Professional Master of Education Year One, Semester Two

Transcription

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: [email protected] Office: 304a (061) KEY FACULTY OF EDUCATION CONTACTS Assistant Dean of Education Dr Angela Canny Contact: [email protected] Office: 311 (061) Programme Co-Ordinator Dr. John O Shea Contact: [email protected] Office: R224 (061) Director of School Placement Neil Ó Conaill Contact: [email protected] Office: 306 (061) Fintan Breen Education Office Manager Education Office Contact: [email protected] 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 [email protected]. 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 [email protected]. 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) [email protected] (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) [email protected] (061) [email protected] (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 [email protected] [email protected] (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) [email protected] (061) [email protected] (061) Religious Education Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th., Ph.D.(London) [email protected] (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) [email protected] (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) [email protected] [email protected] (061) (061) Educational Disadvantage Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) [email protected] (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) [email protected] [email protected] (061) (061) Social, Environmental and Scientific Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI), Ed.D.(Sheffield Hallam) [email protected] (061) Eileen O Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC) [email protected] (061) Maeve Liston, B.Sc., Ph.D.(UL) [email protected] (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) [email protected] (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) [email protected] (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) [email protected] (061) [email protected] (061) Certificate in General Learning and Personal Development Órla Slattery, B.A., (MIC), M.A. in Philosophy(MIC) Course Co-ordinator [email protected] (061) Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061) Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) [email protected] (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) [email protected] (061) Martina Ní Fhatharta, B.Oid., M.Oid.(UL) [email protected] (061) English Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard) [email protected] (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) [email protected] (061) John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI), ALCM (T.D. Clarinet), Ed.D.(Univ.of Sheffield) [email protected] (061) Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) [email protected] (061) Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL) [email protected] (061) John O Shea, B.Ed., M.Ed.(UL), Ph.D.(UL) Co-ordinator of the Professional Master of Education programme [email protected] (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)* [email protected] (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) [email protected] (061) TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC) [email protected] (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) [email protected] (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) [email protected] (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC) [email protected] (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) [email protected] (061) Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) [email protected] (061) Johanna Fitzgerald, M.A.(IOE, London) [email protected] (061) Trevor O Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC) [email protected] (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 [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] (061) (061) (061) (061) (061) (061) (061) (061) (061) Hellen Gallagher [email protected] (061) Sheila O'Callaghan [email protected] (061) Mairead Horan [email protected] (061) Josephine Frahill [email protected] (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 [email protected]. ie N29 20(4986) [email protected] C [email protected] 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 [email protected] R [email protected] G [email protected] G [email protected] Roibeard Ó Léachtóir G [email protected] 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

32 FEEDBACK: Students are invited to ask questions in relation to the course from lecturers before/after sessions or during posted office hours. MODULE ASSESSMENT: The examination which is worth 100% of the course mark will take place during examination week by means of an objective test (OT). This examination is not negatively marked. Students must answer all questions in the exam. Questions will be set from lecture material/notes, available handouts, lecture-based activities, and required readings from the Van De Walle textbook in addition to other readings identified during the lecture sessions. In the event that a student fails the module, the repeat assessment procedure for the module is examination (worth 100%). In the repeat examination, students must answer four essay-type questions from a choice of four (4Q/4). Attendance and participation in lectures is a requirement of the course. Attendance is required due to the emphasis on hands-on laboratory experiences when working with mathematical instruments and manipulatives. Attendance will be recorded weekly. notification of absences is not accepted. 10% of marks in the module will be deducted for poor attendance. Absence due to illness: If you receive a cert from a doctor outside the college medical centre, a copy of the doctor certificate must be handed to the relevant lecturer prior to the lecture the week following the absence. If you receive a cert from the college medical centre, you must still inform the lecturer prior to the lecture following the absence. The cert will be sent directly to the lecturers at the end of semester. Otherwise you will be marked absent. Please do not send s in relation to doctor certificates. Absences due to sports: Absences due to sports are only accepted in the case where the student is representing the college in a competition. Documentary evidence of this will be required. Absences for training are not permitted. You must still inform the lecturer prior to the lecture session following the absence. Please do not send s in relation to matches. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. STAFF: Name Title Office Hour/s Office Telephone Dr Aisling Leavy Dr Mairéad Hourigan Lecturer in Mathematics Education Lecturer in Mathematics Education By appointment By appointment R124 Foundation Building R123 Foundation Building [email protected] [email protected] READING LIST: 32 P a g e

33 Readings are aligned with course topics and are sourced from the course textbook. A number of articles from practitioner journals will be identified over the course of the semester. These will be mandatory reading. Full details will be provided on the weekly relevant outline notes. It is important to note that the readings supplement the course content and provide background on the mathematical topics. However, the readings are not a substitute for attendance at lectures. There is one required core text which will support and extend your learning of the various mathematics concepts addressed in lectures. Required readings from the Van De Walle textbook will be assigned by the lecturer at the relevant lecture and/or listed in the relevant lecture notes. This text is available in the 4 hour loan and general lending sections of the library and may be purchased from O Mahoney s, the student s union bookshop or a variety of online sources ( and Please ensure you are sourcing the correct edition. If you are using an older edition or a US (rather than International) edition it is your responsibility to ensure that you read the necessary chapters. Required text: Van De Walle J. (2013). Geometric Thinking and Geometric Concepts. Elementary and Middle School Mathematics: Teaching Developmentally. International Edition. Eighth Edition. Supplementary resources: Beckmann, S. (2007). Mathematics for elementary school teachers with Activity Manual. Boston, MA: Pearson/Addison Wesley. Bennett, A. B., Burton, L., & Nelson, L. T. (2000). Mathematics for Elementary Teachers: A Conceptual Approach. Eighth Edition. McGraw Hill. Billstein, R., Libeskind, S., & Lott, J. W. (2004). A problem solving approach to mathematics for elementary school teachers (8th ed). Boston, MA: Addison Wesley. Government of Ireland (1999). Mathematics: Primary School Curriculum. The Stationery Office. Personal copy of curriculum handbook (also available from library). Government of Ireland (1999). Mathematics: Teacher Guidelines. The Stationery Office. Personal copy of curriculum handbook (also available from library) p Musser, G. L., Burger, W. F., & Peterson, B. E. (2011). Mathematics for elementary school teachers: A contemporary approach. New York: John Wiley & Sons. Parker, T. H., & Baldridge, S. J. (2004). Elementary mathematics for teachers (Volume 1). Okemos, MI: Sefton-Ash Publishing. 33 P a g e

34 Module PME 615 Social and Environmental Education: Teaching Geography, History and Science INTRODUCTION This module is designed to provide the students with a holistic approach to the teaching of primary history, geography and science. This course develops student teachers confidence, knowledge and skills to enable them to teach geography, history and science in primary schools, in line with the requirements of the Primary School Curriculum (DES/NCCA, 1999). The course aims to engage students critically with core aspects of geography, history and science through practical workshops, critical reflection, online learning and field studies. The activities will include teaching and learning strategies and techniques to improve the participants pedagogical content knowledge, i.e. the delivery of history, geography and science content, using specific, effective and appropriate teaching and learning approaches. A strong emphasis is also placed on integration. The course will introduce students to process skills, while including immersion in the philosophical background to the teaching of science, history and geography. This module will concentrate on developing both a strong pedagogical content knowledge and subject knowledge base in the different subject areas, in order for the students to be able to teach the subjects in a meaningful and reflective manner. LEARNING OUTCOMES: On successful completion of this module, students will be able to: Critique the content and structure of the history, geography and science curriculum in the context of school placement, personal experiences and research; Evaluate the constructivist theories of learning and teaching methodologies for teaching history, geography and science; Reconstruct their pedagogical content knowledge and subject matter knowledge; Justify the important role history, geography and science lessons have in developing the children s literacy and numeracy skills, critical thinking and problem solving skills; Design and evaluate pedagogical tasks that are used to develop the children s literacy and numeracy skills; Perform practical activities that promote the skills of working as a historian, geographer and scientist; Demonstrate a wide variety of teaching strategies to encourage creativity, higher order thinking and inquiry based learning in the primary classroom. Explore the important potential contribution of history, geography and science to the lifelong development of the person; Appreciate the child-centred philosophy and learning principles of the revised curriculum and how they can be enacted through the teaching of history, geography and science; Value the concept of Assessment for Learning and become familiar with different assessment methodologies to promote a deep level of thinking and understanding in the primary classroom. MODULE CONTENT: 34 P a g e

35 The course will cover a range of theoretical and practical issues in the teaching of history, geography and science, informed by current trends from international, national and local research. This will include teaching literacy and numeracy through the subject areas; implications of new guidelines for early childhood education; long-term and short-term planning; use of a range of assessment for learning approaches, engaging and creative teaching approaches, reflecting on and learning from previous experiences as learners of history, geography and science. A strong emphasis will be placed on inquiry-based learning, where students will be provided with the opportunities to practice and develop their process and problem-solving skills. CONTACT HOURS: 1 hour lecture in each of History, Geography and Science every week for all students (3 hours per week). Groups of 30. Occasional on-line learning sessions for all students throughout the semester. MODULE ATTENDANCE: Attendance at lectures is compulsory. Attendance will be recorded weekly. Please notify individual lecturers of absence before the commencement of lectures of any absence in the previous week, and provide a medical note or letter from the college Chaplain. 10% of marks in the module will be deducted for poor attendance. You must attend the lecture sessions timetabled for you. Please do not switch/move sessions. MODULE ASSESSMENT: Course work: Individual assessment (100% of Module) All assignments must be submitted with the appropriate cover sheet All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. Annual Repeat: Individual Course Work FEEDBACK: Notes for all lectures and any feedback will be provided to you in lectures and via moodle. STAFF: Name Title Office Hour/s Anne Dr. By Dolan appointment Eileen O Dr. By Sullivan appointment Maeve Dr. By Liston appointment Office Telephone M N R [email protected] [email protected]. ie [email protected] READING LIST: 35 P a g e

36 1. Government of Ireland (1999) Primary School Curriculum: Geography Curriculum Statement. Dublin: The Stationery Office. 2. Government of Ireland (1999) Primary School Curriculum: Geography Teacher Guidelines Dublin: The Stationery Office. 3. Scoffham, S. (2010) (Ed.) Handbook of Primary Geography. The Geographical Association: Sheffield. 4. Government of Ireland (1999) Primary School Curriculum: History Curriculum Statement. Dublin: The Stationery Office. 5. Ollerenshaw C. and Ritchie R. (2000) Primary Science making it work, London: David Fulton. Supplementary resources: 1. Whittle, J. (2006) Journey sticks and affective mapping Primary Geography, Sheffield: Geographical Association. 59 (1) pp Trocaire Resource Material available on 3. Dolan, A.M. (2012) Futures talk over story time. Primary Geography. Sheffield: Geographical Association Vol. 78, (2) pp Dolan, A.M. (2012) Making a connection. Primary Geography. Sheffield: Geographical Association Vol. 79, (3) pp Devereux, J. (2000) Primary science. Developing subject knowledge, London : Paul Chapman Publishing. 6. Farrow, S. (1999) The really useful science book : a framework of knowledge for primary teacher. 2nd ed, London : Falmer. 7. Hodkinson, A. (2003) The usage of subjective temporal phrases within the national curriculum for history and its schemes of work, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 31:3, pp Hoodless, P. A. (2002) An investigation into children s developing awareness of time and chronology in story, Journal of Curriculum Studies, 34: 2, pp Hoodless, P.A. (1996) Time and Timelines in the Primary School, Teaching of History Series No. 69, London: Historical Association. 10. Jahoda, G. (1963) Children s concept of time and history, Educational Review, 15 (287): pp Levstik, L. S. and Pappas, C. C. (1987) Exploring the development of historical understanding, Journal of Research and Development in Education, 21(1), pp Peacock, G. (1999) Teaching science in primary schools : a handbook of lesson plans, knowledge, London : Letts Educational. 13. Virta, A. (2002) Becoming a history teacher: Observations on the beliefs and growth of student teachers, Teaching and Teacher Education, 18(6) pp P a g e

37 Module Code: PME613 Educational Psychology and Assessment INTRODUCTORY STATEMENT: PME613: Educational Psychology and Assessment aims to introduce and explain key ideas, themes and concepts in educational psychology and assessment. The course is subdivided into a number of strands. The first strand explores further social, emotional behavioural issues and behaviour management. This strand builds on PME 602, Child Development and Pedagogy from semester 1 and will emphasise developing graduates reflective practices, evaluative and thinking skills and in connecting theory and practice. The second strand explores individual variations and motivation theory. The third strand explores assessment for and of learning and aims to equip graduates with an understanding of and competence in assessment, measurement and evaluation. The course is designed to help graduates develop their own awareness of the controversies, complexities and debates in this areas, to critically evaluate theoretical models and conflicting perspectives and ultimately to develop a personal, considered view which will inform classroom practice. LEARNING OUTCOMES: On successful completion of this module students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Enhance their knowledge and understanding of environmental factors that facilitate the development of positive and optimal relationships in the classroom. Critique theory and evaluate practical responses to behaviour at systemic, school, class and individual level. Understand the issues and controversies that are involved in the concept of intelligence, learning styles & creativity. Articulate and reflect on how motivation is conceptualized in behavioural, humanistic, cognitive and socio cultural perspectives. Understand metacognition, problem solving and transfer, working memory and the relevance of these constructs for effective teaching and learning. Understand test design and construction, measurement and evaluation Identify and reflect on the centrality of assessment in effective teaching and learning. Appreciate the evolving Irish legislative and policy context regarding assessment. Determine the assessment procedures and tools to be used in a particular class setting. Display competence in choosing, using, interpreting and reporting test tools. Affective: Attitude and Values Develop reflexivity and an understanding of the decisive role a teacher plays in creating a positive classroom climate. 37 P a g e

38 Enhance their professional competence in responding to individual variations. Develop an understanding of the theory of motivation and an appreciation of the importance of knowing how to motivate children to learn. Develop an awareness of the centrality of assessment for and of learning. Appreciate that learning effectiveness is increased by appropriate and informative feedback to pupils/parents/teachers and that some form of assessment must be part of an effective learning-teaching cycle. Appreciate that assessment as part of teaching provides a sense of accountability and represents good professional practice. Consider carefully the implications of assessment and categorisation. Psychomotor: Skills and Capabilities 38 P a g e Develop awareness of observational techniques, environmental checklists, behavioural checklists, questionnaires and rating scales relating to the analysis of behavioural issues. Develop competencies in drawing up a discipline plan and behavioural plans. Develop competencies in assessing learning styles, motivational levels, working memory function, metacognitive capacities. Develop competencies in choosing assessment methods, using assessment data, selecting and using tests and interpreting and reporting on tests. MODULE CONTENT: The first strand, Understanding and Managing Behaviour builds on and extends the core concepts introduced in Child Development and Pedagogy, PME 602. This strand takes a proactive approach to classroom management by encouraging graduates to consider the factors that create an environment in which positive relationships can flourish and optimal relationships can occur. Graduates will be encouraged to develop an understanding of educational context, environmental competence, an awareness of norms and expectations for behaviour and how to establish a climate for positive relationships. Graduates will analyse teacher beliefs and attributions to misbehaviour, consider emotions in the classroom, the E in teaching and stress in teaching. Graduates will critique an array of interventions and consider the methodological difficulties in behaviour effectiveness research. The second strand explores individual variations, motivation theory and working memory. This strand advances graduates understanding of the child as learner focusing on learner differences, motivation and cognitive processes. Graduates will explore the link between theoretical principles and practical application in teaching and learning. Topics such as Intelligence, Creativity, Working Memory, Motivation and Metacognition are considered in this strand. The third strand explores assessment for and of learning. This strand explores the ways assessment is used in educational decision making, Irish legislative and policy context and why developing an assessment plan is central to being an effective teacher. Graduates critique a

39 broad range of assessment procedures and tools and have hands-on experience of application, interpretation and reporting of student performance using a broad continuum of assessment formats. Graduates explore different methods for communicating assessment information to parents and students.the importance of validity, reliability, fairness/equivalence and practicality in test construction is considered. Performance assessment is explored and examples of formative and summative uses of performance assessment are reviewed. Authentic assessment is explored and essential characteristics identified. The link between assessment and school improvement is explored and systems for whole school assessment data collection and analyses are considered. MODULE ASSESSMENT: This module will be assessed through course work (90%). Task Description: Critically evaluate the suggestion implied in the quote below, in light of recommended readings on understanding & managing behaviour or individual variations or assessment: "Not everything that counts can be counted and not everything that can be counted counts" Albert Einstein. Discuss how this statement might relate to your understanding of (1) constructs of social emotional behavioural difficulties OR (2) models of intelligence OR (3) assessment. Word count: words. The composition of this essay will be supported by lectures and online discussion fora (10%) throughout the semester which will serve to foster critical thinking in students and support writing of the essay. Students will be required to engage in online forum twice throughout the semester. Grading rubric for engagement in forum is recorded below, Table B. Please note: Essays should be informed by lecture and online for a debate, in addition to academic reading and independent research. Learning Outcome: Students will be enabled to accurately and effectively describe, reflect upon and critically evaluate constructs of EBD or Models of Intelligence or the role of assessment in education, in light of key academic sources in the area. Grading: Essays will be graded in light of the five success criteria, as outlined in the grading rubric below, Table A. Table A: Grading Rubric for the Essay (Total 90%) 39 P a g e

40 Success Criteria Very good - Excellent Good Satisfactory - Fair Fail - Unsatisfactory Accuracy and precision in understanding subject matter (20%) Author displays a comprehensive and sophisticated understanding of the subject matter Key concepts are incorporated in an accurate and precise manner The essay is appropriately situated within practice/policy context (17 20%) Author displays good understanding of the subject matter While author addresses key concepts, the quality of the essay is undermined by vagueness and brevity, on occasion. Good references are made to the immediate context of the essay (12 16%) Author displays basic/fair understanding of the subject matter While author addresses some concepts, the quality of the essay is undermined by vagueness and brevity, on occasion and the omission of key concepts. Satisfactory reference is made to the immediate context of the essay. (6-11%) Author displays a weak/unsatisfactory understanding of the subject matter A number of errors and inaccuracies are detailed, illustrating confusion. (0 7%) Depth of analysis and level of criticality (40%) The subject matter is analysed and critiqued in a highly sophisticated manner The paper goes beyond the assignment and explores the implications of arguments in new contexts or in particularly thoughtful, insightful, and/or original ways The paper shows a nuanced grasp of key issues and the ability to critique key debates with ease (34 40%) The subject matter is presented with good analysis and criticality present The paper meets the parameters of the assignment The paper demonstrates a good grasp of key issues but some awkwardness in critiquing them (24 33%) The subject matter is presented with satisfactory analysis, more prescriptive than analytical The paper just meets the parameters of the assignment but lacks criticality and coherent depth of analysis The paper demonstrates a satisfactory grasp of key issues but lacks coherence in critiquing them (14-23%) The essay is primarily descriptive in nature, rather than critical or analytical The author fails to analyse, synthesise or critique the main points and the paper demonstrates a lack of argument or debate (0 13%) Success Very good - Excellent Good Satisfactory - Fair Fail - Unsatisfactory 40 P a g e

41 Criteria Use of current academic sources (10%) Quality, up-to-date academic sources are used to support and underpin arguments A host of academic sources are used including academic books, journal articles and appropriate online resources The author demonstrates breadth of independent reading and research The author reviews an appropriate level of literature to support and inform the essay and arguments Academic sources are used, although an over-reliance on some sources is evident Independent reading and research appears reasonably broad ranging The literature review is thin / just adequate Minimal academic sources are used, with limited enough use or evidence of independent reading and research The literature review is thin / inadequate Few academic sources are used, with limited use (or an absence of) independent reading and research Over-reliance on lecture material is evident (9 10%) (6 8%) (4-5%) (0 3%) Structure and organisation (10%) The essay is highly structured and organised Appropriate signposts are provided for the reader throughout the essay The work has overall coherence and unity The author includes an introduction and conclusion, with each paragraph pertaining to a new argument or idea The author illustrates development of arguments throughout the essay The essay is well structured and organised Adequate signposts are provided for the reader The work has general coherence and unity The introduction and conclusion are included; however, they may not be fully fit for purpose. For example, the introduction may be somewhat abrupt or brief; the conclusion may be overly brief; the concluding argument is clear but lacks overall coherence and unity (3-4%) The essay is sufficiently structured and organised to avoid confusion for the reader The work has satisfactory coherence and unity Paragraphs, at times, lack coherence, structure and clarity (2%) Organization of the paper as a whole is not logical or discernible The structure and organisation of the work is inadequate, it lacks unity and coherence, resulting in confusion for the reader In general, paragraphs lack coherence and a clear message The author fails to include an appropriate introduction and conclusion (5%) (0-1%) 41 P a g e

42 Success Criteria Very good - Excellent Good Satisfactory Fail - Unsatisfactory Academic conventions and mechanics (10%) The author demonstrates impeccable attention to academic conventions: References (Harvard System) are all framed effectively in the text and the bibliography is comprehensive, illustrating appropriate attention to detail The author demonstrates a sophisticated use of language and a capacity to engage in academic writing Wording is precise and unambiguous, grammar and spelling accurate with sentence structure consistently clear and lucid (5%) The author demonstrates good attention to academic conventions: consistency in references and bibliography (Harvard System) The author demonstrates good use of language and good capacity to engage in academic writing Wording shows minimal errors, with minimal or rare grammar and spelling mistakes (3-4%) The author demonstrates adequate attention to academic conventions: Some errors are evident in terms of referencing in text (Harvard System) and the bibliography displays some inaccuracies, errors or omitted references The author demonstrates appropriate use of language, although displays some difficulty with use of academic writing Wording shows some errors, with some grammar and spelling mistakes (2%) Use of academic conventions is inconsistent, with errors evident in terms of referencing in text (Harvard System) The bibliography is inaccurate or missing The use of language is regularly inaccurate, thus making meaning unclear The reader has to work hard at making sense of the material Sentence structure is consistently confusing with a high level of grammatical and/or spelling mistakes. (0 1%) Table B: Online Discussion Forum Participation Rubric (5% per posting, two postings required) Success Criteria Exemplary Proficient Incomplete Demonstration of quality of discussion content Postings make it clear that you have thoughtfully completed the discussion question. Postings make it clear that you displayed some understanding of the question under discussion. Your responses included Postings make it clear that you displayed little understanding of the comment under discussion. Your 42 P a g e

43 Responses include affirming statements citing relevant research or resources; ask new related thoughtprovoking questions or make oppositional statements supported by personal research or experience. Postings free of grammatical, spelling or punctuation errors. affirming statement and citing some research; asking a somewhat related question and making an oppositional statement supported with some degree of research or personal experience. Responses generally free of grammatical, spelling or punctuation errors. responses included no affirming statements or references relevant to research; asked no related questions and made no oppositional statement supported by any personal experience or related research. Responses contain obvious grammatical spelling or punctuation errors. Timeliness of discussion postings (2) Discussion postings are posted on different days throughout the module and are posted in a timely manner. (1) Discussion postings are posted within the timeframe for the activity but not necessarily posted throughout the module. (0) Postings are submitted late or on the same day. There is little evidence of interaction on the discussion board. The requirement to post one independent post and to respond to another person s post is not met. (1) 0.5) (0) Critical application to professional practice Evidence of critical analysis of a posted idea with clear connections drawn to professional practice. (2) Some evidence of critical analysis of a posted idea with some connections drawn to professional practice. (1) Little evidence of critical analysis of a posted idea with no clear connection drawn to professional practice. (0) Repeat Assessment: The repeat assessment for the module is 100% essay ( words, excluding references). Essay Title: It is through classroom assessment that attitudes, skills, knowledge and thinking are fostered, nurtured and accelerated or stifled, Hynes (1991) cited in Earl, L. (2004). Critically debate this statement with reference to your study and lectures on Assessment 43 P a g e

44 For and Of Learning. Essays will be graded as per the five success criteria outlined in the grading rubric, Table A. Lecture Attendance & Participation Attendance and participation in lectures is a requirement of the course. Lecture attendance is required due to the emphasis on problem-based learning and hands-on practical experiences working through the module. Students displaying poor attendance can be deducted up to 10% of marks. FEEDBACK: Online discussion fora will provide students with the opportunity of debating perspectives with peers and moderating or expanding views. Individual feedback, following exam grade award, may be available upon request. STAFF: Name Title Office Hour/s Telephone Dr. Suzanne Parkinson Lecturer, Psychology in Education, Department of Learning, Society & Religious Education SG12 Tues/Thurs. 9am- 2pm or e - mail to arrange appointment suzanne.parkinson@mi c.ul.ie READING LIST: You are advised to take detailed notes during all lectures. Some lecture notes will be available to students via Moodle. Required and Recommended Readings will be identified on your weekly schedule. Andrade, H. G., (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57, 5, Beaty, J. J. (2013). Observing Development of the Young Child (8 th Ed). Upper Saddle River, NJ: Merrill. Bohlin, L., Durwin, C. & Reese-Weber, M. (2009) EdPsych. New York: Mc Graw Hill. 44 P a g e

45 Darling-Hammond, L. & Bransford, J. (2005) Preparing Teachers for a Changing World. What teachers should learn and be able to do. San Fransico: Jossey-Bass Wiley. INTO (2010) Assessment in the Primary School, Dublin: INTO. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), Mertler, C. A. (2007). Interpreting standardized test scores: Strategies for data-driven instructional decision making. Sage Publications. National Council for Curriculum and Assessment (2007). Assessment in the Primary School: Guidelines for Schools. Dublin: Author. National Educational Psychological Service (2010). Behavioural, Emotional and Social Difficulites: A Continuum of Support Guidelines for Teachers. Dublin: Author. NCCA (2007) Assessment in the Primary School Curriculum: Guidelines for Schools, Dublin: NCCA. Petty, G. (2009) Evidence-Based Teaching. A Practical Approach. Nashville: Nelson Thomas Ltd. Popham, W. J., (2014). Classroom assessment: What teachers need to know. Pearson/Allyn and Bacon. Rogers, B. (2005) Classroom Management: A Practical Guide to Effective teaching, Behaviour Management and Colleague Support. London: Paul Chapman Publishing. Swaffield, S. (Ed.). (2008). Unlocking assessment: Understanding for reflection and application. Routledge. Woolfson, L. (2011) Educational Psychology. London: Pearson. 45 P a g e

46 PME 614 Social, Personal, Health, and Physical Education INTRODUCTION: Social, Personal, Health, and Physical Education are intrinsic to the holistic development of the child. This module seeks to explore the importance and relevance of both PE and SPHE and to equip students with the competences required for the effective teaching of these curricular areas. The programme will focus on the Strands and Strand Units of both curricula and will engage students with various themes and issues through the use of activity-based methodology. LEARNING OUTCOMES: On completion of this module, students will be enabled to: Demonstrate knowledge and understanding of the theory, concepts and methods pertaining to the effective teaching, learning and assessment of PE and SPHE; and apply this knowledge in the school and in other contexts Identify and implement key teaching strategies for PE and SPHE; Reflect critically on their practice on an ongoing basis so as to inform that practice; Engage with educational research and explore its contribution to teaching, learning and assessment in the context of PE and SPHE Demonstrate appreciation of the importance and value of PE and SPHE in the Primary School as part of the holistic development of children; Act as advocates of SPHE and PE in their schools and communities Foster good relationships with and among pupils, with the school community and with relevant stakeholders based on mutual respect and trust and meaningful interactions. Demonstrate ability to embrace and use the diverse range of skills required for the implementation of PE and SPHE; Plan coherent, differentiated and integrated teaching programmes in PE and SPHE within a safe, interactive and challenging environment using strategies that promote and maintain positive and respectful behaviour, and that facilitate the safety and the security of children, in accordance with school policy. MODULE CONTENT: Conceptualising Health, Health Education and Health Promotion The Health Promoting School Nutrition Education Child Safety and Protection Media Education Citizenship Education Social Concepts: Inclusion & Physical Activity Promotion in PE Pedagogy and Class management in PE PE Curriculum Strands: Games, Athletics and Outdoor & Adventure Activities Fundamental Movement Skill Development ATTENDANCE Because of the practical and experiential nature of the classes provided as part of module PME 614, attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the module. 46 P a g e

47 Absence from two or more classes across the entire module, without appropriate certification (Doctor, Counsellor or Chaplaincy certificate), will result in the student receiving an F grade on the whole module. Failing the module will result in it having to be retaken at annual repeats in August It is the responsibility of the student to ensure that all certificates concerning absences are presented to the class lecturer at the first class immediately after the absence. If you do not do this, your absence will not be accounted for. An additional rule exists concerning attendance at PE classes, whereby students who miss two classes may not be allowed out on School Placement. MODULE ASSESSMENT: Integrated coursework on PE and SPHE. Coursework to be submitted on: Friday of Week 10 Repeat Assessment: Integrated coursework on PE and SPHE with focus on a different topic. FEEDBACK: Feedback will be provided to students on request. Please contact the relevant lecturer. STAFF: Name Title Office Hour/s Richard Bowles Dr. for an appointment Office Telephone G [email protected]. ie Carol O Sullivan Dr. for an appointment [email protected]. ie READING LIST: 1. Government of Ireland Primary School Curriculum: Physical Education; Social, Personal and Health Education. Dublin: Dublin: The Stationery Office. 2. Government of Ireland Primary School Teacher Guidelines: Physical Education; Social, Personal and Health Education. Dublin: Dublin: The Stationery Office. 3. Graham, G Teaching Children Physical Education: Becoming a Master Teacher. 2nd ed. Champaign IL: Human Kinetics. 4. O Sullivan, C., Moynihan, S., Collins, B., Hayes, G. & Titley, A. (2014). The Future of SPHE: Problems and Possibilities. Limerick: SPHE Network/DICE. 5. Ryan, P., Mannix McNamara, P. and Deasy, C. (2006). Health Promotion in Ireland, Dublin: Gill and McMillan. 6. Gallahue, David L Developmental Physical Education for All Children. Champaign, IL: Human Kinetics. 7. Pickup, I. and Price, L Teaching PE in the Primary School. London: Continuum. 8. Naidoo, J. and Wills, J. (2000). Health Promotion: Foundations for Practice. London: Balliere Tindall. 9. Mosely, J. (2000). Quality Circle Time in the Primary Classroom. Cambridge: LDA. 47 P a g e

48 School Placement 2 PME 617 School Placement 2 is a six credit module which students undertake from April 27 th May 15 th Like School Placement 1, this is a partnered placement throughout which the teaching duties are shared with another student. This Placement is undertaken in a senior class ie 5 th, 6 th or a 5 th /6 th class. Due to school calendars, some students will be required to undertake the placement into Week 16. The placement combines classroom observation and roles as classroom assistants for two days in week one and student teaching for the remainder of the placement. All areas of the primary school curriculum are taught and the student is visited by a school placement tutor on at least three occasions throughout the placement. All relevant documentation is available to the students on the PME SP2 course on moodle. LEARNING OUTCOMES: On completion of this module, students will be able to: Present and maintain a well-organised and complete Planning Folder & Resource Folder Display a developing ability to plan for the implementation of selected areas of the The Primary School Curriculum in a senior class. Complete detailed and comprehensive lesson plans and weekly schemes Identify appropriate teaching and learning strategies for engaging children in senior classes with the Primary School Curriculum Consider (i) the degree to which the specific learning objectives were appropriate for pupils in senior classes and (ii) the extent to which these learning objectives were achieved Demonstrate appropriate classroom management strategies that will promote pupil participation in senior classes with the Primary School Curriculum Relate appropriately to pupils, school personnel and school placement personnel Reflect critically on and document their development as student teachers and demonstrate their ability to engage in critical reflection with their tutor, class teacher and peers Demonstrate an awareness of the importance of integrated planning Demonstrate an ability to plan for integrated teaching Demonstrate an awareness of the importance of assessment of learning Demonstrate an ability to assess pupils learning Appreciate the significance of engaging with the School Placement in a professional manner MODULE CONTENT: Planning, teaching and assessing pupils learning; engaging in critical reflection on their teaching and learning MODULE ASSESSMENT: This module is assessed on a Graded basis. To pass the module, students are required to : Attend school for the required time and submit a School Placement Attendance Form Receiving a passing grade from his/her school placement tutor/s Feedback on the quality of the student s planning and preparation, teaching and learning observed and professionalism is provided to the student following the tutor s visit. Verbal and written feedback is provided. 48 P a g e

49 No uncertified absences are permitted and all absences have to be noted in the Cuntas Tinrimh. In cases of absence from school, a student is required to contact the Education Office ( ) and his/her school. All personal absences from school have to be made-up on the designated make-up days. On completion of the module the student is required to submit a School Placement Attendance Form to the Education Office by May 22 nd, Students to whom an I or F grade is awarded repeat the placement from June 2 nd 12 th. I grade and F grade students are responsible for sourcing a class themselves for the module. Normally, students may repeat a School Placement module once. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. READING LIST: Primary Readings (No. 1 students each have copy /No. 2: Available on moodle/no. 3: 3 day and 4 hour loan, Library MIC; Readings 1 & 2 are mandatory) 1. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationary Office. 2. Mary Immaculate College (2014) School Placement Handbook 2014/2015: Handbook for Students and Tutors, Limerick: Mary Immaculate College 3. Horgan, K. and T. Bonfield (1999) Learning to Teach Reflectively, Limerick: Mary Immaculate College Supplementary Readings (1 & 2 in 3 day and 4 hour loan, Library MIC) 1. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5 th Edition, London: Routledge. 2. Woolfolk, A. and N.E. Perry (2012) Child and Adolescent Development, New Jersey: Pearson Education. Ghaye, T. (2011) Teaching and Learning through Reflective Practice: Routledge 3. Muijis, D. and D. Reynolds (2001) Effective Teaching - Evidence and Practice: Paul Chapman Publishing 4. Kyriacou, C. (2007) Essential Teaching Skills Third Edition, Cheltenham: Stanley Thornes. 49 P a g e

50 Module PME 616 Education about Religion and Beliefs, and Ethics Rationale The course will be delivered in two Strands: 1. Ethics; and 2. Religion and Beliefs. Details of these components are outlined below. Please note that all materials will be available on Moodle under Education about Religion and Beliefs (ERB), and Ethics. Outline of Ethics Strand This strand of the course introduces students to a number of different approaches to the question of ethics. Students will be supported in coming to their own judgements in respect of ethical matters, and will develop both sensitivity and receptivity to the complexity and difficulty of ethical reasoning, perception, principles, imagination, and judgement. Students will understand why simply claiming that each person is entitled to his or her own opinion becomes rather more difficult as we look at issues that affect the lives of others, now and in the future, and as we assess those activities that may jeopardise the future of the planet. Questions of values, rights, responsibility, plurality, justice, care will be examined and students will be offered a brief introduction to some of the key philosophical approaches to ethics such as: virtue ethics, deontology, utilitarianism and ethics of care. These lectures will also address some of the approaches that students will encounter in the Ethical Curriculum of Educate Together Schools and Philosophy with/for Children, and a number of themes respond to principles in the Teaching Council s Code of Professional Conduct. Students will have the opportunity to explore in further detail ideas encountered in the first semester in the Critical Thinking course. As with the Critical Thinking course, opportunities will be given for in-class writing, reflection and discussion. Each lecture will involve active engagement on the part of the student. This strand of the course begins with the reflective question: What is a good life? Bound up with that question are the following questions: How ought I live?, What makes a life worth living?, What should I do?, What should we value?, and How can we live together?. Outline of Religion and Beliefs (ERB) Strand The strand explores the personal, public and social significance of religious belief as well as the contribution made by religion to education and culture. The Religions and Beliefs (R&B) strand explores the implications of Human Rights legislation, especially the declaration of Human Rights (1948) and the Rights of the Child (1959) for beliefs, both religious and non-religious. The R&B strand encourages students to contextualise, clarify and critically evaluate the language and rationale behind contemporary discourse on religion, belief and education in Ireland. This strand s starting point is that religions and beliefs are vitally important in shaping human identity at a personal, public and social level. Contemporary Irish society is increasingly multicultural, religiously plural and secular. This strand profiles this diversity and introduces students to key selected religious traditions and beliefs including Christianity, Islam, Hinduism, Buddhism and Atheism. The strand promotes learners informed, respectful, critical understanding and empathy for the complex and distinctive selected beliefs, ethical practices, rituals and traditions associated with Christianity, Islam, Hinduism, Buddhism and Atheism. Religion is presented as a complex social reality which is primarily experienced, lived and practiced in the lives of believers as well as being a conceptual ethical and doctrinal framework for understanding. While stressing the need for greater academic and dispassionate understanding and critique of beliefs, this strand also seeks to encourage learners to perspective take and empathise with those whose beliefs are radically different to theirs. The strand is designed to enable learners to engage in internal dialogue about their own beliefs and to partake in constructive debate with others on issues of religions and beliefs. The strand will focus on the fact that there is no value free or neutral education and it will address how teachers might introduce children to different religions and beliefs in the primary school. Key themes such religious fundamentalism, religious relativism and anti-religious intolerance will be explored in the duration of this strand. A detailed version of the module descriptor will be available on Moodle. 50 P a g e

51 LEARNING OUTCOMES: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation By the end of this course learners will: Be able to identify general features characterising religion and beliefs. Provide a general profile of religious belief in the Irish context and identify suitable approaches to teaching about religions and beliefs in primary schools Outline key concepts, rituals and practices of selected religions and beliefs Be able to outline philosophical approaches to ethical reasoning, ethical questions, and judgement. Develop an understanding of the principles and values underpinning different approaches to ethical reasoning and judgement. Be able to consider diverse conceptions of the good life. Understand the ways in which ethical principles and values inform approaches to a diverse range of practices and institutions in our world. Be able to reflect upon the relationship between ethical dimensions of issues relating to social justice, environmental responsibility, equality, the common good, human rights, citizenship and pluralism. Understand the different ways in which ethical exploration can be cultivated within classroom and school environments. Affective: Attitude and Values. By the end of this course learners will: Value and develop a reflective and critical appreciation of ERB, and Ethics, at local, national and international levels and appreciate the place of religion, beliefs and ethics in the life of the child and in the learning environment Develop a reflective and critical approach to diverse religions, beliefs and ethical values Identify and develop students own ethical stances in relation to their lives, to the lives of children, and in relation to education Respect, value and support children in developing their own ethical choices as well as their religious or belief identity in a secure environment while raising awareness of human rights, justice, and equality in society Value and develop a reflective and critical appreciation of their role and potential as individuals and as citizens who can empathise with different belief systems and ethical perspectives and exhibit tolerance, respect and openness to diverse world views Appreciate the importance of empathetic and dialogical approaches in the study of religions and ethics. MODULE CONTENT: Education about Religion and Topic Lecturer Beliefs Lecture 1: Belief and Religion in the Irish Dr Patricia Kieran Context Lecture 2: Atheism, Agnosticism, Humanism Dr Patricia Kieran and Secularism Lecture 3: Monotheistic Prophetic Religions. Dr Patricia Kieran 51 P a g e

52 Lecture 4: Monotheistic Prophetic Religions. Dr Patricia Kieran Lecture 5: Monotheistic Prophetic Religions. Dr Patricia Kieran Lecture 6: Monotheistic Prophetic Religions. Dr Patricia Kieran Lecture 7: Religions of the East:Hinduism Dr Patricia Kieran Lecture 8: gions of the East:Hinduism Dr Patricia Kieran Lecture 9: Religions of the East:Buddhism Dr Patricia Kieran Lecture 10: Religions of the East:Buddhism Dr Patricia Kieran Ethics Topic Lecturer Lecture 1: Courage and Integrity Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 2: Being Good Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 3: Justice and Fairness Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 4: Virtue Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 5: Happiness. Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 6: Duty Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 7: Responsibility Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 8: Children s Rights Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 9: Care Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 10 Ecological Ethics Dr Aislinn O Donnell/ Mr Pearse O Shiel Assessment 1. Ethics Strand Assessment will be a word reflective journal submission. Students will be guided in completing this submission through engaging in three exercises over the course of the semester. Evidence of engagement with the philosophical readings on the course is required. The questions will be distributed over the course of the semester. 2. Religions and Beliefs Strand Assessment: Continuous Assessment supported by guided reading of short key texts. This word-count for this journal will be words. Submission Date: The assignment for the Education about Religion and Beliefs, and Ethics course will be submitted to the Education Office on Thursday 2 nd April Week 10. Repeat Assessment: Essay words. Students are expected to attend all lectures and be prepared to participate in class discussion, and to reflect upon how they might facilitate discussions on these themes with children. Further details will be posted on Moodle. 52 P a g e

53 All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. Short Bibliography (Ethics Strand) Short excerpts of texts will be made available on Moodle and students are asked to read these PRIOR to the lecture. Further texts and references will be made available online and in the lecture notes. Aristotle. (2004) Nicomachean Ethics, Cambridge: Cambridge University Press. Gilligan, A.L., (2003). "Love Matters", In P. Garner, A.L. Gilligan, M. O'Brien, R. Tormey, S. Ryan and J. Dooley Time for Action: Re-Shaping Initial Teacher Education to meet the Challenge of Socio-Economic Inequalities in Education. Limerick: Centre for Educational Disadvantage Research (CEDR). pp Gilligan, C. (1982). In a Different Voice. Cambridge: Harvard University Press. hooks, b. (2000). All About Love. New York: William Morrow and Co. Inc. Hart, H.L.A. (1999). Punishment and Responsibility. Oxford: Oxford University Press. Kant, I. (1997). Groundwork of the Metaphysics of Morals, London: Routledge. Kittay, E. F. (2005). "Equality, Dignity and Disability" in Mary Ann Lyons and Fionnuala Waldron (eds.) Perspectives on Equality The Second Seamus Heaney Lectures. Dublin: The Liffey Press, pp Matthews, G.B. (1994). Children s Rights The Philosophy of Childhood, London: Harvard University Press, p Mill, J.S. (1998). Utilitarianism, Oxford:Oxford University Press. O'Brien, M. (2011). Professional responsibility and an ethic of care: Teachers' care as moral praxis. In C. Sugrue & T. Dyrdal Solbreke (Eds.), Professional Responsibility: New Horizons of Praxis. London: Continuum. Plato. (1971). Gorgias, Harmondsworth: Penguin. Plato. (1993). Last Days of Socrates, London: Penguin. (Includes The Apology and Crito). Plato. (2007). Republic, London: Penguin. Pogge, T. (ed.) (2007). Freedom from Poverty as a Human Right: Who Owes What to the Very Poor? Oxford: Oxford University Press. Rawls, J. (1999). A Theory of Justice. Cambridge: Harvard University Press. Zajonc, A. (2006) Cognitive-Affective Connections in Teaching and Learning: The Relationship Between Love and Knowledge. Journal of Cognitive Affective Learning 3(1): 1-9. Websites: Maria Von Herbert s Letters to Kant Short Bibliography Religions and Beliefs Strand) Religious artefacts and materials, which will be used in the duration of this course, are available for students to borrow from the AV Library (on catalogue). The Usborne Encyclopedia of World Religions Internet-linked Great text for use with Children. Blaylock, L ed. (2004). Representing Religions, Christian Education Publications. Bowker, J. (2006). World Religions. DK Publications. Brodd, J., B. Nystrom, R. Platzner, R. Shek, E. Stiles, E. (2012). Invitation to World Religions. USA: OUP. Brodd, J. (2009). World Religions; A Voyage of Discovery, (3 rd Edition). St Mary s Press. Brodd, J, (2009). Primary Source Readings in World Religions. St Mary s Press. 53 P a g e

54 Coolahan, J, Hussey, C & Kilfeather, F. (2012). The Forum on Patronage and Pluralism in the Primary Sector. Report of the Forum s Advisory Group. Central Statistics Office, Census of Population Damariaux, J-C. (1995). How to Understand Hinduism. SCM. Dawkins, R. (2011). The Magic of Reality: How We Know What s Really True. New York: Free Press. Jamier, J (1993). How to Understand Islam. SCM. Jordan, M. (2005). Encyclopedia of Gods. Great Britain: Kyle Cathie Ltd. Landlaw, J. & Bodian, S. (2003). Buddhism for Dummies. USA: Wiley Publishing, Inc.. Lane, D. (2011). Stepping Stones to Other Religions: A Christian Theology of Inter-religious Dialogue. Dublin: Veritas. MacGreil, M. and Rhatigan, F. (2009). The Challenge of Indifference: A Need for Religious Revival in Ireland. Maynooth: Department of Sociology. O Donovan, J. (2012). Understanding Differently: Christianity and the World Religions. Dublin: Veritas Renehan, C. (2014). Openness with Roots: Education in Religion in Irish Primary Schools. Newcastle Upon Tyne: Cambridge Scholars Press. Selim, A. (2014). Islam and Education in Ireland: An Introduction to the Faith and the Educational Challenges it Faces. Dublin: Veritas. Websites Atheist Ireland Alive O Programme Buddhist Network Ireland Census 2011 data Church of Ireland European Wergeland Centre Follow Me Church of Ireland Programme Humanist Association of Ireland Hindu Cultural Centre Ireland Interfaith calendar Inter faith dialogue: Irish Catholic Bishops Conference Irish Centre for Religious Education Islam Ireland Learn Together Curriculum Multi-belief Goodness Me Goodness You programme for Ireland Report of the Advisory Group of the Forum on Patronage and Pluralism in the Primary Sector Statistics on world religions Toldeo Guiding Principles on Teaching About Religions and Beliefs in Public Schools Tony Blair Faith Foundation P a g e

55 MODULE ASSESSMENT: This module will be assessed entirely through course work. Description % of total marks Submission Date Education about Religion 50% Week 10, Thursday 2 nd April and Beliefs word assignment Ethics: word assignment 50% Week 10, Thursday 2 nd April Regarding the assignments please adhere to the following: All assignments must be typed and submitted with the appropriate cover sheet. All students must adhere to the assignment guidelines outlined in the assignment document. Students should submit a SEPARATE cover sheet for each strand of the course, staple each element of the assignment SEPARATELY, and place both within a plastic pocket folder. All assignments must be submitted through Turnitin (on moodle) prior to submission. All assignments must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. REPEAT ASSESSMENT: The repeat assessment will be based entirely on coursework. Please contact the relevant lecturer for specific details. Regarding the assignments please adhere to the following: All students must adhere to the assignment guidelines outlined in the assignment document. All assignments must be submitted through Turnitin (on moodle) prior to submission. All assignments must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Please contact lecturer for further feedback. Formative feedback will be offered in class. STAFF:Individual appointments can be made by to meet with your lecturer. Name Title Office Module Co-ordinator: Dr Aislinn O Donnell Office Hour/s Telephone Dr Aislinn O Donnell Lecturer in Philosophy of Education Mr Pearse O Shiel Lecturer in Philosophy of Education Dr Patricia Kieran Lecturer in Religious Education R (20)4354 [email protected] N (20)4970 [email protected] LG8 061-(20)4965 [email protected] 55 P a g e

56 Module PME612 Educational Methodology INTRODUCTORY STATEMENT In building on core concepts introduced in Educational Methodology 1 (PME 602), this discrete Education Methodology module aims to examine and develop graduate student teachers understanding and analysis of General Education Methodology issues, with an emphasis on creating a positive classroom environment in middle and senior classes. The module provides opportunities for graduate students to develop reflexivity in understanding, choosing and critiquing a range of general methodologies (such as behaviour management styles and strategies, schemes and mid-term planning for middle and senior classes, collaborative learning and group work, differentiation, multiple intelligences and catering for multiclass contexts.). By exploring the challenging and diverse role of the primary school teacher in a variety of school contexts, graduate students will receive the opportunity to observe, examine, analyse and reflect upon aspects of effective teaching practice, introduced in the college classroom and extended in a range of primary school classrooms. Throughout the module, there will be an emphasis on developing graduate students reflective practices, evaluative and critical thinking skills and teacher styles in response to educational methodologies presented. The module ends by requiring students to analyse a number of professional readings on a range of topics for new graduates in schools. LEARNING OUTCOMES On successful completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Critically analyse and reflect upon aspects of effective teaching and learning for creating a positive classroom environment. Debate, evaluate and analyse the key education methodology issues of behaviour management, planning of schemes and mid-term plans, differentiation, group teaching and collaborative learning and multiple intelligences. Analyze behaviour management styles through critical reflection, problem-based learning and case vignettes. Develop reflexivity in analyzing the complex role of the classroom teacher in creating a positive classroom climate. Affective: Attitude and Values Appreciate the central role of the teacher in supporting children s learning and in creating a positive classroom environment. Develop as a reflective practitioner, through facilitated reflective discussion; problem based learning scenarios, video analysis and portfolio assessment. 56 P a g e

57 MODULE CONTENT/SYLLABUS In extending graduates previous experiences of learning and conceptions of teaching from Semester 1 (PME 602), and drawing on Korthagen s (2001) model of realistic teacher education, there will be an emphasis on the development of graduate reflective practices in this module. Focusing on teaching through college and school experiences, video-recorded observation and reflection, it will explore concepts of behaviour management styles and strategies, schemes and mid-term planning for middle and senior classes, collaborative learning and group work, differentiation, multiple intelligences and catering for multi-class contexts. Analysis of effective teaching and learning strategies will be conducted using video analysis, academic readings, problem-based learning techniques and modelling of active teaching methodologies. There will be a particular emphasis on the development of students reflective practices and evaluative and critical thinking skills - in connecting theory, practice, academic reading and the module assessment itself. Overview of Lecture Topics Course Introduction/General Methodologies and the changing role of the primary school teacher Planning for Learning 2 Weekly Schemes Behaviour Management 2 Styles and Strategies Collaborative learning and group teaching Differentiation Multiple intelligences Teaching in a Multi-class context Advanced Planning for Learning 3 Mid-term planning From college to classroom analysis of readings Review and Evaluation 57 P a g e

58 MODULE ASSESSMENT This module is graded using the full spectrum of grades. Attendance and participation in lectures is a requirement of the course. Attendance will be recorded in each lecture and 10% can be deducted for poor attendance. Module Assessment Requirement Percentage Allocated Date Due Educational Methodology PME 612 Teaching Portfolio 100% Week 10 Repeat Assessment for the module is 100% Portfolio Note: All assignments must be submitted with the appropriate cover sheet and students are advised to familiarise themselves with Coursework Guidelines in the Student Handbook. Overview of Portfolio Assessment: 1. Visit and select a core subject area /topic in the curriculum which students will be covering within a chosen class level this semester. You may like to visit a school to collaborate with school personnel/ discuss potential topics for school placement. 2. Plan, design and prepare a weekly scheme Using one of the sample scheme templates provided in college for a core subject area (English, Irish, Maths, Religion), choose a theme and include the following in your scheme: a. SMARTA learning objectives b. Details of weekly content focus c. Teaching methodologies -refer to use of teaching resources, teaching strategies, appropriate grouping of children, collaboration d. Differentiation - identify how you will differentiate teaching and learning by content/ process/product e. Refer to at least one type of intelligence targeted, as in introduced in the lecture on Multiple Intelligences f. Integration identify potential links with another non-core subject area g. Assessment -specify how you plan to assess lesson objectives h. Accompanying materials/resources that will be used 3. Write a rationale (3 pages) a. Describe in detail the structure of lessons over a week and teaching methodologies used. b. Justify why lessons were structured in this way, choice of methodologies and critically relate to learning theories, as introduced in PME 602 in Semester 1. c. Evaluate the potential effectiveness and challenges of including one of the following in your weekly scheme: differentiation, integration, collaboration, assessment or multiple intelligence activities. d. Reflect on the application of your own learning from this assignment in planning schemes for School Placement, Semester 2. e. Refer to at least two academic readings included in this course outline, plus four that have been personally-sourced. Reference List should be recent and relevant. Note: An electronic copy of schemes to be uploaded on Moodle. 58 P a g e

59 Portfolio Assessment Criteria 1. Understanding of the assessment task and key concepts: An ability to select a curricular theme within a core subject area/topic, including relevant accompanying resources for that class level Lessons within the scheme flow from one to the other and build on each other Schemes include: SMARTA learning objectives Details of weekly content focus Teaching methodologies -Refer to use of teaching resources, teaching strategies, appropriate grouping of children, collaboration Differentiation - identify how to differentiate teaching and learning by content/ process/product Integration identify potential links with another non-core subject area Assessment -specify how you plan to assess lesson objectives Accompanying materials/resources for the purpose of differentiating the curriculum Evidence of creativity 2. Depth of analysis: A critical analytical perspective is evident in 3 page rationale. There is evidence of a developing philosophical approach, in analyzing conceptions of teaching and learning and related general education methodologies. Begins by describing in detail the structure of lessons and teaching methodologies used. Justifies the structure of lessons and choice of methodologies and critically relate rationale to learning theories, as introduced in PME 602 in Semester 1. Reflects on relevance and application of own learning in planning schemes for School Placement 2. Refers to at least 2 academic readings included in this course outline and 4 personally-sourced readings. 3. Appropriate use of professional and/or research literature: Includes quality up-to-date academic sources (academic books, journal articles and appropriate online resources). A minimum of 2 from course outline and 4 that are personally-sourced. 4. Structure and Organization: The portfolio is structured and organised coherently, includes a weekly scheme, accompanying resources, a 3 page rationale and reference list. The rationale is coherently connected to the weekly scheme presented. 5. Academic conventions: The rationale demonstrates clarity, consistency and appropriateness of conventions for quoting and paraphrasing, attributing sources of information and accompanying resources and citing relevant texts according to the Harvard referencing system. Reference List is recent and relevant. 6. Linguistic conventions: The individual style of academic writing is at a Level 9. He/she writes fluently and paragraphs are connected. Specialized educational and research-related vocabulary is used, were appropriate. The writing appears to have been edited. 59 P a g e

60 FEEDBACK You are encouraged to communicate with the module lecturer whenever you have questions. Queries, opinions and questions are welcomed during lectures. You may also contact the lecturer via /phone. You are encouraged to seek individual feedback on class-work and coursework. LECTURE NOTES Lecture notes and resources relating to weekly lectures will be made available through the college s online learning system: Moodle. Additional Reading may also be provided via Moodle. Course Name: Educational Methodology PME 612 URL: Moodle.mic.ul.ie Access Key: PME612 STAFF Name Title Office Office Hour/s Telephone Dr. Fíodhna Gardiner Hyland Lecturer, Educational Methodology, Department of Reflective Pedagogy and Early Childhood Studies Room: R206 Please to arrange appointment [email protected] READING LIST REQUIRED READING *Readings are aligned with course topics, provide background and supplementary insight into course content. Cowley, S. (2010). Getting the buggers to behave (4 th Ed.). London: Continuum, parts 1-4. Cremin, T. and Arthur, J. (2014). Learning to Teach in the Primary School (3 rd Ed.), London and New York: Routledge, sections 2,3,5. Kyriacou, C. (2007) Essential Teaching Skills (3rd ed). Cheltenham: Stanley Thornes, chapters 1,2, 4,6,7. Moyles, J., Georgeson, J. and Payler, J. (2011). Beginning Teaching, Beginning Learning: In Early Years and Primary Education (4 th ed). Open University Press and New York: Mcgraw Hill, part P a g e

61 RECOMMENDED READING *The following resources will help you stay current with research into Educational Methodology, aid your instructional decisions and inform your work for the portfolio assessment. Arends, R. (2007). Learning to Teach (7th Ed), NY: McGraw Hill, chapter 5. Ayers, H and Gray, F. (1998). Classroom Management: A Practical Approach for Primary and Secondary Teachers, London: Fulton Publishers. Kyriacou, C. (2009). Effective Teaching in Schools Theory and Practice (3rd ed). Nelson Thomas. Polard, A. (2014). Reflective teaching in Schools (4 th ed). Bloomsbury: London. Read, C.(2007). 500 Activities for the Primary School Classroom: Immediate Ideas and Solutions, Oxford: Macmillan Publishers. Scrivener, J. (2005). Learning Teaching. Oxford: Macmillan Education, part 5 and 8. Ur, P. and Wright, A.(2002). Five-Minute Activities: A Resource book of short activities, Cambridge University Press. ***Additional recommended professional resources, including books, articles and websites will be recommended throughout the semester *** 61 P a g e

62 Sacred Scripture and Christology Certificate in Religious Education Lecturer: Dr Mary T. Brien, PBVM Through a scriptural approach to Christology, the course will provide students with a framework for understanding selected biblical themes and passages and explore the contemporary relevance of the Bible. They will examine central biblical narratives, including stories of origin, the Exodus, Songs of Israel, Prophecy, Jesus of Nazareth and the early Christian movement. This module is designed to deepen students knowledge and understanding of the First and Second Testaments and especially of the person of Jesus Christ. It will illustrate the centrality and influence of the historical Jesus and the Christ of faith, with particular attention being paid to these beliefs and how they shape one s understanding of what it means to be a human person. The Reign of God was the central concept of Jesus life and teaching and features as an anchor point for appreciating and understanding the nature of a personal and communal relationship with God. Assessment: One Written Assignment of words to be submitted on April 2 nd to the Education Office. Rationale and Purpose of the Module: Students need to become familiar with the Bible in broad outline. They need to know about the Jesus of history and the Christ of faith. Jesus Christ is core to the Christian faith and Catholic education. Therefore, it is essential for anyone teaching in Catholic education to be familiar with his impact, life and mission. A knowledge of Jesus Christ is the hermeneutical key through which to understand everything else in the Christian tradition, for instance, sacraments, social justice, prayer, church, etc. Much of our information about Jesus comes from the scriptures and a broad understanding of the nature, structure and purpose of scripture itself will help in accessing the person of Jesus Christ. Syllabus This module is designed to deepen students knowledge and understanding of the Bible as Sacred Text for Christians and Jews. It will explore key themes, events and persons in the Hebrew Scriptures and will draw attention to the New Testament revelation of Jesus as an historical person and as the Christ of faith. The Reign of God -a central concept of Jesus life will be explored with reference to specific New Testament texts and students will explore its historical meaning and significance today for people who are Christian. In broad strokes, students will explore the nature, structure and purpose of the scriptures. They will examine central biblical narratives, including stories of origin, the Exodus, Songs of Israel, Prophecy, Jesus of Nazareth and the early Christian movement. TEXTS Core Texts: The Bible in one of the following English translations: RSV, NRSV, NAB, NJB 62 P a g e

63 Brueggemann,W.& Tod Linafelt. An Introduction to the Old Testament. 2 nd Ed. (Louisville KY: Westminster John Knox ress, 2012) McDonald, Lee Martin. The Formation of the Bible (Peabody MA: Hendrickson, 2012) Raymond E. Brown. An Introduction to te New Testament (New York: Doubleday,1997) An Introduction to New Testament Christology ( New York/Mahwah: Paulist Press, 1994) Luke Timothy Johnson. The Writings of the New Testament, 3 Ed. (London: SCM Press, 2005) Further Reading To be recommended during the course Learning Outcomes: 1 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Recognise the centrality and influence of the historical Jesus and the Christ of faith for Christians today Explore the centrality of the Reign of God to the vision of Jesus Demonstrate knowledge of the background, development, content and literary genres of the Bible 2 Affective: Attitude and Values Appreciate the significance of the paschal mystery in the life of Christians Appreciate the historical importance of the Bible in Western culture Appreciate the significance of covenantal relationship expressed in the Judaeo-Christian scriptures 3 Psychomotor: Skills and Capabilities Study Resources: Locate high quality and relevant materials and resources for teaching Christology and biblical stories to children in schools. Charpentier, E., (1982) How to Read the New Testament, London: SCM Press. Johnson, E. (1996) Consider Jesus: Waves of Renewal in Christology, New York: Crossroad. Nolan, A. (2001) Jesus Before Christianity, New York: Orbis Books. 63 P a g e

64 Supplementary resources: Barron, R. (2011) Catholicism: a Journey to the Heart of Faith, New York: Image Books. Carr, D. M. and Conroy, C. (2010) An Introduction to the Bible: Sacred Texts and Imperial Contexts, Chichester, UK: Wiley-Blackwell. Cox, H. (2006) When Jesus Came to Harvard, Boston: Houghton Mifflin Company. Gallagher, M P. (2008) The Disturbing Freshness of Christ: Nourishing Faith for Tomorrow, Dublin: Veritas. Johnson, L.T., (2010) The New Testament: A very short introduction, Oxford: University Press Lane, D A. (1975) The Reality of Jesus: An Essay in Christology, New York/Mahwah: Paulist Press. Lyons. E. (1994) Jesus: Self-portrait by God, Dublin: Columba Press. Nolan, A. (2007) Jesus Today: A Spirituality of Radical Freedom, New York: Orbis Books. Pagola, P.A. (2011) Jesus: An Historical Approximation, Miami: Convivium Press. Rausch, T.P. (2003) Who is Jesus? An Introduction to Christology, Collegeville: Liturgical Press. Catechism of the Catholic Church (2000) Washington: USCCB/ also Veritas P a g e