ed. Psych). Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) suzanne.parkinson@mic.ul.ie (061) marie.ryan2@mic.ul.ie (061) History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) Eilís O Sullivan, N.T., M.A.(UL), Ph.D.(UL) Philosophy of Education teresa.odoherty@mic.ul.ie eilis.osullivan@mic.ul.ie (061) Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC), Ed.D. (Univ. Of Sheffield) Aislinn O Donnell, B.A.(TCD), M.A.(UCD), Ph.D.(Warwick) tony.bonfield@mic.ul.ie (061) aislinnodonnell@mic.ul.ie (061) Religious Education Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th., Ph.D.(London) patricia.kieran@mic.ul.ie (061) P a g e

16 Daniel O Connell, Dip.Phil., B.D.(NUIM), Grad.Dip. in Holistic Dev.(All Hallows), M.Ed., Ph.D.(Boston College) daniel.oconnell@mic.ul.ie (061) Sociology of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) angela.canny@mic.ul.ie sandra.ryan@mic.ul.ie (061) (061) Educational Disadvantage Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) sandra.ryan@mic.ul.ie (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)* Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL) ann.higgins@mic.ul.ie ruth.bourke@mic.ul.ie (061) (061) Social, Environmental and Scientific Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI), Ed.D.(Sheffield Hallam) anne.dolan@mic.ul.ie (061) Eileen O Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC) eileen.osullivan@mic.ul.ie (061) Maeve Liston, B.Sc., Ph.D.(UL) maeve.liston@mic.ul.ie (061) Development and Intercultural Education TBA Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061) Inclusive Education (SEN) Anne O Byrne, B.Ed.(NUI), Grad Dip.(Special Ed), Grad Dip.(Remedial Ed),Grad Dip (Computer Studies), M.Ed.(UL) anne.obyrne@mic.ul.ie (061) P a g e

17 MA in Educational Psychology Siobhán O Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) siobhan.osullivan@mic.ul.ie (061) claire.griffin@mic.ul.ie (061) Certificate in General Learning and Personal Development Órla Slattery, B.A., (MIC), M.A. in Philosophy(MIC) Course Co-ordinator orla.slattery@mic.ul.ie (061) Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061) Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) roibeard.ocathasaigh@mic.ul.ie (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) eilis.nidhea@mic.ul.ie (061) Martina Ní Fhatharta, B.Oid., M.Oid.(UL) martina.nifhatharta@mic.ul.ie (061) English Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard) aine.cregan@mic.ul.ie (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) martin.gleeson@mic.ul.ie (061) John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI), ALCM (T.D. Clarinet), Ed.D.(Univ.of Sheffield) john.doyle@mic.ul.ie (061) Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) aisling.leavy@mic.ul.ie (061) Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL) mairead.hourigan@mic.ul.ie (061) John O Shea, B.Ed., M.Ed.(UL), Ph.D.(UL) Co-ordinator of the Professional Master of Education programme john.oshea@mic.ul.ie (061) P a g e

18 Noreen O Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip. Bus. St., Grad. Dip. Mant St., Ph.D. (University of Bristol)* noreen.oloughlin@mic.ul.ie (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) sean.ocathallain@mic.ul.ie (061) TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC) tj.oceallaigh@mic.ul.ie (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) siobhan.nimhurchu@mic.ul.ie (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) patricia.daly@mic.ul.ie (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC) margaret.egan@mic.ul.ie (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) stella.long@mic.ul.ie (061) Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) eucharia.mccarthy@mic.ul.ie (061) Johanna Fitzgerald, M.A.(IOE, London) johanna.fitzgerald@mic.ul.ie (061) Trevor O Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC) trevor.obrien@mic.ul.ie (061) P a g e

19 Professional Services Staff Education Office Manager Fintan Breen (061) Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan Nora O Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen marie.quaid@mic.ul.ie caroline.coyne@mic.ul.ie zeta.penny@mic.ul.ie helen.heffernan@mic.ul.ie nora.odonoghue@mic.ul.ie paula.treacy@mic.ul.ie perry.meskell@mic.ul.ie rose.higgins@mic.ul.ie deirdre.cussen@mic.ul.ie (061) (061) (061) (061) (061) (061) (061) (061) (061) Hellen Gallagher Hellen.Gallagher@mic.ul.ie (061) Sheila O'Callaghan sheila.ocallaghan@mic.ul.ie (061) Mairead Horan mairead.horan@mic.ul.ie (061) Josephine Frahill cdu@mic.ul.ie (061) * Indicates that the Faculty Member is currently on leave 19 P a g e

20 Professional Master of Education - Semester 2: Overview Module Code Module Title Credits PME609 LANGUAGE AND LITERACY PME610 GAEILGE AGUS MÚINEADH NA GAEILGE PME611 MATHS EDUCATION PME612 EDUCATION METHODOLOGY 3.00 PME613 EDUCATIONAL PSYCHOLOGY AND ASSESSMENT 3.00 PME614 SOCIAL, PERSONAL, HEALTH, AND PHYSICAL EDUCATION 3.00 PME615 THE TEACHING OF HISTORY, GEOGRAPHY, AND SCIENCE EDUCATION PME616 EDUCATION ABOUT RELIGION AND BELIEFS, AND ETHICS 3.00 PME617 SCHOOL PLACEMENT P a g e

21 Professional Master of Education Semester 2 Year 1 Spring 2014/2015 Modules 21 P a g e

22 PME 609 LANGUAGE AND LITERACY 2 INTRODUCTION The rationale and purpose of this module is to enable students to embrace the concept of the holistic development of the literacy learner, expanding on student knowledge of instructional practice in English Language and Literacy for effective early literacy instruction and instruction in the later school years, with an emphasis on individual variability in the process of language and literacy development. In order to develop student teacher understanding of the process of writing from within, the professional English component of this module will aim to promote the personal development of the student teacher as writer by providing students with opportunity to write for a variety of audiences, in a range of genres. LEARNING OUTCOMES: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Demonstrate an understanding of the target language and literacy skills for development among primary school children Select a range of developmentally appropriate research-based approaches to promote language and literacy development across the primary school Become familiar with a range of appropriate strategies to promote the development of higher order thinking skills in children in the later stages of literacy development in the primary school Evaluate and assess progress in language and literacy learning in an inclusive primary classroom with a view to supporting the diverse language needs of a wide range of pupils in the primary classroom Affective: Attitude and Values Value variability in language and literacy development and support the language learning needs of all children through a differentiated and inclusive approach to language development Embrace the importance of reaching out to parents as important partners in the process of language and literacy development Critically evaluate published research in language and literacy and demonstrate a capacity to synthesise significant findings 22 P a g e

23 MODULE CONTENT: This module will build on Language and Literacy 1 by continuing to explore instructional practices for oral language development, reading and writing in the primary classroom, emphasising the integration of these strands in effective language and literacy instruction. In this module students will learn about specific developments in language and literacy during the later school years, with particular emphasis on, for example, the concept of academic/literate language style, language across the curriculum, oral language development in disadvantaged contexts, parental involvement in language development, word recognition, vocabulary development with an emphasis on morphemic analysis; the promotion of higher order thinking skills in a digital environment; new technologies and writing, intergenerational writing; sociocultural theory and writing; writing instruction in culturally diverse classrooms. Students will be introduced to the importance of differentiating in English Language and Literacy instruction in order to adapt the curriculum to support diverse learning needs. In particular, learning needs of pupils with SEN and EAL will be identified and explored. The module will address the assessment of language and literacy focussing on the specific language and literacy needs of those children experiencing difficulties. FEEDBACK: By appointment with individual lecturers on request. MODULE ASSESSMENT: Coursework 60% Exam 40% STAFF: Name Title Office Hour/s Dr. Martin Gleeson Dr. John Doyle Dr. Áine Cregan Lecturer in Literacy Education Lecturer in Literacy Education Lecturer in Literacy Education Office Telephone G Martin.gleeson@mic.ul. ie N29 20(4986) john.doyle@mic.ul.ie C Aine.cregan@mic.ul.ie 23 P a g e

24 READING LIST: Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development. Early Education & Development, 19(1), Fisher, R., Jones, S., Larkin, S., and Myhill, D. (2010). Using Talk to Support Writing. London: SAGE Publications Ltd. Graham, S., MacArthur, C.A. and Fitzgerald, J. [Eds.] (2013). Best Practices in Writing Instruction. New York: The Guildford Press. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), Honig, A. S. (2007) 'Oral language development', Early Child Development and Care, 177(6-7), Jalongo, M. R. and Sobolak, M. J. (2010) 'Supporting Young Children s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies', Early Childhood Education Journal, 38(6), Nippold, M. A. (2007) Later Language Development. School-Age Children, Adolescents, and Young Adults 3rd edition ed., Austin, Texas: Pro-Ed. Inc. Ó Duibhir, P. & Cummins, J. (2012). Towards an Integrated Language Curriculum in Early Childhood and Primary Education (3-12 Years). Research Report No. 16, National Council for Curriculum and Assessment. Integrate Ireland Language and Training (2006) Up and Away: A Resource Book for English Language Support in Primary Schools. Dublin: IILT. Guofang, L. & Edwards, P.A. (2010) Best Practices in ELL Instruction. New York: The Guilford Press. Integrate Ireland Language and Training (2007) Together Towards Inclusion: Toolkit for Diversity in the Primary School. Dublin: IILT. Neuman, S.B. & Gambrell, L.B. (Eds.) (2013). Quality Reading Instruction in the Age of Common Core State Standards. Newark, DE: International Reading Association. 24 P a g e

25 Saxton, M. (2010) Child Language: Acquisition and Development, Sage Publications Ltd. Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Tolchinsky, L. (2004) 'The nature and scope of later language development' in Berman, R., ed. Language Development across childhood and adolescence, Amsterdam: John Benjamins, Troia, G.A., Shankland, R.K. and Heintz A. (2010). Putting Writing Research into Practice: Applications for Teacher Professional Development. New York: Guilford Press Vasilyeva, M. & E.Bowers (2011). The Relation between Teacher Input and Lexical Growth of Preschoolers. Applied Psycholinguistics 32, pp Willoughby, K., Culligan, B., Kelly, A., and Mehigan, G. (2012) From Literacy Research to Classroom Practice: Insights and Inspiration (Proceedings of the 2012 Annual Conference of the Reading association of Ireland). Dublin: Reading Association of Ireland. 25 P a g e

26 RÉAMHRÁ PME 610 An Ghaeilge agus Múineadh na Gaeilge 1 Is í aidhm an mhodúil seo ná léargas a thabhairt do na mic léinn ar mhúineadh na Gaeilge mar dhara teanga sa bhunscoil le béim ar chur chuige cumarsáideach. Pléifear forbairt na gceithre scil teanga, éisteacht, labhairt, léitheoireacht agus scríbhneoireacht, ar bhonn chomhtháite. Cíorfar bealaí éagsúla chun feasacht mheititheangeolaíoch an fhoghlaimeora a chothú. Déanfar iniúchadh ar ról lárnach an mhúinteora i dteagasc na Gaeilge. Forbrófar cumas labhartha agus scríofa Gaeilge na mac léinn chun iad a ullmhú dá ról gairmiúil chun Gaeilge a mhúineadh sa bhunscoil. Cuirfear béim ar chruinneas na teanga, Labhairt agus Scríobh, i gcomhthéacs na scileanna atá riachtanach chun an Ghaeilge a mhúineadh. Déanfar scileanna an mhic léinn mar fhoghlaimeoir teanga a fhorbairt maille lena thuiscint agus a thaithí ar an teanga mar chóras a bhfuil rialacha agus patrúin ag baint léi. TORTHAÍ FOGHLAMA Ar chríochnú an mhodúil seo go rathúil ba chóir go mbeadh ar chumas an mhic léinn Straitéisí éifeachtacha do mhúineadh na gceithre scil teanga ar bhonn chomhtháite, a thuiscint, a phleanáil agus a chur i bhfeidhm sa seomra ranga Eolas agus tuiscint a léiriú ar an tábhacht a bhaineann le forbairt mheititheangeolaíoch an fhoghlaimeora teanga Róil an mhúinteora i múineadh an dara teanga a mheas Líofacht agus cruinneas teanga le foclóir leathan a léiriú i i labhairt na Gaeilge Cruinneas a léiriú agus a chur i bhfeidhm i gcomhthéacsanna éagsúla i scríobh na Gaeilge Scileanna aistriúcháin a úsáid go hinniúil. ÁBHAR AN CHÚRSA Cur chuige cumarsáideach do Mhúineadh na Gaeilge: Scileanna éisteachta agus labhartha an fhoghlaimeora a fhorbairt: Tascanna agus cluichí éisteachta agus labhartha Forbairt na Litearthachta: Scileanna agus straitéisí léitheoireachta; Cur chuige na léitheoireachta; Cur chuige, próiseas agus seánraí na scríbhneoireachta Feasacht mheititheangeolaíoch an fhoghlaimeora a fhorbairt: foclóir, comhréir, gramadach, foghraíocht agus fónaic na Gaeilge Ról an Mhúinteora: Straitéisí éagsúla chun cumas cumarsáide an pháiste a fhorbairt; Modhanna múinte teanga; Usáid teagmhasach na Gaeilge sa seomra ranga Na Ranna Cainte 26 P a g e

27 Úsáid chruinn an ainmfhocail i struchtúr abairte - uimhir uatha agus iolra, inscne, an t-alt roimh an ainmfhocal aidiacht leis an ainmfhocal sna tuisil éagsúla, an chéad agus an dara díochlaonadh, lagiolraí agus tréaniolraí; Úsáid chruinn an bhriathair, an chéad agus an dara réimniú, modhanna agus aimsirí, an saorbhriathar, an fhoirm dhiúltach, cheisteach, cheisteach dhiúltach, claoninsint, ainm briathartha, aidiacht bhriathartha Aidiacht an aidiacht shealbhach; Réamhfhocail shimplí; ag, as, dar, chuig, go, le Abairtí a aistriú ó Bhéarla go Gaeilge Bunfhuaimeanna na Gaeilge a aithint agus a rá Labhairt na Gaeilge: Téamaí Churaclam na Bunscoile Mé Féin, An Scoil, Bia, Caitheamh Aimsire, An Aimsir. MEASÚNÚ Múineadh na Gaeilge 40% Scrúdú ag deireadh an tseimeastair. Beidh dhá cheist ar an bpáipéar agus ceist amháin le freagairt (2Q/1) (agus don atriail freisin). Beidh an scrúdú bunaithe ar ábhar an chúrsa agus ar an ábhar léitheoireachta. Is i ngaeilge amháin a ghlacfar le freagraí scrúdaithe. Teanga Scríofa na Gaeilge 60% Scrúdú ag deireadh an tseimeastair. Beidh dhá cheist le codanna éagsúla le freagairt. Atriail: Beidh dhá cheist le codanna éagsúla le freagairt. FOIREANN TEAGAISC Ainm Teideal Oifig Fón Ríomhphost An Dr T.J. Ó Ceallaigh An Dr Seán Ó Cathalláin An Dr Eilís Ní Dheá Martina Ní Fhátharta Leachtóir i Múineadh na Gaeilge Léachtóir i Múineadh na Gaeilge Léachtóir Gaeilge Léachtóir Gaeilge R tj.oceallaigh@mic.ul.ie R sean.ocathallain@mic.ul.ie G eilis.nidhea@mic.ul.ie G martina.nifhatharta@mic.ul.ie Roibeard Ó Léachtóir G roibeard.ocathasaigh@mic.ul.ie 27 P a g e

28 Cathasaigh Gaeilge Seán de Brún Ceann Roinne Léachtóir Gaeilge C LIOSTA LÉITHEOIREACHTA 1. An Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge Teanga & Treoirlínte do Mhúinteoirí. Baile Átha Cliath: Oifig an tsoláthair. 2. Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners. Portsmouth: Heinemann. 3. Ó Laoire, M. le Ní Chlochasaigh, K. (2010) Dea-fhoghlaimeoirí teanga i mbun foghlama. Cad iad na bealaí éifeachtacha foghlama a bhíonn acu? Teagasc na Gaeilge 9, Oifig Dhíolta Foilseachán Rialtais, (2012) Gramadach na Gaeilge An Caighdeán Oifigiúil Caighdeán Athbhreithnithe Sráid Theach Laighean, Baile Átha Cliath De Bhaldraithe, T. (1998). English - Irish Dictionary. An Gúm, Baile Átha Cliath. 6. Mac Giolla Phádraig, B. (1987). Gearrchúrsa Gramadaí. Longman, Brún agus ó Nualláin Teo. 7. Ó Dónaill, N. (1998). Foclóir Gaeilge - Béarla. An Gúm, Baile Átha Cliath. WinGléacht 8. Ó Murchú, D. & Ó Murchú, P. (2005). Briathra na Gaeilge. Folens, Baile Átha Cliath. ACMHAINNÍ BREISE Múineadh na Gaeilge An Chomhairle Náisiúnta Curaclaim agus Measúnachta. Sealbhú Teanga: Eolas do Mhúinteoirí. Ar fáil ó An tseirbhís um Fhorbairt Ghairmiúil do Bhunscoileanna, (2010). Spreag an Ghaeilge le Spraoi. Baile Átha Cliath: An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta. Ellis, R. and Shintani, N. (2014). Exploring Language Pedagogy through Second language Acquisition Research. London: Routledge. Harris, J. agus Ó Duibhir, P. (2011). Múineadh Éifeachtach Teangacha: Sintéis ar Thaighde. Baile Átha Cliath: CNCM. Harris, J. and Ó Duibhir, P. (2011) Effective Language Teaching: A Synthesis of Research. Dublin: NCCA. Hickey, T. (1992). Teaching Irish Reading: What can Research Tell Us? In T. Hickey (eag.), Múineadh na Gaeilge sa Bhunscoil: Moltaí Praiticiúla. Baile Átha Cliath: Bord na Gaeilge/Cumann Léitheoireachta na héireann. (Ar fáil sa leabharlann ar iasacht 4 uair a chloig.) 28 P a g e

29 Hickey, T. (1995) Léirbhreithniú ar Thorthaí Taighde ar an Dátheangachas. Teangeolas, 34, Hickey, T. agus Ó Cainín, P. (2003). Léitheoirí Óga na Gaeilge: Cothú agus Cabhair. In R. Ní Mhianáin (eag.), Idir Lúibíní: Aistí ar an Léitheoireacht agus ar an Litearthacht. Baile Átha Cliath: Cois Life. Ní Nuadháin, N. (2000). Cur chuige cumarsáideach: Modhanna múinte, straitéisí teagaisc agus foghlama. In Ó Laoire agus Ó Murchú (eag.), Teagasc na Gaeilge. Baile Átha Cliath: Comhar na Múinteoirí Gaeilge, lgh Ní Nuadháin, N. (2006). Putting a bit of spice into reading in Irish in the primary school. In T. Hickey (ed.), Literacy and Language Learning: Reading in a First or Second Language. Dublin: Reading Association of Ireland. Uí Chriagáin, S. (2000). Teanga bhainistíochta ranga sa bhunscoil. In Ó Laoire agus Ó Murchú (eag.), Teagasc na Gaeilge. Baile Átha Cliath: Comhar na Múinteoirí Gaeilge, lgh Uí Ghrádaigh, D. (1981) Múineadh Léitheoireacht na Gaeilge mar Dhara Teanga sa Bhunscoil. Teagasc na Gaeilge 2, Teanga Mac Murchaidh, C. (2002). Cruinnscríobh na Gaeilge. Cois Life. Baile Átha Cliath. Mac Suibhne, A. agus Whelton, M. (2009). Sruth na Maoile, Coláiste Mhuire, Institiúid Oideachais, Marino, Baile Átha Cliath: Brunswick Press Ó Murchú, S. (1985). Cúrsa Tosaigh Foghraíochta. An Gúm, Baile Átha Cliath. beag P a g e

30 EDU 611 Mathematics Education 2: Mathematics and its Teaching 2 RATIONALE: In this module, a developmental approach to the teaching of the strands of Measures, Shape and Space and Data across the primary school curriculum will be presented. In the area of Measures particular attention will be placed on mathematically appropriate sequences of instruction which address cognitive readiness for measurement concepts. Appropriate use of manipulatives, attention to realistic contexts and the importance of addressing pupil misconceptions are key facets underpinning the module. When focusing on Shape and Space, a developmental approach to teaching shape and space concepts across the primary school curriculum will be presented. This approach draws from cognitive frameworks of learning geometric concepts. Critical to this course is the use of technological innovations and tools to support the classroom teaching of geometric concepts. In addition, pre-service teachers will be provided with opportunities to explore the relevant primary school concepts using concrete and virtual materials. When addressing the concepts of Data and Probability, a developmental approach to teaching stochastical concepts across the primary school curriculum will be presented. This approach draws from situated perspectives on learning wherein mathematical activity models the activity within the discipline of statistics. This leads to increased links with statistical literacy and media awareness of the representation of these concepts. Critical to this course is the use of and engagement in real world investigations, involving statistical and probabilistic analysis, to support the development of understanding of processes and their application in the classroom. Across the module, Video case studies play an important role in demonstrating how mathematics instruction can be designed and implemented in primary classrooms. The concepts and procedures addressed reflect those which pre-service teachers will teach in the school setting. Overall the focus will be on the development of teacher knowledge rather than learner knowledge. Consequently the activities in the sessions will be designed for the purposes of developing specialised mathematics subject matter knowledge. LEARNING OUTCOMES: On completion of this module, students will be enabled to: Reflect on and deconstruct previous mathematics experiences to examine and address misconceptions or thin understanding Challenge, improve, and deepen understanding and appreciation of mathematics. Increase proficiency and confidence in mathematics subject matter knowledge Demonstrate understanding of the connections in mathematics. Participate in sessions to experience best practice in mathematics teaching i.e. constructivist approach, use of materials etc. Recognise, test and develop alternative solutions for a problem/procedure Explore and develop the teaching progressions for primary level measurement concepts/procedures and demonstrate suitable manipulative usage to support children s understanding. Demonstrate appropriate understanding of measures concepts/procedures in addition to connections between mathematical knowledge and its use in pedagogical contexts. Develop and expand geometrical understandings and demonstrate the ability to apply concepts outside of those involving prototypical examples. Explore properties of geometric figures and constructions, appropriate for students in primary school, using pencil and paper and a dynamic geometric computer environment. Develop appropriate mathematical language to express ideas and justify reasoning and begin to explore the basis of formal mathematical proofs and geometry. 30 P a g e

31 Use inductive reasoning and conjecturing to explore geometric topics including properties of polygons and polyhedrons, symmetry, similarity, transformations, geometric constructions, and measurement. Apply cognitive frameworks of geometric reasoning in the design of pedagogical activities and teaching progressions in geometry. Develop awareness of approaches to posing appropriate data questions in various contexts Demonstrate fluency in using appropriate data collection/organisation strategies Explore and investigate multiple forms of data representation and evaluate the appropriateness of specific representations for different data types Develop conceptual understanding of the various measures of spread (range), centre (mean, mode, median) Discriminate between and critique summary measures of data in terms of their appropriateness and fit with the investigation Investigate and identify the sources of pupil misconceptions and errors in both statistical and probability concepts Show conceptual understanding of the various measures of likelihood e.g. theoretical probability, in contexts that are both simple random events (e.g. toss coin, die, pick one counter from a bag)and two independent events (e.g. toss two coins, dice, toss a coin and a die) Design pedagogical tasks to develop pupil understanding of the relationship between theoretical probability and observed relative frequency Discern and design experiments to illustrate fair and unfair activities MODULE CONTENT: Measures Comparing and ordering and the use of non-standard units Unreliability of non-standard units leading to the need for a standard unit of measurement The role of standard units of measurement and measurement tools in conceptualizing measurement Number concepts and understandings (rational number, decimals and percentages) Key concepts and pedagogical practices related to the teaching of Area, Time and Money Engaging children in problem solving within the measurement world Geometry Developing Spatial Awareness Properties of polygons and polyhedrons Symmetry, transformations and form in 2D and 3D worlds Geometric constructions and measurement Children s developmental thinking: Van Hiele Levels of Geometric Thought Using ICT to support the development of children s geometric reasoning Data and Probability Elements of Statistics (Types of data) Organizing and Displaying Data Describing Data with Numbers (Measures of Center, Spread, Position) The process of statistical investigation (the PPDAC cycle -Problem, Plan, Data, Analysis, Conclusion) Exploring big ideas in statistics: Informing inference and sampling Exploring children s naïve intuition in probability Probability (Fundamental Ideas in Probability; Outcomes and Events) Measures of likelihood Theoretical probability and observed relative frequency 31 P a g e