Bachelor of Education Year One, Semester One

Transcription

1 Bachelor of Education Year One, Semester One Course Handbook Autumn 2013

2 Welcome from the Dean of Education/ Fáilte ó Déan 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 BEd 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 BEd degree programme has been re-designed to create an attractive and exciting four-year programme which reflects the College's well-established reputation for excellence in teacher education. This is the second year offering our programme and in response to the feedback from students last year we have revised some modules and amended the schedule. During Year 1 of the programme you will follow a core programme which focuses on the Student as Learner. The Faculty is also involved in the development of other new programmes; our Professional Diploma in Education (Further Education, Level 8) has recently been accredited by the Teaching Council, and our revised Certificate in Religious Education has been approved by the Council for Catechetics. We have also introduced a new Teacher Education Preparatory Programme for Mature Learners; this programme, which is aimed at adult learners who wish to gain access to the BEd programme, is being offered for the first time this autumn. 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 is 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 F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 1

3 INDEX PAGE NUMBER 1. Introduction from the Dean 1 2. Index 2 3. Faculty of Education A Brief Overview 3 4. Faculty of Education Mission Statement 4 5. Key Faculty of Education Contacts 5 6. Introduction to the BEd programme & Conceptual Framework 7 7. Aims of the programme 8 8. Learning Outcomes of the programme Structure of the programme 11 i. Programme Module Table 13 ii. Undergraduate Dissertation, Tréimshe sa Gaeltacht & Study Abroad option 15 iii. Progression, Programme specific regulations & Academic honesty Staff of the Faculty of Education Module Menu Year 1 Programme Schedule Programme Information Hour BEd1 Module Outlines Autumn Semester F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 2

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 Graduate Diploma in Education (Primary Teaching) is a recognised teaching qualification for primary level teachers who already possess a Level 8 degree. In addition a suite of postgraduate and master s programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in master s and doctoral studies by research and thesis within the Faculty continue to grow. The research work of 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. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 3

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 inschool 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. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 4

6 Dean of Education Professor Teresa O Doherty Contact: [email protected] Office: 304a (061) KEY FACULTY OF EDUCATION CONTACTS BEd 1 Co-Ordinator (Semester 1) Dr Déirdre Ní Chróinín Contact: [email protected] Office: TN04 (061) BEd 1 Co-Ordinator (Semester 2) Dr Michael Finneran Contact: [email protected] Office: 311 (061) Assistant Dean of Education Dr Sylvia O Sullivan Contact: [email protected] Office: SG13 (061) Director of School Placement Neil Ó Conaill Contact: [email protected] Office: 306 (061) Sheila Kent Higher Executive Officer Education Office Contact: [email protected] Office: (061) Fax: (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 5

7 Faculty of Education Office 307 (Foundation Building) Phone: Counter service to students is available from Monday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a concern or query in relation to general academic issues, please contact Dr Déirdre Ní Chróinín. You can make an appointment to see her by . 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 Sylvia O Sullivan. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. 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 Staff have offices in a number of buildings. The easiest way to contact a lecturer is to send an and make an appointment. 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 . F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 6

8 THE BACHELOR OF EDUCATION PROGRAMME The BEd degree is a four year programme. Graduates will receive a level 8 award consisting of 240 ECTS, which is academically accredited by the University of Limerick. Our Bachelor of Education programme is underpinned by a conceptual framework that informs what we do. As teacher educators, we seek to foster a spirit of justice and compassion in the service of others and the creation of a democratic setting wherein all have the freedom and opportunity to achieve their full potential. Along with ensuring that our graduates are academically and professionally competent, MIC seeks to imbue them with ethical, moral, social, political, religious and spiritual awareness. The BEd programme is grounded in, and as teacher educators we are committed to, the following core principles: the recognition that the child is at the centre of our vision the acknowledgement that knowledge is a fundamental component of teacher education the recognition of, and respect for, the dignity of the individual the exploration and development of teacher identity the development of critical reflection and reflective practice the appreciation and exploration of the role and contribution of the teacher to society, locally, nationally and globally the recognition, appreciation and accommodation of the impact of a diverse and constantly changing society and of diverse social and educational needs. the recognition of the pivotal contribution of educational research to teacher formation the understanding of leadership as an intrinsic component of teacher education These principles serve to inform our vision of education within the BEd programme but also within the broader framework of lifelong learning. This complementarity brings a depth and uniqueness to our programme. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 7

9 AIMS OF THE BACHELOR OF EDUCATION PROGRAMME The BEd programme aims to develop student teachers knowledge, skills, beliefs, and values in ways that support: 1. 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 based on the principles of compassion, empathy, honesty, trust, integrity, democracy, social justice and social engagement, within a strong ethic of responsibility to children, parents and community. 2. The development of professionals who will respect and value childhood and help children to unlock and realise their potential as children and as future adults. The BEd programme endeavours to recognise the uniqueness of every child with his/her own particular history, culture and life experience. It is also cognisant of the fact that the needs, interests and experiences of children are constantly changing and need also to be placed in the context of the wider society. 3. The emerging identity of students as learners, teachers, researchers and future leaders. The BEd programme encourages professionals who challenge and confront what it means to be a learner, teacher, a researcher and leader, and how collectively these understandings become embedded in the everyday realities of all those working in education. 4. The recognition of the dignity of the individual student teacher who brings her/his own unique identity to the teaching profession. The programme endeavours to affirm and support student teachers sense of identity and self-worth, whilst also appreciating the importance of working collaboratively in partnership with others (colleagues, parents and children and the wider community) based on the ideals of integrity, honesty, trust, equality and inclusion. The BEd programme emphasises the importance of building self-confidence and self-awareness and acknowledges the significance of these attributes in the effective teacher. In this respect, the BEd programme recognises that student teachers have the right to have their voices listened to and that they have a significant contribution to make to education. Respect for the dignity of the individual presupposes a spirit and a context of democracy and inclusion. 5. The development of professionals who understand, respect, question and think critically about knowledge and who can adapt this knowledge within the complexities of their educational practice. The BEd programme assists students in gaining an in-depth understanding and appreciation of the forms of knowledge, embodied in their academic electives and educational subjects, the traditional disciplines of sociology, philosophy, psychology and history of education and importantly, the multi-faceted and interdisciplinary nature of knowledge and inquiry. The BEd programme acknowledges the importance of both subject matter knowledge and pedagogical content knowledge in the teaching process, and of the evolving nature of knowledge. 6. The development of professionals who are committed to promoting rich, flexible, creative learnercentred environments, where pupils are active agents in the learning process, and who support the general aims of primary education within the context of each individual child s social and cultural background, development, potential, learning and the multiple forms of understanding the child brings to the classroom (Teaching Council, 2007, p.25). These aims are: To enable the child to live a full life as a child and to realise his or her potential as a unique individual; To enable the child to develop as a social being through living and cooperating with others and so contribute to the good of society; To prepare the child for further education and lifelong learning (Primary School Curriculum, 1999) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 8

10 7. The development of professionals who are competent, assured, creative, caring, active and participative citizens. In addition to demonstrating excellence in knowledge and skills, they will have a sense of the needs of those who are vulnerable in society; they will be enabled to recognise their dignity; and they will have a profound sense of social justice. 8. The development of personal and professional qualities including creativity, enthusiasm, risk-taking, commitment and responsibility, all of which equip teachers to actively initiate, contribute to and respond positively to change in Irish society in the twenty-first century. Also, when appropriate, to act as dynamic agents of change within education at local, national and global levels. 9. The promotion of the reflective practitioner through inquiry-based critical examination and consideration of all aspects of professional practice linked to a commitment to the teacher-as-learner and sustained by continuing professional development and lifelong learning. Inquiry-based critical reflection is integral to the goal of teaching for equality and also to education that attends to excellence, diversity and community. The BEd programme seeks to develop teachers who are reflective, accomplished and enquiring professionals who have the capacity to engage fully with the complexities of education and to become key actors in shaping and leading educational change. 10. 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. Student teachers are encouraged to engage in critique of educational and social policy with a view to determining how policy is made, implemented and changed, thus reaching a greater understanding of their role in the policy process and of how such engagement can help them to become agents of change. 11. The development of professionals who are empowered to recognise, appreciate and accommodate difference. The BEd programme provides opportunities for students to engage in a critical manner with their own attitudes and beliefs in relation to difference and inclusion; and to provide them with the language to engage in critical debate in relation to difference and to understand that the recognition of difference goes beyond mere tolerance. 12. The development of professionals who understand and recognise the pivotal contribution of educational research to teacher formation. The BEd programme emphasises the importance of an inquiry stance in teacher education and provides opportunities and structures that support student teachers in learning from researching practice and to ultimately engage in the role of teacher-asresearcher. 13. The development of professionals who recognise leadership as an intrinsic component of teacher education. The BEd programme will enable students to see the relevance of policy to their formation and also to consider their potential roles in leading policy development both locally and nationally. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 9

11 LEARNING OUTCOMES OF THE BACHELOR OF EDUCATION PROGRAMME The programme aims are evidenced through the following learning outcomes. Each learning outcome embodies principles from the conceptual framework. On successful completion of the programme student teachers will be able to: Knowledge breadth and kind: Demonstrate knowledge and understanding of ethical standards and professional behaviour of teachers and the nature and purposes of education and the education system Demonstrate subject knowledge, curriculum process and content, and professional knowledge Know-how and Skills range and selectivity Engage in critical and analytical thinking, problem-solving, reflection and self-evaluation Engage in planning, teaching, learning, assessment, classroom management and organisation for the classroom and the school as a learning organisation Competence context and role Integrate and apply knowledge skills, attitudes and values in complex and unpredictable educational settings Apply relevant principles and theories of education, in the context of the relevant curriculum/syllabus, using well-developed skills of enquiry, to inform his/her professional practice Exhibit strong interpersonal skill and a readiness to be leaders and innovators of curriculum change Competence learning to learn Demonstrate a commitment to lifelong personal and professional development and actively participate in professional learning communities Critically review the effectiveness of his/her own practice through continuous reflection on that practice Competence - insight Conceptualise teaching and learning as an evolving and challenging dynamic Articulate a commitment to and vision for the development of the uniqueness of the child in all its dimensions Know and uphold the core values and professional commitments which are set out in the Code of Professional Conduct for Teachers and to reflect on these values and commitments and the implications for his/her practice F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 10

12 STRUCTURE OF THE BACHELOR OF EDUCATION PROGRAMME Our innovative four-year BEd programme is built on the premise of a democratic model of initial teacher education (ITE) and will enable students to examine their role as learner, teacher, researcher and leader. Blending subject-specific pedagogies with modules, which interrogate contemporary issues in education, in a context of campus-based and school-based learning opportunities, students will be enabled to achieve deep insights into teaching and learning early in the programme. The entire programme consists of 55 units of study, of which 47 are pre-defined and 8 are electives chosen from a suite of electives. Year 1 comprises Part One of the Programme, while Part Two of the programme, attainment on which final QCA is based, includes Years 2, 3, and 4. The calculation of QCA is affected by the weighting that is given to each year/semester of a programme. The weighting for semesters 1-5 is 1. The weighting for semesters 6, 7, and 8 is 2.The first two years of the programme, which involve mainly core modules, provide a strong foundation in the broad range of curricular areas as well as introducing students to school placement. While 80% of the programme is comprised of core modules, the remaining 20% (eight modules), allows students to design their own course of study within the programme. Students may select to follow a Multidisciplinary BEd, which means that they select their eight electives from across the range of modules on offer, thus creating an individualised programme of study. Students must take a minimum of three electives from Liberal Arts, three electives from Education, and a further two electives from either Education or Liberal Arts. This will allow students to develop their personal interests and talents and to customise their own individual degree paths. Students transcripts will state that they have pursued a Multidisciplinary BEd programme. Alternatively, students may pursue a Specialism in either Liberal Arts or Education. This means that students will select a minimum of five modules in a given subject/area and develop a specialisation in that subject/area. These five modules may comprise of five taught modules or a combination of three taught modules and two dissertation modules. Students transcripts will identify the specialism pursued within the BEd programme, e.g. BEd with a Specialism in Media and Communication Studies or BEd with a Specialism in Physical Education. Depending on resources and student demand, not all specialisms may be available in specific years. In addition, specific departmental regulations may apply within modules and within specialism streams. The list of electives and specialisms will be open to amendment and will be renewed annually. There are a number of key defining choices which students make in consultation with their academic advisor during the programme. To ensure that students are fully advised of their potential choices and the impact of their decisions, a Student Advisor System will be established. Students will also be encouraged to seek the academic advice of Heads of Departments regarding options and to communicate with the Students Union to seek peer support. Every effort will be made to ensure that students are making informed choices throughout the programme. In essence, students have three main programme design options as illustrated in Table 1 below: F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 11

13 Table 1. BEd Programme Design Options for Students Option 1: Multidisciplinary Path A student selects eight modules from disparate areas/subjects, thus creating her/his own unique educational experience and creating a broad knowledge base for her/his future teaching career. Students must select three elective modules from Liberal Arts, three modules from Education, and choose two further modules from across the total range of modules available from both Faculties. Students must take a minimum of three elective modules from both Faculties; they may decide to take 4 from each Faculty. Alternatively, students may decide to take 5 modules from one Faculty list and 3 modules from the other Faculty list. This approach is characterised as the Multidisciplinary Path. Option 2: Liberal Arts Specialism A student selects a suite of five modules from within Liberal Arts in one subject area; normally these specialisms include five taught modules (across semesters Semester 3, 5, 6, and 8) with the exception of Music and Philosophy which provide the student with the option to take either two taught modules in Semester 8 or two dissertation modules. The student s remaining three electives are taken from the Education list of electives. The study of five consecutive modules constitutes a specialism. This approach is characterised as the Liberal Arts Specialism. Option 3: Education Specialism A student selects a suite of five modules from Education in one subject area; these may be five taught modules (across semesters Semester 5, 6, and 8) or three taught modules followed by two dissertation modules within a subject area. The student s remaining three electives are taken from the Faculty of Arts list of electives. The study of five consecutive modules constitutes a specialism. This approach is characterised as the Education Specialism. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 12

14 BEd PROGRAMME MODULE TABLE Semester 1 ECTS Semester 2 ECTS Student as Learner Student as Learner Language and Literacy 1 3 Language and Literacy 2 3 An Ghaeilge agus Múineadh na Gaeilge 3 An Ghaeilge agus Múineadh na Gaeilge STeM 1 Introduction to Mathematics 3 STeM 2 Introduction to Mathematics 3 and its Teaching 1 and its Teaching 2 Schools and Society 1: Developing criticality around recent and contemporary issues in education Supporting the Child as Learner 1: Developmental Psychology and Educational Methodology 6 STeM 3 Introduction to Science 3 6 Supporting the Child as Learner 2 6 Becoming a Student Teacher 3 Introduction to the Creative Arts 1 3 School Placement 1 6 Ethics, Religions, and Beliefs 3 School Placement 2 Tréimhse sa Ghaeltacht Semester 3 ECTS Semester 4 ECTS Student as Teacher Student as Teacher Language and Literacy 3 3 Language and Literacy 4 3 An Ghaeilge agus Múineadh na Gaeilge 3 STeM 4 Introduction to Mathematics and its Teaching 3 3 Creating a Positive Classroom Environment 3 STeM 5 Pedagogy of Maths and Teaching and Learning with ICT 3 3 Social Studies 1: The Global Teacher 3 Social Studies 2 Teaching History and Geography in Primary Schools 3 Christian Religious Education 1 or Religious Education in Multidenominational Schools Module 1 Social, Personal, Health, and Physical Education 1 3 Christian Religious Education 2 or Religious Education in Multidenominational Schools Module 2 3 Social, Personal, Health, and Physical Education Inclusive Education for Children with Special Educational Needs (SEN) 1 3 Schools and Society 2 3 School Placement 3 3 Creative Arts 2 3 Elective 1 (Liberal Arts) 6 School Placement 4 6 At the end of Year 2 students will select whether to take the Multidisciplinary BEd programme or to pursue a specialism in Liberal Arts or Education. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 13

15 Semester 5 ECTS Semester 6 ECTS Student as Researcher Student as Researcher Language and Literacy 5 3 Schools and Society 3 3 STeM 6 Teaching Mathematics and Science Research Methods ethical foundations for teaching and research 3 Early Childhood Education curriculum, research, and pedagogy 3 Early Primary Education and Advanced Educational Methods 3 3 Creative Arts 3 3 Inclusive Education for Children with Special Educational Needs (SEN)2 3 Assessment for and of Learning 6 Elective 4 (Liberal Arts) 6 Elective 2 (Liberal Arts) 6 Elective 5 (Education) 6 Elective 3 (Education) 6 School Placement 5 Tréimhse sa Ghaeltacht 2 (to be confirmed) 6 0 At the end of Year 3 students will select whether to take the Dissertation or Taught Elective option. Semester 7 Semester 8 Teacher as leader Teacher as Leader Additional Educational Experience 6 Policy and Leadership in Education 6 School Placement 6 9 Schools and Society 4 6 School Placement 7 9 Elective 6 (Education) 6 Portfolio 6 Undergraduate Dissertation 1 or Taught Elective 7 Undergraduate Dissertation 2 or Taught Elective F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 14

16 Undergraduate Dissertation Depending on the programme path selected by the student, they may/may not have the option to undertake an Undergraduate Dissertation. For those students whose programme enables them to choose to take either two taught modules or an Undergraduate Dissertation, this decision is made by the students in consultation with their academic advisor during Semester 6. Normally, students submit their dissertation proposal before Week 10 Semester 6 and, normally, supervisors are assigned before the end of Semester 6. Gaeltacht Placement Students will undertake two Gaeltacht placements (two separate blocks each of two weeks) throughout their programme and will create a learning portfolio fillteán foghlama, to document their learning in the Gaeltacht, to support the process of reflection and to identify areas of Irish language competence and Irish language teaching, in which they may need additional support. Through immersion in Irish, the placement aims to: enhance students communicative competence, in the context of their future role as teachers of Irish and of other subjects through the medium of Irish, as well as users of Irish as a living language in the school community. Such competence will be demonstrated by reference to agreed learning outcomes enhance their knowledge and understanding of the life and culture of the Gaeltacht be an enjoyable experience, which enhances student teachers love of Irish as a language and their confidence in speaking it. The students will attend a workshop in College prior to the Gaeltacht placement which will raise the students socio-linguistic awareness and give them a better understanding of Gaeltacht areas. During the placement each week should encompass 35 hours learning activities, of which at least 20 hours will be comprised of formal classes. Course providers will be expected to design teaching and learning plans in consultation with the College and in line with the learning outcomes of the Siollbais Tríú Leibhéal. Formal classes will take place in the morning. Afternoon workshops will allow students to enhance their knowledge and linguistic competence in primary school curricular areas. An Irish oral examination will be held on the students return to College and this assessment will contribute to the students grades in Gaeilge modules. The assessment of the Irish language competence will be in accordance with the Common European Framework of Reference for Languages: Learning, Teaching and Assessment Tréimhse Foghlama sa Ghaeltacht Freastalóidh mic léinn ar dhá thréimhse sa Ghaeltacht (dhá bhloc ama éagsúil a mhairfidh coicís araon) le linn a gclár léinn agus cruthóidh siad punann foghlama fillteán foghlama chun cur síos a thabhairt ar an méid a d fhoghlaimíodar sa Ghaeltacht. Déanfar é seo chun tacú leis an bpróiseas athmhachnamhach agus chun go mbeidh ar a gcumas na limistéir maidir le hinniúlacht sa Ghaeilge agus maidir le teagasc na Gaeilge, ina mbeadh tacaíocht bhreise á lorg acu, a aithint. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 15

17 Trí mhéan an tumoideachais sa Ghaeilge tá sé mar aidhm ag an taithí seo na spriocanna seo a leanas a bhaint amach: Feabhas a chur ar inniúlacht chumarsáide na mac léinn, i gcomhthéacs a ról sa todhchaí mar mhúinteoirí Gaeilge agus ábhair eile trí mheán na Gaeilge, chomh maith le húsáideoirí na Gaeilge mar theanga bheo i bpobal na scoile. Léirítear an inniúlacht seo trí thagairt a dhéanamh do thorthaí foghlama a aontófar roimhré. Feabhas a chur ar a gcuid eolais faoi, agus a dtuiscint ar shaol agus ar chultúr na Gaeltachta Go mbainfidh siad taitneamh as an taithí, rud a chuirfidh le grá an ábhar-mhúinteora don ngaeilge mar theanga agus lena muinín í a labhairt. Freastalóidh mic léinn ar cheardlann sa Choláiste sara gcuireann siad tús leis an tréimhse sa Ghaeltacht ar mhaithe lena bhfeasacht teanga a ardú agus tuiscint níos fearr a thabhairt dóibh faoin ngaeltacht. Le linn na tréimhse ba cheart go mbeadh 35 uair an chloig de ghníomhaíochtaí foghlama, ina mbeidh ar a laghad 20 uair an chloig caite le ranganna foirmeáilte. Beifear ag súil go ndearóidh soláthróirí na gcúrsaí pleananna teagaisc agus foghlama i gcomhar leis an gcoláiste agus go mbeidh siad ar aon dul leis an Siollabas Tríú Leibhéal. Reachtáilfear ranganna foirmeáilte ar maidin le ceardlanna um thráthnóna ina gcuirfear feabhas ar thuiscint agus ar inniúlacht teanga na mac léinn i réimsí curaclaim na bunscoile. Reachtáilfear scrúdú béil sa Ghaeilge nuair a thiocfaidh mic léinn ar ais go dtí an Coláiste agus cuirfidh an measúnú seo le gráid na mac léinn i modúil na Gaeilge. Déanfar an measúnú seo de réir Chomhchreat Tagartha na heorpa um Theangacha: Foghlaim, Teagasc agus Measúnú Study Abroad/International Placement The BEd programme offers students the opportunity to study abroad for one semester. The College has established partnerships with a number of premier Colleges and universities worldwide and encourages student mobility. Exchanges are open to all students. Students may apply to study abroad during Semester 5 and will receive graded academic credit for participation in the programme (i.e. the grades awarded in this semester contribute fully to the student s QCA). F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 16

18 Progression within the Programme In developing the programme, a focus has been maintained on ensuring progression within the programme in terms of students learning and self-development and the understanding, knowledge and skills required to meet the learning and teaching needs of children in today s schools. Clear links are maintained between theoretical input and student teachers school placements. Students must successfully complete all modules in order to progress to the next academic year of the programme. Programme Specific Regulation 1: Programme Specific Regulations (DRAFT) The minimum grade that may be awarded in all school placement modules, grading type N, is C3. The compensating fail grades D1 and D2 may not be awarded. This regulation applies to the following school placement modules, SP4, SP5, SP6, SP7. The letter grades P/F apply to SP1, SP2, SP3, and Additional Educational Experience. Students must achieve a Pass grade in each of these modules to progress to the next year of the programme. Programme Specific Regulation 2: The minimum grade that may be awarded in an Oral Irish examination is C3. The minimum grade applies in the following modules: An Ghaeilge agus Múineadh na Gaeilge 2 An Ghaeilge agus Múineadh na Gaeilge 3 Language and Literacy 5 A student who fails to reach the minimum grade C3 in the Oral Language element of the module will be awarded an F grade for the module. Where the student has passed other elements of the module, the student repeats the oral language element only. The student is capped on the repeat of the module at grade C3. Programme Specific Regulation 3: In order to progress into the final year of their programme, students are required by the end of Year 3 of the programme to obtain an average QPV of at least 2.00 in each of the module grouping below in the areas of English, Gaeilge, and Mathematics. Language and Literacy 1 ; Language and Literacy 2; Language and Literacy 3; Language and Literacy 4; Language and Literacy 5 An Ghaeilge agus Muineadh na Gaeilge 1 ; An Ghaeilge agus Muineadh na Gaeilge 2; An Ghaeilge agus Muineadh na Gaeilge 3 ; Language and Literacy 4; Language and Literacy 5 STeM 1; STeM 2; SteM 4; SteM 5 F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 17

19 A student who does not obtain the minimum average grade required in English and Gaeilge, following Annual Repeats in Year 3, may: Link-in to relevant module/s in the following academic year, subject to the current academic regulations whereby a maximum of 2 modules can be taken on a link-in basis in each semester. A student who does not obtain the minimum average grade required in Mathematics following annual repeats in Year 2, may link-in to SteM 4 and/or Stem 5 in the following academic year to obtain the average minimum QPV to 2.00 Programme Specific Regulation 4: Students who are due to start professional placement in the Spring Semester of Years 1, 2 and 3 of the programmes are subject to critical review. A student who has failed more than 4 modules, or whose residual QCA following the Autumn Semester is less than 2.00, 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. Programme Specific Regulation 5: Save in exceptional circumstances, a student shall be afforded only one opportunity to repeat a school placement. 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. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 18

20 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 Sylvia O'Sullivan, M.B.S., Ph.D.(UL), MMII, Dip.Phys.Ed. (Sion Hill) (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 * Indicates that the Faculty Member is currently on Leave F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 19

21 Department of Arts Education and Physical Education Acting Head of Department Déirdre Ní Chróinín, B.A., Ph.D. (UL) MA in Academic Practice, (UL) (061) Drama Michael Finneran, B.Ed.(DCU), M.A, Ph.D. (Warwick) * [email protected] (061) 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) [email protected] (061) Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM [email protected] (061) Music Education Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music.Ed.(UL), GRIAM, ALCM, Ph.D. (Univ of London) [email protected] (061) Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D. (Cambridge) [email protected] (061) Visual Arts Education Tanya Power, NDD, M.A.(NUI) * [email protected] (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) [email protected] (061) [email protected] (061) Eamonn Mitchell, B.Ed., M.Ed.(UL) [email protected] (061) Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) [email protected] (061) Physical Education Sylvia O'Sullivan, M.B.S., Ph.D (UL), MMII, Dip.Phys.Ed. (Sion Hill) Deirdre Ní Chróinín, B.A., Ph.D. (UL) MA in Academic Practice, (UL) [email protected] (061) [email protected] (061) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) [email protected] (061) Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster) * [email protected] (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 20

22 Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed., (Carysfort College of Ed.), PG Dip in Special Ed., (SPD); BL, (Univ. of London); M.Ed., (SPD); PG Cert in Autism (Children), (SPD), M.Ed. (Autism), (Univ. of Birmingham); Diploma in Irish, (NUIG); PhD, (SPD) (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) (061) 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 Mary Moloney, Cert in Psychology, (NUIM), Diploma in Nursery Management, (UCD), MEd in Early Childhood Care & Education (MIC), PhD (MIC). (061) (061) (061) Reflective Practice/ Educational Methodology John O Shea, B.Ed., M.Ed.(UL), Ph.D. (UL) [email protected] (061) Educational Methodology/Teaching Practice Fiodhna Gardner-Hyland B.Ed. (MIC); PG Dip. In Primary Ed., (DES); MA in Ed., (MIC); PhD, (Univ. of Leicester) [email protected] (061) Educational Methodology Teresa McElhinney, B.Ed. (NUI), M.Ed.(NUI) [email protected] (061) ICT in Education Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) [email protected] (061) Rory McGann B.Ed, M.Ed ICT (UL), Grad Dip. Ed. Lead. (NUIM), Grad. Dip. SEN (UL) [email protected] (061) Microteaching Kathleen Horgan, B.Ed.,(NUI) M.Ed.(TCD), Ph.D (NUI) [email protected] (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 21

23 Department of Learning, Society and Religious Education Acting Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D. (DCU) [email protected] (061) Psychology of Education Claire Lyons, B.A.(TCD), Ph.D.(QUB) * [email protected] (061) Suzanne Parkinson, B.Ed., B.Sc., M.Sc. in Developmental & Educational Psychology; Ed.D. Ed. Psych. Claire Griffin, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) Marie Ryan, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) [email protected] (061) [email protected] (061) [email protected] (061) History of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) [email protected] (061) History of Education/ Policy of Education Eilís O Sullivan, NT, MA (UL), Ph.D. (UL) [email protected] Philosophy of Education Tony Bonfield, B.Ed., M.Ed. (NUI), TEFL Cert (MIC), Ed.D.(Univ. Of Sheffield) Aislinn O Donnell, BA (TCD), MA (UCD), PhD (Univ. of Warwick) [email protected] (061) [email protected] (061) Religious Education Patricia Kieran, B.Rel.Sc. (Mater Dei), M.Th., Ph.D.(London) Daniel O Connell, Dip.Phil., B.D.,(NUIM), Grad.Dip. in Holistic Dev.(All Hallows) M.Ed., Ph.D.(Boston College) Maurice Harmon, Dip Phil, BD, H.Dip. in Pastoral Studies, (Maynooth), MA (Fordham University) [email protected] (061) [email protected] (061) [email protected] (061) Sociology of Education F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 22

24 Angela Canny, B.Soc. Sc., M.Soc.Sc.(NUI), Ph.D.(Warwick) (061) Educational Disadvantage Sandra Ryan, BEd (NUI), M.A., Ph.D (Western Michigan) (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL) * [email protected] (061) Ruth Bourke, B.A (UL), M.Ed (Adult Ed) (UL) [email protected] (061) Social, Environmental and Science 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) [email protected] (061) Maeve Liston, BSc, PhD (UL) [email protected] (061) Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D (DCU) [email protected] (061) Inclusive Education Anne O Byrne, B.Ed.(NUI), M.Ed.(UL) Dip.Special Ed. Dip.Remedial Ed., Dip.Comp. [email protected] (061) MA in Educational Psychology Siobhan O Sullivan B.Sc. in Ed.(UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader [email protected] (061) Certificate in Contemporary Living Co-Ordinator Órla Slattery, BA, (MIC); MA in Philosophy, (MIC) [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 F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 23

25 Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) * [email protected] (061) Martina Ní Fhatharta, B.Oid., M. Oid. [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) Noreen O Loughlin, B.Ed., M.Ed., Grad Dip Comp, Dip Bus St, Grad Dip Mant St [email protected] (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D. [email protected] (061) TJ Ó Ceallaigh, B.Oid. (UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil (NUIG) [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 Univ.) [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, MA (IOE, London) [email protected] (061) Trevor O Brien BEd (DCU), MEd, ADAES - Advanced [email protected] (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 24

26 Diploma in Applied Educational Studies (Hull), Dip Social Studies (UCC) Professional Services Education Secretary Sheila Kent (061) Education Office Marie Quaid Caroline Coyne Zeta Penny Helen Heffernan Paula Treacy Perry Meskell Rose Higgins Nora O Donaghue Deirdre Cussen Continuing and Professional Development [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] (061) (061) (061) (061) (061) (061) (061) (061) Sheila O'Callaghan [email protected] (061) Special Education Mairead Horan [email protected] (061) Curriculum Development Unit Deirdre McInerney [email protected] (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 25

27 MODULE MENU BACHELOR OF EDUCATION 1 Module Code Title Credits Semester AUTUMN SEMESTER EDU100 School Placement EDU101 Language and Literacy EDU102 An Ghaeilge agus Múineadh na Gaeilge EDU103 STeM 1 Introduction to Mathematics and its Teaching 3 1 EDU104 Becoming a Student Teacher 3 1 EDU105 EDU106 Supporting the Child as Learner 1: Developmental Psychology and Educational Psychology 6 1 Schools and Society 1: Developing criticality around recent and contemporary issues in education 6 1 SPRING SEMESTER EDU150 School Placement EDU151 Language and Literacy EDU152 An Ghaeilge agus Múineadh na Gaeilge EDU153 STeM 2 Introduction to Mathematics and its Teaching EDU154 STeM 3 Introduction to Science 3 2 EDU155 Supporting the Child as Learner EDU156 Ethics, Religions, and Beliefs 3 2 EDU157 Introduction to Creative Arts EDU158 Tréimshe sa Ghaeltacht F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 26

28 BED 1 PROGRAMME SCHEDULE FOR SEMESTERS 1 AND 2 BEd 1 Semester 1 Weeks 1 5 Mondays - Becoming a Student Teacher programme in lifeskills, introduction to ICT and academic writing. Weeks 6 12 Mondays School Placement Weeks 1 12 Tuesday Friday, College Contact Week 13 Study Week Weeks 14, 15 Examinations BEd 1 Semester 2 Weeks 1 8, Weeks Weeks 1 7 Week 9 Tuesday Friday, College Contact Mondays - School Placement Week block - School Placement Week 12a Easter/ Study week Week 13 Examinations Weeks 14, 15 Tréimhse sa Ghaeltacht Week 16 Scrúdú i Labhairt na Gaeilge F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 27

29 PROGRAMME INFORMATION HOUR Time: Monday pm Location: Lime Tree Theatre, TARA Building WEEK AREA LECTURER 1 School Placement Neil Ó Conaill/ Eamonn Mitchell 2 3 School Placement Neil Ó Conaill/ Eamonn Mitchell 4 Information on Gaeltacht Placement Séan de Brún 5 Academic Regulations Dr. Sylvia O Sullivan 6 7 School Placement Neil Ó Conaill/ Eamonn Mitchell F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 28

30 Module EDU100 School Placement 1 Autumn Semester, Bachelor of Education 1; Bachelor of Education in Education & Psychology 1 There are two elements in this module: firstly, the School Placement Tutorials, which run from weeks 1-12, and secondly, the School Placement, which runs each Monday from week The placement, the first school placement on both 4 year programmes, is a non-teaching observation-based placement, focused on the student as a learner - learning about primary pupils and their school learning environment; their rates of learning; what they learn and how they learn, where and from whom they learn. To engage in this module, students will be paired in Middle Classes (1 st 4 th ) on Mondays throughout the semester, starting in week 9 (November 4 th ) and continuing on each Monday thereafter until week 12 (November 25 th ). The School Placement Tutorials initially prepare students for their classroom-based School Placement. The module also facilitates the linking of theoretical models of developmental psychology, educational methodology and contemporary educational issues as delivered and exampled in other Semester 1 modules. When the classroom-based School Placement begins in week 9, students will begin to engage in a series of observation tasks designed to develop their understanding of pupils as learners. A range of options will be provided and students select tasks in accordance with their school context and guidance from the class teacher. Students will engage with both their college tutor and the class teacher in analysis and discussion of their learning. LEARNING OUTCOMES: On completion of this module, students will be able to: Relate theories of learning to classroom practice Recognise children s different learning styles and rates of learning Discuss teaching and learning approaches and classroom management approaches with the class teacher Identify appropriate teaching and learning strategies for engaging children in middle classes with the Primary School Curriculum Appreciate the complexity and dynamics of the primary school as a learning environment Appreciate the significance of engaging with the School Placement in a professional manner Relate appropriately to all school and school placement personnel Discuss their observations and experiences with placement peers, tutor, class teacher and school personnel Document the development of their teacher identity MODULE CONTENT: Before the School Placement begins, tutorials and briefings (weeks 1 8) will prepare the student for their placement and will address many issues as outlined in the table below: Week 1 SP1 Briefing (no tutorials this week) Lime Tree Theatre (Mon 1-2pm) Week 2 Tutorial Venues Course Outline, Introduction to Moodle, School Placement 1 Requirements, the School Placement Database (Outreach/Local Placements) Introductions with Tutor, Introducing the School Placement Handbook, Code of Professional Practice for Student Teachers on Placement,, review of School Placement 1 requirements F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 29

31 Week 3 SP1 Briefing (no tutorials this week) Lime Tree Theatre (Mon 1-2pm) Week 4 Tutorial Venues Week 5 Tutorial Venues Week 6 Tutorial Venues Week 7 SP1 Briefing (no tutorials this week) Lime Tree Theatre (Mon 1-2pm) Week 8 Tutorial Venues Weeks 9-12 Tutorial Venues The 4 year School Placement Continuum School Partnership relationships (teacher, student, principal, parents, peers, tutor...etc), Engaging with the co-operating teacher, centrality of discussion, active participation Observation in the classroom, how/why/when to observe The child, child protection issues, ethics of classroom observation, Guided reflective writing, learning logs and summative reflections for School Placement 1 assessment, how to keep a learning log, importance of reflection, record keeping Preparing for Entering the Classroom Professionalism on School Placement 1, responsibility and active participation in the classroom, review of School Placement 1 requirements, students expectations and perspectives for upcoming classroom placement experience Tutorial Discussion on School Placement experiences and learning Once the Placement begins (from week 9) the tutorials focus will change. Tutorial discussion will then be about the student s week by week classroom experiences. The School Placement module has specific observation tasks designed for the students which are complementary to the tasks set by Educational Methodology. Also, observation tasks and engagements will be designed by presenters of other semester 1 modules. All observation and engagement tasks may be discussed at the tutorials, and these tasks form the content of the tutorial discussions. Engaging with the class teacher is an essential element of this module and students are required to discuss the planned observation tasks and their observations prior to completing the weekly learning log with the class teacher. MODULE ASSESSMENT: This module is assessed on a Pass/Fail basis. The assessment comprises of a compulsory attendance component at tutorials, briefings and school placement. Also, students must ensure assessment and attendance forms are completed. Students must complete and bring to tutorials section (a) Learning Logs for discussion and reflection purposes. Section (b) Summative Reflections must be completed after School Placement 1 concludes. These forms are located on Moodle, and all relevant sections must be completed during the School Placement from weeks Together they will form Part 1 of each student s School Placement Reflective Practice Portfolio. No uncertified absence is permitted for the School Placement of weeks 9-12, and any such incompletion of the School Placement will result in an F or NG grade. Attendance will be taken at all tutorials and three or more uncertified absences will result in an F grade being awarded for the module. Students who fail School Placement 1 may be ineligible to progress to School Placement 2, see point 3.1, pg. 32 of the School Placement Handbook 2013/2014. Coursework Submission Date: School Placement Attendance Form (to be submitted in signed hardcopy format to your tutor during your week 12 tutorial session (if student is completing a make-up day on Monday Dec 2 nd 2013, students must submit F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 30

32 this form directly to the Education Office in hardcopy format by Wednesday 4 th December at 5pm). School Placement Reflective Practice Portfolio Section (b) Summative Reflections: to be submitted directly to Moodle in week 13. Moodle submission opens from 9am Monday 2 nd December until 5pm Wednesday 4 th December Coursework Submission Times: As above Repeat Assessment: Repeat placement in a block week in January/June 2014, completion of Reflective Portfolio Part 1 (a & b) and an essay on tutorial work content. All assignments must be submitted with the appropriate cover sheet (see Moodle) All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: On-going feedback occurs throughout the semester on an informal basis in tutorials. Further feedback may be requested on an individual basis. STAFF: Name Title Office Office Hour/s Telephone Neil Ó Conaill Director of School Placement Co-ordinator for School Placement 1 placements 306 (meeting requests should be e- mailed in advance) [email protected] Eamonn Mitchell Lecturer in School Placement and Visual Art Education G45 (meeting requests should be e- mailed in advance) [email protected] Co-ordinator for School Placement 1 tutorials Kathleen Horgan Lecturer in Reflective Pedagogy and Educational Methodology N4 (meeting requests should be e- mailed in advance) [email protected] F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 31

33 School Placement 1 Tutor Margaret O Keeffe Lecturer in Drama Education School Placement 1 Tutor R108 (meeting requests should be e- mailed in advance) [email protected] Eileen O Sullivan Lecturer in History Education School Placement 1 Tutor N20 (meeting requests should be e- mailed in advance) [email protected] READING LIST: Primary Readings 1. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5 th Edition, London: Routledge. 2. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationary Office. 3. Mary Immaculate College (2013) School Placement Handbook 2013/2014: Handbook for Students and Tutors, Limerick: Mary Immaculate College Supplementary Readings 1. Bolton, G. (2010, 3 rd ed.) Reflective Practice: Writing and Professional Development, London: Sage. 2. Borich, G. (2011) Observation Skills for Effective Teaching, 6th edition, London: Pearson, pp Denby, N. ed. (2012) Training to Teach: A Guide for Students, London: Sage. 4. Hopkins, D. (2008) A Teacher s Guide to Classroom Research, Maidenhead: Open University Press. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 32

34 Module EDU101 Language and Literacy 1 Autumn Semester, Bachelor of Education 1; Bachelor of Education in Education & Psychology 1 The rationale and purpose for this module is to introduce students to the foundational competences required for the effective teaching of English Language and Literacy at primary level. The professional English component will focus on the development of the student teacher as a language user. LEARNING OUTCOMES On completion of this module, students will be able to: Identify and understand the essential characteristics and components of language as a means of communication Understand the stages of early language acquisition and development Recognise the developmental trajectory of children s early reading and writing development Develop and apply a basic understanding of the principles and theory underpinning children s development as writers Reflect on and expand their own knowledge and use of language as a means of expression and communication MODULE CONTENT This module will build student awareness of the importance of language through the development of student teacher as language user. The module will introduce student teachers to language as a means of communication and will begin to develop student knowledge of the characteristics and components of language, exploring the three modes of language oral (speaking and listening), reading, and writing. The stages of Oral Language acquisition and development in childhood will be explored. The Reading Process will be introduced, with a focus on theoretical models of word recognition, the developmental trajectory of word recognition, and the process of comprehension with reference to theories of meaning representation. Students will explore the nature of the Writing Process in relation to writing/spelling development, principles of writing, and the complementary nature of reading/writing/oral language development. The course will be delivered in the form of one lecture and one tutorial session each week. Readings based on the content of the lecture will be assigned in advance of the tutorial session. Students will be required to be familiar with the contents of the readings and to participate in discussion based on the readings during the tutorial sessions. Each student will be required to post a reflection based on the reading and discussion on Moodle each week following the tutorial. The tutorial sessions will also involve students engaging interactively in workshops designed to enhance student knowledge about language. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 33

35 MODULE ASSESSMENT Assessment in this module will take the form of: A seen examination (three questions to be answered) based on the content of the course (75%) Attendance, Participation, Reflections (25%) Repeat assessment will consist of an examination: 3 unseen questions based on the content of the course to be answered (100%). All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK Feedback on student work is given as appropriate during tutorial sessions. Any student who wishes to consult a lecturer/tutor in relation to work submitted is encouraged to make an appointment with the lecturer/tutor. Office Hours: lecturers and tutors are available by appointment to meet with students. STAFF: Lecturers NAME OFFICE CONTACT DETAILS Dr Martin Gleeson G47, Foundation Building / [email protected] Dr John Doyle N29, Gerard House / [email protected] Dr Áine Cregan 109, Foundation Building / [email protected] STAFF: Tutors NAME Ms. Sara Fitzgerald Ms. Kate Lynch Ms. Karen Ward CONTACT DETAILS [email protected] [email protected] [email protected] F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 34

36 READING LIST (Please Note: Mandatory readings will be assigned on a weekly basis. All readings will be available on Moodle). Indicative readings include: Byrnes, J.P.& Wasik, B.A. (2009) Language and Literacy Development: What Educators Need to Know. New York: The Guilford Press. Dickinson, D.K. & Neuman, S.B. (Eds.) (2011) Handbook of Early Literacy Research Volume 3. New York: The Guildford Press Fromkin, V., Rodman, R. & Hyams, N. (2011). An Introduction to Language, Ninth Edition, Wadsworth Cengage Learning. Hampton, S. and Resnick, L.B. (2009). Reading and Writing with Understanding. Washington, USA: International Reading Association. Hoff, E. and Shatz, M. (2009) The Blackwell Handbook of Language Development, Wiley-Blackwell. Honig, A. S. (2007) 'Oral language development', Early Child Development and Care, 177(6-7), MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.) (2006). Handbook of Writing Research. New York: Guilford. Mukherji, P. & P. O Dea (2000). Understanding Children s Language and Literacy. Stanley Thornes Pub. Owens, R. E. J. (2012) Language Development. An Introduction, 8th edition ed., New Jersey, Pearson. Resnick, L.E. & Snow. C. E. (2009) 'Speaking and Listening' in Speaking and Listening for Pre-School through 3rd Grade (Revised Edition), International Reading Association. Saxton, M. (2010). Child Language Acquisition and Development. Sage Publishing. Staab, C. (1992). Oral Language for Today s Classroom. Pippin Publishing Ltd. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 35

37 Modúl EDU102 An Ghaeilge agus Múineadh na Gaeilge 1 Seimeastar an Fhómhair Baitsiléir an Oideachais 1: Baitsiléir an Oideachais san Oideachas agus sa tsíceolaíocht 1 Sa mhodúl seo leagtar na bunchlocha chun cumas labhartha agus scríofa Gaeilge na mac léinn a fheabhsú chun iad a ullmhú dá ról gairmiúil mar bhunmhúinteoirí le tuiscint agus eolas ar na modhanna múinte cuí chun an Ghaeilge a mhúineadh sa bhunscoil i suíomhanna éagsúla. Cuirtear béim ar chruinneas na teanga, labhairt agus scríobh, i gcomhthéacs na scileanna teanga atá riachtanach chun an Ghaeilge a mhúineadh go héifeachtach agus go taitneamhach sa bhunscoil. Forbraítear tuiscint na mac léinn ar ról an mhúinteora i dteagasc na Gaeilge, ar fhoghlaim agus ar shealbhú teanga, ar mhodhanna múinte agus straitéisí do mhúineadh na Gaeilge, agus ar an ngaeilge mar mheán cumarsáide. Tugtar tuiscint do na mic léinn ar an ngaeilge mar theanga bheo. Is í príomhaidhm an mhodúil seo dearcadh dearfach a chothú i leith mhúineadh agus fhoghlaim na Gaeilge. TORTHAÍ FOGHLAMA: Ar chríochnú an mhodúil seo go rathúil ba chóir go gcuirfí ar chumas an mhic léinn: Líofacht agus cruinneas teanga le foclóir leordhóthaineach a léiriú i scríobh agus i labhairt na Gaeilge Tuiscint a léiriú ar úsáid fhoclóirí agus áiseanna foghlama idirlín don Ghaeilge Eolas agus tuiscint a léiriú ar fhoghlaim agus ar theagasc na Gaeilge mar dhara teanga Eolas agus tuiscint a léiriú ar straitéisí éifeachtacha chun cumas cumarsáide an pháiste a fhorbairt sa Ghaeilge ÁBHAR AN MHODÚIL Múineadh na Gaeilge Foramharc ar an gcuraclam Gaeilge agus ar na Treoirlínte do Mhúinteoirí Modhanna éagsúla chun teanga a mhúineadh Struchtúr do cheacht Gaeilge Straitéisí chun cumas cumarsáide an pháiste a fhorbairt Gaeilge neamhfhoirmiúil Tascanna éisteachta Filíocht Cluichí teanga Tascanna agus obair bheirte An Ghaeilge - Teanga Ranna Cainte Briathra sa chéad agus sa dara réimniú An tainmfhocal - sainmhíniú an ainmfhocail, saghsanna ainmfhocal, uimhir uatha agus iolra den ainmfhocal, inscne an ainmfhocail, an tainmfhocal agus an Aidiacht san uimhir uatha agus san uimhir iolra Abairtí a aistriú ó Bhéarla go Gaeilge Bunfhuaimeanna na Gaeilge a aithint agus a rá F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 36

38 Foclóirí, áiseanna idirlín agus leabhair Ghramadaí a úsáid Forainmneacha Pearsanta Réamhfhocail ag, as, chuig, dar, le, go Labhairt na Gaeilge: Téamaí Churaclam na Bunscoile, Mé Féin, An Scoil, Ócáidí Speisialta Múineadh na Gaeilge - 40% Obairchúrsa: Tasc scoilbhunaithe MEASÚNÚ AN MHODÚIL Is gá cóip chrua a thabhairt go dtí Oifig an Oideachais roimh 4 a chlog ar an Aoine 29 Samhain Ní mór an clúdach cuí a thabhairt isteach leis an obairchúrsa. Ní mór go mbeadh eolas maith ag gach mac léinn ar Aguisín 3 (Treoirlínte d Obairchúrsa) i Lámhleabhar an Mhic Léinn, an mhír a bhaineann le caimiléireacht ach go háirithe. Atriail: Má theipeann ort i Modúl EDU102 beidh ort an scrúdú Gaeilge agus an scrúdú i Múineadh na Gaeilge a dhéanamh san atriail. Scrúdú scríofa Sraith ceisteanna gearra (SSQ) Beidh na ceisteanna bunaithe ar ábhar an chúrsa agus ar an ábhar léitheoireachta. Is i ngaeilge amháin a ghlacfar le freagraí scrúdaithe. Aischothú Más mian leat aon ghné den chlár i Múineadh na Gaeilge a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost. Teanga 60% Scrúdú scríofa ag deireadh an tseimeastair. Dhá cheist le codanna éagsula. Atriail: Scrúdú scríofa. Dhá cheist le codanna éagsula. Is i ngaeilge amháin a ghlacfar le freagraí scrúduithe. Tógfar tinreamh ranga i rith an tseimeastair. Aischothú: Teanga Tugtar aischothú do mhic léinn ar thascanna cumarsáide scríofa agus ó bhéal. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 37

39 Múineadh na Gaeilge LIOSTA LÉITHEOIREACHTA An Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge Teanga. Baile Átha Cliath: Oifig an tsoláthair. Lgh.2-15: Leagan amach agus struchtúr an churaclaim Lgh.36-43: Éisteacht & Labhairt (Ranganna 1 & 2) Lgh.48-56: Éisteacht & Labhairt (Ranganna 3 & 4) An Roinn Oideachais agus Eolaíochta (1999) Curaclam na Bunscoile Gaeilge Teanga Treoirlínte do Mhúinteoirí. Baile Átha Cliath: Oifig an tsoláthair. Lgh.20-21: Gaeilge neamhfhoirmiúil, an Ghaeilge mar theanga teagaisc, an Ghaeilge sa timpeallacht Lgh.58-63: Struchtúr do chur chuige cumarsáideach (Struchtúr do cheacht Gaeilge) Lgh.64-67: Modhanna múinte Lgh.67-87: Straitéisí éagsúla chun cumas cumarsáide an pháiste a fhorbairt - Agallamh mar ionchur Cluichí teanga & Tascanna Lgh : Filíocht agus amhráin Lgh : Éisteacht Lgh : Labhairt Cameron, L. (2001) Teaching Languages to Young Learners (Caibidlí 1-4). Cambridge: Cambridge University Press. Carless, D. (2002) Implementing task-based learning with young learners, ELT, 56(4), Implementing task-based learning with young learners. (ar fáil ar Moodle) Acmhainní Breise de Bhaldraithe, B., Ó Braonáin, D., Ní Dhoibhlin, S. agus Ní Ghormáin, M. (2004) Mo Cheol Thú! BÁC: An Comhlacht Oideachais. Folens (gan dáta) Dánta Bunscoile 1 Rang 3-4. BÁC: Folens Teo. Gael-Linn (gan dáta) Gaeilge Bheo! Baile Átha Cliath: Gael-Linn Teo. Ó Cathasaigh, R. (1998) Rabhlaí Rabhlaí, Rogha Rannta Traidisiúnta don Aos Óg. Luimneach: An taonad Forbartha Curaclaim, Coláiste Mhuire gan Smál / Baile an Fheirtéaraigh: Oidhreacht Chorca Dhuibhne. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 38

40 Tiobraid Árann ag Labhairt (gan dáta) Gaeilge Gach Lá. Tiobraid Árann ag Labhairt: An taonach. (Tá an cháipéis seo ar fáil ar Moodle.) Teanga De Bhaldraithe, T. (1998). English - Irish Dictionary. An Gúm, Baile Átha Cliath. Mac Giolla Phádraig, B. (1987). Gearrchúrsa Gramadaí. Longman, Brún agus ó Nualláin Teo. Ó Dónaill, N. (1998). Foclóir Gaeilge - Béarla. An Gúm, Baile Átha Cliath. WinGléacht Ó Murchú, D. & Ó Murchú, P. (2005). Briathra na Gaeilge. Folens, Baile Átha Cliath. Acmhainní Breise 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. ag beag Focal.ie GaelSpell Foireann Ainm agus sloinne Teideal Oifig Uimhir Ghutháin Seán de Brún Ceann Roinne Léachtóir Gaeilge Ríomhphost C (20)4329 [email protected] An Dr Seán Ó Cathalláin Léachtóir i R (20)4371 [email protected] F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 39

41 múineadh na Gaeilge Siobhán Ní Mhurchú Léachtóir i múineadh na Gaeilge G (20)4973 [email protected] T J Ó Ceallaigh Léachtóir i múineadh na Gaeilge R (20)4325 Máire Mhic Chárthaigh Léachtóir i múineadh na Gaeilge Niamh Ní Cheannabháin (Páirtaimseartha) Teagascóir Teanga G71 [email protected] Sailí Ní Dhroighneáin (Páirtaimseartha) Teagascóir Teanga G71 [email protected] Emily-Anne Rennison (Páirtaimseartha) Teagascóir Teanga G71 [email protected] Lisa Ní Chearnaigh (Páirtaimseartha) Teagascóir Teanga G71 [email protected] Tomás Ó Céilleachair (Páirtaimseartha) Teagascóir Teanga G71 [email protected] An Dr. Seosamh Ó Cuinneagáin Teagascóir Teanga G71 [email protected] Uaireanta Oifge Más mian leat coinne a dhéanamh le léachtóir déan teagmháil leis/léi ar an ríomhphost. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 40

42 Module EDU 103 STeM 1: Introduction to Mathematics and its Teaching Autumn Semester, Bachelor of Education 1: Bachelor of Education in Education & Psychology 1 This course provides a foundation for subsequent STeM mathematics education courses as it facilitates reflection on personal experiences of mathematics as learners. STeM represents recent efforts to focus on Science, Technology, Engineering and Mathematics Education. Importantly it challenges beliefs and attitudes in relation to mathematics and its teaching in order to break the well-documented cycle of teaching-astaught. Opportunities will also be given to students to examine the development of number concepts across the primary school curriculum. LEARNING OUTCOMES: On completion of this module, students will be able to: Appreciate the value and utilisation of mathematics learning in everyday life Increase confidence in personal mathematics subject matter knowledge and refine and develop the ability to teach mathematics effectively. Reflect on and deconstruct previous mathematics experiences to examine and address misconceptions or thin understanding Participate in sessions to experience best practice in mathematics teaching i.e. constructivist approach, use of materials etc. Investigate the teaching progressions for primary level number concepts/procedures and explore and demonstrate suitable manipulative usage to support children s understanding. Demonstrate understanding of primary level number concepts and procedures in addition to connections between their mathematical knowledge and its use in pedagogical contexts. MODULE CONTENT: The following areas may be addressed over the duration of the course. Due to bank holidays and other events impacting on scheduling, all topics may not be covered and are subject to change. MODULE ASSESSMENT: Place Value Number Operations Number Theory Fractions, Decimals, Percentages Early Years Mathematics Assessment in Mathematics Differentiation in Mathematics All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 41

43 Assessment Components Percentage allocated Attendance and participation 10% In-class tasks 10% Examination 80% Attendance and participation in lectures and workshops is a requirement of the course. Lecture attendance is required due to the emphasis on hands-on laboratory experiences in working with models and manipulatives. Attendance will be recorded weekly. The examination will take place during weeks 14/15 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 in the course of the module. 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 five (5Q/4). FEEDBACK: Feedback will be given electronically for in-class assessments. Students will be facilitated in viewing of exam papers. STAFF: Name Title Office Office Hour/s Telephone Dr. John O Shea Lecturer R224 Foundation Building Please to arrange appointment. 061 (77)4713 [email protected] Noreen O Loughlin Lecturer G17 Foundation Building Please to arrange appointment. 061 (20)4357 [email protected] Claire Carroll Maura Walsh READING LIST: Lecturers may make notes available relating to weekly lectures in both components of the course. These notes are intended as a brief overview of the content covered during the session; they are not intended as a summary of the lecture nor are they intended as a substitute for attendance at lectures (attendance is a requirement). Hence, you are advised to take detailed notes during all lectures. These notes are available to all students via moodle. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 42

44 URL: Access Key: Moodle.mic.ul.ie VanDeWalle Readings are aligned with course topics and are sourced from the course textbook. 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. Exploring What It Means to Know and Do Mathematics Van De Walle, J. (2010) Chapter 2. Teaching Through Problem Solving Van De Walle, J. (2010) Chapter 3. Building Assessment into Instruction Van De Walle, J. (2010) Chapter 5. Developing Early Number Concepts and Number Sense Van De Walle, J. (2010) Chapter 8. Developing Meanings for the Operations Van De Walle, J. (2010) Chapter 9. [Note: Do not cover Multiplication and Division component of this chapter] Helping Children Master the Basic Facts Van De Walle, J. (2010) Chapter 10. [Note: Do not cover Multiplication and Division component of this chapter] Developing Whole-Number Place-Value Concepts Van De Walle, J. (2010) Chapter 11. Developing Strategies for Addition and Subtraction Computation Van De Walle, J. (2010) Chapter 12. ADDITIONAL RECOMMENDED PROFESSIONAL RESOURCES Effective teachers use high quality resources to stay current with research on children s mathematical thinking and research on teaching techniques. They also use high quality resources to aid them in the instructional decisions they make. Many of the resources below can be found in the library and online and professional-education websites. Journals Teaching Children Mathematics (Official K-4 journal of the NCTM) Mathematics Teaching in the Middle School (Official 5-8 journal of the NCTM) Journal for Research in Mathematics Education Websites (National Council of Teachers of Mathematics) (Math Solutions - A Marilyn Burns org.) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 43

45 Module Code: EDU104, Becoming a Student Teacher Autumn Semester, Bachelor of Education 1: Bachelor of Education in Education & Psychology 1 Learning outcomes: Module Outline That the students will be enabled to: achieve a smooth transition between second and third level education become aware of and consolidate particular competencies (self-awareness, problem solving, decision making, resilience, self-reliance) recognise the importance of the individual, of positive relationships and of effective communication identify challenges to their own empowerment and decision-making capacities develop the necessary skills to overcome such challenges. recognise the importance of appropriate academic writing; assess the connection between academic writing and the forms of thinking of the academic world; review their own writing process; reference the work of others appropriately; use contemporary research in academic writing to inform their own writing; use word processing software with confidence, particularly in tasks relevant to the needs of a student teacher navigate the college network efficiently and achieve competence and confidence in basic computer file management skills use the Internet effectively for research, communication and productivity use the interactive whiteboard and other classroom presentation tools with confidence to effectively support communication and teaching Course Outline: This module consists of three interrelated components: Lifeskills, ICT and Academic Writing. The Lifeskills and ICT courses will consist of 5x2hour workshops and will be delivered to groups of approx students. The Academic Writing course will consist of 2x2hour workshops and will be delivered to groups of approx. 100 students. The titles of the workshops are as follows: Lifeskills 1. Self-Identity, Transitions and Relationships 2. Effective Communication and Assertiveness Skills 3. Decision Making 4. Motivation to Study: Time management, organisational skills, study skills 5. Stress management ICT 1. Word Processing for the Student Teacher F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 44

46 2. Computer and Network Management 3. Using Interactive Whiteboards and Screens 4. Presentation Software 5. Internet Literacy Academic Writing 1. Introduction to structure and style 2. Introduction to plagiarism and Harvard system of referencing Methodology: The Lifeskills programme will be undertaken via structured, experiential learning, including role-play, journal keeping, collage, reflection, Circle Time, group tasks, with a focus on skills development throughout. Methodologies used in the academic writing workshops include a blend of interactive presentations as well as individual and small group work with an emphasis on formative in class tasks. All ICT skills will be taught in hands-on practical sessions and all skills and tasks will be presented and explored in the context of real world educational applications. Brief Overview of Lifeskills course Workshop One: Self-Identity,Transitions and Relationships Use of media to express identity. Media could include a collage, a painting, a poem (original or otherwise), a story, a mime etc. Workshop Two: Effective Communication and Assertiveness Skills Styles of verbal/non-verbal communication Styles of listening Active listening (Role play) Impact of gestures / body language Exploring Passive, Aggressive and Assertive Behaviour Using Assertiveness to address passive, aggressive and passive-aggressive situations. Workshop Three: Decision-making Identification of values, beliefs which may inform decision making Analysis of decision making styles through role-play Discussion of the implications of making/not making a decision F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 45

47 Workshop Four: Motivation to Study: Time Management, Organisational Skills, Study Skills Time Management matrix Reflection on study skills (Quiz) The Study Environment Workshop Five: Stress Management and Assertiveness Skills Identification of Catalysts for Stress Group Work: How to reduce Stress Mindful reflection Brief Overview of ICT course Students will learn how to use word processing software with particular emphasis on basic skills that are important to them as college students and as student teachers. They will also learn how to use the Internet effectively for research, communication and for the location of educational resources. The students will learn how to perform basic tasks using the interactive whiteboard to ensure that they are prepared for its use on their upcoming teaching practice placements. Basic computer and file management skills, as well as knowledge of how to use the college network, will be taught concurrently with word processing, Internet and interactive whiteboard skills. Brief Overview of Academic Writing course Workshop One: Introduction to the structure of discursive and comparative/contrastive essay writing. Stylistics features of the genre of academic writing will also be presented. Workshop Two: Introduction to plagiarism, syndication and the Harvard system of referencing Assessment: Students will be asked to keep a reflective journal for the duration of the module. They will identify and critically reflect upon the key learning experiences of the module using their journals as a reference point (600 words). They will also be asked to write a brief overall comment on the module noting the positive and negative aspects of it with reference to its particular value in their lives (400 words). Particular emphasis will be placed on use of ICT and academic writing skills in the presentation of this assessment. In addition, participants will be required to complete an in-class assessment as part of the Academic Writing component of the module. Attendance and participation in class will also form part of the Assessment process. The repeat assessment will require the student to resubmit the critical reflection and commentary on the module. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 46

48 Staff and contact details: Name Title Office Telephone Carol O Sullivan Dr [email protected] Brendan Barry Mr. L [email protected] Geraldine Brosnan Ms. M [email protected] Optional Reading List: (All available in General Lending section of Library except where marked*) Mannix McNamara, P. & Geary, T. (2011). Social and Personal Learning (Lifeskills) in Higher Education. London: Lambert Academic Publishing. Mental Health Ireland (2004). Mental Health Matters. Dublin: MHI. Dáil na nóg (2010). Lifeskills matter not just points. Dublin: Government Publications. ( (download)* ECO-UNESCO (2007). Eco-Choices Resource Pack: An Environmental Youth Programme for Drugs Prevention. Dublin: ECO-UNESCO, ( O Reilly, K. (2005). Voice Our Concern: A Human Rights Educational Module for Transition Year. Dublin: Amnesty International Irish Section. ( Gaffney, M. (2011) Flourishing. Dublin: Penguin Ireland. Langer, E. (1989) Mindfulness. Cambridge, MA: Da Capo Press. Hyland, K. (2002) Teaching and Researching Writing, Harlow: Longman. Ravelli, L.J. and Ellis, R.A., eds. (2004) Analysing Academic Writing, Cornwall: Continuum. Devitt, A. J. (2004) Writing Genres, Carbondale: Southern Illinois University Press. Johns, A. M. (1997) Text, Role and Context: Developing Academic Literacies, Cambridge: Cambridge University Press. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 47

49 Grabe, W. (1996) Theory and Practice of Writing: An Applied Linguistic Perspective, London: Longman. Bjork, L., Brauer, G., Rienecker, L. and Jorgensen, P.S., eds. (2003) Teaching Academic Writing in European Higher Education, London: Kluwer Academic Publishers. Murray, R. and Moore, S. (2006) The Handbook of Academic Writing. Maidenhead : Open University Press. Moran, A. P. (1997) Managing Your Own Learning at University. Dublin: University College Dublin Press. Lillis, T.M. (2001) Student Writing: Access, Regulation, Desire, London: Routledge. Creme, P. and Lea, M.R. (1997) Writing at University: A Guide for Students. Buckingham: Open University Press. Roblyer, M.D. & Doering A.H. (2010). Integrating Educational Technology into Teaching Fifth Edition. Boston: Allyn and Bacon. Wheeler, S. (Ed.) (2005) Transforming Primary ICT. Exeter. Learning Matters. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 48

50 INTRODUCTORY STATEMENT: Module Code: EDU 105 (B. Ed.) Autumn Semester, Bachelor of Education 1 This course will enable students to challenge their previous experiences of learning and conceptions of teaching through examining student teachers understanding of child development, with an emphasis on the child as learner. This course aims to explore the cognitive, social and emotional development of children from early childhood to early adolescence. It will explore theories of learning and development, as well as the role of the teacher in understanding and promoting positive child development, learning and behaviour. Students will observe, examine, analyse and reflect upon aspects of effective teaching practice for student learning, with a focus on the Middle Classes. Title: Supporting the Child as Learner 1 Year: 1 Semester: 1 Programme(s): Bachelor of Education LEARNING OUTCOMES: On successful completion of this module students will be able to: Examine the link between theoretical principles of child development and their practical application in the classroom. Describe children s development from birth to early adolescence across the domains of cognitive, emotional and social development Examine the ecological context of development Understand and critique current theories of child development Relate their understanding of child development to their classroom practice and to the development of positive relationships with children and families Reflect upon experiences as learners and discuss potential impact on developing teaching styles Formulate learning outcomes for a variety of subjects Observe, examine, analyse and reflect upon aspects of effective teaching practice for student learning in Middle Classes Design developmentally appropriate learning experiences for pupils in Middle Classes Display a developing ability to discuss pedagogical issues and evaluate a range of methodologies and approaches for effective learning, with a focus on the Middle Classes F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 49

51 MODULE CONTENT: The content of this module will enable students to understand children s development, learning and behaviour and provide a framework for their observation of children in class, with a focus on the Middle Classes this semester. The course also aims to explore the theories of learning and development, as well as the role of teachers in supporting the child as learner. It enables students to challenge their experiences of learning and their conceptions of teaching and to provide children with developmentally appropriate learning experiences. The specific content of this module will provide opportunities for students to develop an understanding of two areas: Educational Methodology and Developmental Psychology. The following curricular areas may be addressed over the duration of the course. Educational Methodology Course Introduction and the Key Principles of the Primary School Curriculum Learning Styles Interaction Patterns Planning for Learning 1 Classroom Management 1 Behaviour Management 1 Classroom Ecology 1 Observing Middle Classes Collaborative Learning Learner Motivation and Concentration Developmental Psychology Course Introduction What is Child Development Theory and Research in Child Development Psychological theories of learning and development Birth, Infancy and Toddlerhood Cognitive, social and emotional development in o Early childhood o Middle childhood o Early adolescence The role of the teacher in supporting positive child development MODULE ASSESSMENT: Assessment Components Percentage allocated Attendance and participation 10% Online quizzes (mid-semester) 20% {Developmental Psychology} Supporting the Child as Learner Teacher Booklet (in groups){developmental Psychology} Observation tasks and reflective summary {Educational Methodology} 40% 30% F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 50

52 Online Quizzes A number of graded online quizzes will take place over the course of the semester. Students will be required to complete each online quiz during a limited time period only. Notice of the online quizzes will be given during Developmental Psychology lectures and posted on the course Moodle page. It is the responsibility of each student to ensure he/she is available to engage in the graded quizzes at the pre-determined times. Supporting the Child as Learner Teacher Booklet (in groups) The Teacher Booklet will be compiled in groups, with a focus on a specific period of child development. Each group is required to submit two hard copies of the teacher booklet to the Education Office. Submission date will be outlined during the first lecture of Developmental Psychology. Assessment Guidelines will be made available on Moodle. Please note: A group grade will be awarded for the Teacher Booklet. However, the examiner reserves the right to award a lower grade to an individual student, where it is evident that s/he has not contributed adequately to the group process. The Educational Methodology assessment, comprising observation tasks and reflective summary, are to be submitted and signed for on 22nd November, 2013 (Week 11). Assessment Guidelines will be made available on Moodle. The repeat assessment procedure for the module is examination (Developmental Psychology) and coursework (Educational Methodology) {total weighting of 100%}. The repeat examination in Developmental Psychology will take the form of an objective test (short answers) and open-ended questions. Attendance and participation in lectures and workshops is a requirement of the course. Lecture attendance is required due to the emphasis on problem-based learning and hands-on practical experiences in working through the module. Attendance will be recorded weekly. NB: For logistical reasons students are requested to attend lectures only at the time and in the group indicated on the 1st Year timetable. FEEDBACK: Feedback on the Teacher Booklets, Observation Tasks and Reflective Summary will be given during Semester 2. STAFF: Name Title Office Dr. Fiodhna Gardiner Hyland Lecturer, Educational Methodology, Department of Reflective Pedagogy and Early Childhood Office Hour/s Room: R206 Please to arrange appointment Telephone [email protected] F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 51

53 Studies Claire Griffin Lecturer, Psychology of Education, Department of Learning, Society and Religious Education Room: G52 Please to arrange appointment Teresa McElhinney Lecturer, Educational Methodology, Department of Reflective Pedagogy and Early Childhood Studies Room: R103 Please to arrange appointment READING LIST: Lecturers may make notes available relating to weekly lectures in both components of the course. You are also advised to take detailed notes during all lectures. Lecture notes are available to students via Moodle: URL: Access Key: Moodle.mic.ul.ie EDU105/13 Readings are aligned with course topics, supplement the course content and provide background on topics covered. REQUIRED READING DEVELOPMENTAL PSYCHOLOGY Woolfolk, A. and Perry, N.E. (2012). Child and Adolescent Development. New Jersey: Pearson Education. Further journal articles will be posted on Moodle during the course of the module. RECOMMENDED PROFESSIONAL RESOURCES Effective teachers use high quality resources to stay current with research into Educational Methodology and Developmental Psychology. Effective teachers also use high quality resources to aid them in the instructional decisions they make. It is recommended that you learn about and start to use such resources this semester. Many of the resources below can be found in the library and online and on professional education websites. Arends, R. (2007) Learning to Teach (7th Ed), NY: McGraw Hill. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 52

54 Berk, L. (2010). Development through the lifespan. New Jersey: Pearson Education. Berk, L. (2013). Child development (9th ed). London: Pearson Education. Bonfield, T. and K. Horgan (1999) Learning to Teach Reflectively, Limerick: Mary Immaculate College. Boyd, D. & Bee, H. (2012). The Developing Child (13th Ed). New Jersey: Pearson. Brown, S., Earlem, C. and Race, P. (1995). 500 Tips for Teachers, London: Kogan Page. Cook, G. & Cook, J.L. (2010). The World of Children (2nd Ed). New Jersey: Pearson. Cowley, S. (2006) Getting the buggers to behave: Third Edition. London: Continuum. Croll, P. and Hastings, N. (1996) Effective Primary teaching. London: Fulton. Dean, J. (1998) Improving the Primary School. London: Routledge. Dean, J. (2001) Organising Learning in the Primary School Classroom. London: Routledge. Doherty, J. & Hughes, M. (2009). Child Development: Theory and Practice Essex: Pearson. Fisher, R. (1995) Teaching Children to Learn. Cheltenham: Stanley Thomas Ltd. Growing up in Ireland. Hayes, D. (1996) Foundations of Primary Teaching. London: David Fulton. INTO (2002) Discipline in the Primary School. Kyriacou, C. (1998) Essential Teaching Skills, Cheltenham: Stanley Thornes. Kyriacou, C. (1986) Effective Teaching in Schools, Cheltenham: Stanley Thornes. Lemlech, J.K. (1988) Classroom Management. Longman: London and New York. Mortimore, P. (1995) School matters: the junior years. London: Paul Chapman. Mosley, J. (1996) Quality Circle Time in the Primary Classroom. Cambridge: George Solomonides. O Flynn, S. and Kennedy, H. (2000) Conflict and Confrontation in the Classroom. Proctar, A. (1994) Learning to Teach in the Primary Classroom. London: Routledge. Rogers, B. (2006) Classroom behaviour : a practical guide to effective teaching, behaviour management and colleague support. London Routledge. Rogers, B. (2002) Teacher leadership and Behaviour Management. London: Paul Chapman. Rogers, B. (2000) Cracking the Hard Class: strategies for Managing the Harder than Average Class. London: Paul Chapman. Rogers, B. (2000) Behaviour Management: A Whole School Approach. London: Paul Chapman. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 53

55 Santrock, J. W. (2011). Child development: An introduction (13th Ed). New York: McGraw-Hill. Scrivener, J. (2005) Learning Teaching, Oxford: Macmillan Education. Smith, C. and Laslett, R. (1993) Effective Classroom Management. London: Routledge. Thody, A. (2001) Teacher s Survival Guide. UK: Whitaker. Tilstone, C. and Layton, L. (2004) Child Development and Teaching Children with Special Educational Needs. London: Routledge Wong, K. and Wong, T. (1995) First Days of School: How to be an Effective Teacher. Bowker, US: Hwong Publications. Woolfolk, A. (2013) Educational Psychology (12th Ed). London: Pearson. Wragg, E.C. (1993) Primary Teaching Skills. London: Routledge. Zeichner, K.M. and P. Liston (1996) Reflective Teaching: An Introduction, NJ: Lawrence Erlbaum. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 54

56 Module Code: EDU106, School and Society 1 Autumn Semester B. Ed. 1 Identity, Self and Criticality. The primary themes of the course are: Identity, Self and Criticality. COURSE OBJECTIVES To enable you to understand what critical thinking is. To help you to begin to think critically with your peers. To open up a discussion about how you can help children to think critically. To develop skills in writing, speaking and reading critically. To encourage a critical awareness of the nature of identity and self, as they relate to education, schooling and teaching, and of a number of philosophical, historical and sociological assumptions underpinning these key concepts. Enhance your understanding of the Irish education system, locate it in its context and enable you to think critically about it. To enable you to develop and reflect critically upon beliefs, ideas and values relating to identity and self in the context of schooling and education. This is an integrated course with strands from Sociology of Education, Philosophy of Education and History and Policy of Education. Course Structure and Outline This course provides an opportunity for students to reflect on beliefs, values, assumptions and ideas about identity, criticality and education, as well as to examine more broadly some philosophical, sociological and historical questions about what it means to be human. It aims to provide a setting in which students can encounter the writings of key philosophers, sociologists and historians, explore those ideas collaboratively, develop a critical (i.e. questioning) approach and begin to evaluate the different ideas that people hold about the self, identity and society. N.B. The aim of the course is to find a space in which you can engage creatively and critically with these ideas, rather than simply summarising the central ideas of key thinkers. Philosophy of Education The reason that we chose the common theme of identity is so that you can see how people working in different disciplines approach thinking about the same concept, idea or question in different ways. In the section on philosophy we focus on the question of identity in the work of a range of authors including bell hooks, Plato, Sartre and Beauvoir. We will return to some of these ideas and thinkers in the second semester in the Ethics, Religion and Beliefs couse. Sociology of Education. In the section on sociology we focus primarily on the question of identity and will develop a critical understanding of the way in which education, teaching and learning is influenced by the society in which we live. Sociology has a significant part to play in helping us to understand the project of education and the social elements underpinning education. Critical thinking in sociology is about reflecting, questioning, F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 55

57 debating, and critically evaluating change (and continuity) in society and how it impacts upon children, families, schools, communities and education. History and Policy of Education The study of the History and Policy of Education helps us to develop a deeper understanding of education, of teaching and learning, of teachers and learners, of systems, of policy, of curricula and of institutions. It enables us to see how the past affects and forms the present. Working as an historian develops a range of skills especially the habit of critical thought, as explored in other sections of this module. Working as an historian also allows us to critically compare the experience of teaching and learning in the present with that of the past. Resources: Please check Moodle. Please note that at the commencement of teaching (Thursday 12th Sept.), this course descriptor will be explored in full and will be subject to minor changes). Lecture 1 (Morning) Lecture 2 (Afternoon) Tutorials Week 1 Sociology of Education Philosophy of Eduation Theme: Thinking Sociologically and why is it important to have a sociological lens in education. We will explore the types of questions sociologists pose in education and will discuss how sociology is relevant to education. Key Reading: Michael Apple (2004) Foreword in: J Deegan et al, Primary Voices: Equality, Diversity and Childhood in Irish Primary Schools, Dublin: Institute of Public Administration Supplementary Readings: J. H. Ballantine and F. M. Hammack (2012) The Sociology of Education: A Systematic Analysis, 7 th Edition, Boston: Pearson A. Lodge et al (2004) Equality, diversity and childhood in Irish primary schools in: J. Deegan et al, Primary Voices: Equality, Diversity and Childhood in Irish Primary Schools, Dublin: Institute of Public Administration Education and Critical Thinking. Critical Thinking and Philosophy. Perspectives on critical thinking: Stephen Brookfield, John Dewey and bell hooks Skills: Critical analysis by students of own perceptions of critical thinking. Key Readings: Dewey, J What is Thought? How we think, Lexington, Mass: D.C. Heath, pp wey/dewey_1910a/dewey_1910_a.html hooks, b Teaching Critical Thinking. London: Routledge. (excerpt on Moodle) Supplementary Reading: Brookfield, B Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Francisco: Jossey-Bass erpt/49/ / pdf No Tutorial Please note that B.Ed. 1 ( Psy) students do not have any tutorials in the course of this module. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 56

58 Week 2 Sociology of Education Philosophy of Education No Tutorial Primary theme: Children s Lives: Family - Change and Continuity Skills: Why is analyis of family important for education? How has family life changed in Ireland and the way this change has impacted upon children and schools? Representation of family in media and books. How does family influence a child s education? Key Reading: R. Alexander (2010) Children, Their World, their Education, London: Routledge, Chapter 6 Supplementary Readings: R. Alexander (2010) Children, Their World, their Education, London: Routledge, Chapter 10. G. Knowles and R. Holmstrom (2013) Understanding Family Diversity and Home-School Relations, London: Routledge, Chapter 1. Primary themes: Language, persuasion, opinion, the nature of opinion, statements and language, distinguishing types of statement, constructing and desconstructing arguments. Skills: What is an argument? Understand argument types. Standard form, deduction, induction, validity and soundness. Analysis of examples. Understand differences between learning, knowing, memorising, problemsolving and critical thinking? Examination of the ways oral and written language is used to persuade and to argue. Media excerpts for examination in class Analysis: Examination of contemporary media and use of language. Readings: Kaye, S.M Critical Thinking. Oxford: One World Case, C. et al The Philosophy Skills Book. London: Continuum. Office of the Minister for Children and Youth Affairs (2009) Growing up In Ireland, National Longitudinal Study of Children, Dublin: Stationary Office Week 3 Sociology of Education Primary theme: Children s Lives: Social diversity Skills: How have children s lives changed in Ireland compared to when you were a child? How do children spend their time and why is it important to listen to the voice of the child? Philosophy of Eduation Critical Thinking in Practice 1: Thinking with children. Why critical thinking matters in the classroom. Skills: Thinking about how questioning and about passion in education.learning to construct an argument, reflect on different reasons offered when developing positions, ability to anticipate and respond to alternative perspectives. Tutorial 1: Philosophy of Education. Education and storytelling Skill: Learning to write philosophically. The story of my education. In class writing exercises. Assigned Reading: bell hooks. Excerpt on Moodle. Students MUST read the text prior to the class F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 57

59 Key Reading: R. Alexander (2010). Children, Their World, their Education, London: Routledge, Chapter 5. Key Readings: Haynes, J Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom London: Taylor and Francis. AND bring it with them. Supplementary Readings: R. Alexander (2010) Children, Their World, Their Education. London: Routledge, Chapters 4 and 10. Office of the Minister for Children and Youth Affairs (2009). Growing Up In Ireland, National Longitudinal Study of Children. Donnelly, P Wondering and the World and the Universe: Philosophy in the Early Years The Irish Review, No. 31, Irish Futures, Spring Summer Supplementary readings: Lipman, M. 1998a. Teaching Students to Think Reasonably: Some Findings of the Philosophy for Children The Clearing House, Vol. 71, No. 5, May - June Shor, I Revised version What is Critical Literacy? originally in Critical Literacy in Action, Eds. Ira Shor and Caroline Pari, Heinemann Press. hor.html (a) Week 4 Sociology of Education Primary theme: Children s Lives: What it means to be Irish. Skills: What challenges face children living in a more visibly diverse society? What do to they think Irishness is? Are children open to diversity? Key Readings: Waldron, F and S Pike (2006) What does it mean to be Irish? Children s construction of national identity? Irish Educational Studies, Vol. 25, No 2: Film: David Attenborough Bower Birds The Trap FsbS0U&feature=relmfu Philosophy of Education Critical Thinking in Practice 2: Storytelling, race and recognition. Theme: Critical thinking as a practice of living. Reflecting on race and racism. Reading: hooks, b Teaching Critical Thinking. London: Routledge. (excerpt on LAN/Moodle) Fanon, F Black Skin, White Masks. London: Pluto. Tutorial 2: Sociology of Education G. Knowles and R. Holmstrom Understanding Family Diversity and Home-School Relations, London: Routledge, Chapter 1. Students MUST read the text prior to the class AND bring it with them. Supplementary Readings: G. Knowles and R. Holmstrom (2013) Understanding Family Diversity and Home-School Relations, London: Routledge, Chapter 2. E. Smyth et al (2009) Adapting to F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 58

60 Diversity: Irish Schools and Newcomer students, Dublin: Economic and Social Research Institute. Week 5 Sociology of Education Primary theme: Children s Lives: Cultural diversity Skills: In the light of a more visibly diverse society, are children open to diversity? What challenges face schools and what have been their responses? Key Reading: Philosophy of Eduation The unexamined life is not worth living. What does Socrates mean by this? Why would he prefer to die than to give up thinking critically? Analysis: The Cave and the story of the The Apology Key reading: Plato Excerpts from The Republic, and The Apology Film: The Matrix. Tutorial 3: Philosophy of Education: Tutorial topic: A critical reading of The Allegory of the Cave Skill: Practicing reading philosophically. In-class exercises develop capacity for critical interpretation. Students MUST read the text prior to the class AND bring it with them. Devine, D. (2009) Dynamics of inclusion and exclusion in children s social world in school, in S. Drudy (ed) Education in Ireland: Challenge and Change. Dublin: Gill and Macmillan. Supplementary Readings: W. McDonagh (2004) Travellers and education: A personal perspective in: J. Deegan et al, Primary Voices: Equality, Diversity and Childhood in Irish Primary Schools, Dublin: Institute of Public Administration NCCA (2005) Intercultural Education in the Primary School, Dublin: NCCA Week 6 Sociology of Education Primary theme: Children s Lives: Inequality in Education Skills: What is educational inequality? Do teachers and schools have a role in addressing it? Introduction to DEIS schools and associated issues? Key Readings: McKay, S., & Speirs, D. (2007). Silent People & Other Stories. Dublin: Combat Poverty Agency. Philosophy of Education The unexamined life is not worth living Continued. Analysis: Further exploration of The Cave and the story of The Apology in the context of education. Key readings: Plato and Lipman. Film: Philosophy and the Matrix. E4Kgq5Q Tutorial 4: Sociology of Education Kim s Story: Multicultural education: Whose job is it anyway Students MUST read the text prior to the class AND bring it with them. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 59

61 Supplementary Reading: Department of Education and Skills (2005). DEIS (Delivering Equality of Opportunity in Schools): An Action Plan for Educational Inclusion. O Neill, K. (1992). Telling it Like it Is. Week 7 No classes due to graduation ceremonies on Thursday and Friday. Week 8 Sociology of Education Primary theme: Children s Lives: Schools Linking with Families Skills: A key initiative in DEIS schools since 1990 has been the Home-School- Community Liaison (HSCL) initiative. What is the rationale for working with families? What are the benefits for pupils, teachers, families and schools? What are the key barriers to working in partnership? Key Readings: Ryan, S. (1995). The Home-School- Community Liaison Scheme:Summary Evaluation Report. Dublin: Educational Research Centre. History and Policy of Education The beginning of the national school system, 1831 Key reading: Coolahan, J. (1981) Irish Education: History and Structure Dublin: IP, Tutorial 5: History and Policy of Education III.l The setting up of the system of national education, III.l(a) The Stanley letter in Hyland, Á. and Milne, K., eds., (1987) Irish Educational Documents, Vol. 1, Dublin: C.I.C.E., Students MUST read the text prior to tutorial AND bring it with them. HSCL Coordinators (2006). The Home, School, Community Liaison Scheme in Ireland: From Vision to Best Practice. Dublin: Department of Education and Science. Week 9 History and Policy of Education The beginning of the national school system, 1831 Philosophy of Eduation Critical Thinking in Practice 3: How should I live? Tutorial 6: Sociology of Education The Education Game Key reading: Coolahan, J. (1981) Irish Education: History and Structure Dublin: IP, Analysis: What are the key themes of existentialism? How do you feel about what they say? What would this mean for the way in which we live? Am I a product of my circumstances or am I free? Key reading: Sartre, J. P Existentialism is a Humanism in Existentialism from Dostoyevsky to Sartre, ed. Walter Kaufman, Meridian Publishing Company, F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 60

62 Week 10 Sociology of Education Primary theme: Children s Lives: Gender Analysis: What are children s experiences and understandings of gender and how do they embed these understandings across school, family and community contexts? How is gender protrayed in children s literature? Key Reading: Davies, B. (2003). Frogs and Snails and Feminist Tales. Cresskill, NJ: Hampton Press, Inc. ive/sartre/works/exist/sartre.htm Films: The Trap FsbS0U&feature=relmf Bladerunner History and Policy of Education Mary Immaculate College the early years Key reading: O Sullivan, E. (2000) The early days of Mary Immaculate College, Limerick, Irish Educational Studies, Volume 19, Issue I, Supplementary reading: O Connor, Sr. Loreto (1998) Passing on the Torch: A History of Mary Immaculate College, , Limerick, Mary Immaculate College. Tutorial 7: History and Policy of Education O Sullivan, E. (1998) Mary Immaculate College, The Early Years, Intouch, INTO, December edition (available on Moodle). Students MUST read the text prior to tutorial AND bring it with them. Week 11 History and Policy of Education The national school system: into the twentieth century Key reading: Coolahan, J. (1981) Irish Education: History and Structure Dublin: IP, Supplementary reading: Hill, M. and Pollock, V. (1992) Image and Experience: Photographs of Irishwomen c , Belfast: The Blackstaff Press. Philosophy of Education Critical Thinking in Practice 4: How have I become who I am? The question of gender. Existentialism: Simone de Beauvoir Theme: One is not born, but rather becomes a woman. Question: How do we understand our gendered identity? Simone de Beauvoir (2012) The Second Sex. New York: Doubleday. Tutorial 8: Philosophy of Education: Topic: The existentialists. Skill: Arguing philosophically. Small group discussion. Debate: Am I a product of my circumstances or am I always free to transform my life, or at least my attitude towards my life? Discussion about whether humans are free or determined based on lectures, and modelled on approaches to philosophy wih children. Week 12 Sociology of Education Primary theme: Children s Lives: Social Class History and Policy of Education The national school system: into the twentieth century Analysis: What is social class and why Key reading: Coolahan, J. (1981) Irish Education: History and Structure Dublin: F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 61

63 is it important in education? What is equality of opportunity and what is the relationship between social and educational disadvantage? Key Reading: Lynch, K. (1999). Equality in Education. Dublin: Gill and Macmillan. Supplementary Readings: Office of the Minister for Children and Youth Affairs (2009). Growing Up in Ireland, National Longitudinal Study of Children. Lynch, K., & Lodge, A. (2002). Equality and Power in Schools. London: Routledge Palmer. IP, Supplementary reading: Hill, M. and Pollock, V. (1992) Image and Experience: Photographs of Irishwomen c , Belfast: The Blackstaff Press. ASSESSMENT Process based: This course is a process based course. Consequently, students will be encouraged to write regularly throughout the semester, and to do so in response to lecture and tutorial topics, discussions and readings. 10% of marks allocated for attendance and participation at tutorials. Philosophy of Education. Exercise words. Sociology of Education. Exercise words History of Education. Exercise words. Philosophy of Education. Exercise words Sociology of Education. Exercise words Topics distributed in Week 4 for submission in Week 8 Topics distributed in Week 4 for submission in Week 8 Topics distributed in Week 8 for submission in Week 12 Topics distributed in Week 8 for submission in Week 12 Topics distributed in Week 8 for submission in Week 12 Students should indicate clearly on the cover sheet the subject for which they are submitting, i.e., Philosophy, Sociology or History. You should hand separate submissions with separate cover sheets into the Education Office in Week 8 and Week 12. Again the main requirements are: 1. Critical reflection on these ideas and be prepared to relate them to your experience. 2. Serious, rigorous and thoughtful consideration of the texts. 3. Provide reasons for your position and explain where you have difficulties, questions or criticisms. A separate document will be made available to students in respect of all assessment requirements and activities for this module. (See Moodle for more detailed guidelines). F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 62

64 REPEAT ASSESSMENT *The repeat assessment will be of the same format and word count as above: two short essays for Philosophy and Sociology and one short essay for History. Tutorials: Please note your tutorial group and its time and location. Students are not permitted to switch tutorials. 10% of marks will be awarded for attendance and participation at tutorials. Students will be required to read, view and engage with a variety of selected readings and recordings IN PREPARATION FOR the tutorials. Bibliography: Philosophy of Education Readings Burbules, N. and R. Beck, Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits in Critical Theories in Education, Thomas S. Popkewitz and Lynn Fendler, eds. NY: Routledge. Brookfield, S Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Francisco: Jossey-Bass Burbules, N. and R. Beck, Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits in Critical Theories in Education, Thomas S. Popkewitz and Lynn Fendler, eds. NY: Routledge Case, C. et al The Philosophy Skills Book. London: Continuum. De Beavoir, S The Second Sex. London: Vintage. Dewey, J What is Thought? How we think, Lexington, Mass: D.C. Heath, pp Donnelly, P Wondering and the World and the Universe: Philosophy in the Early Years The Irish Review, No. 31, Irish Futures, Spring - Summer, pp Fanon, F Black Skin, White Masks. London: Pluto. Greene, M Releasing the Imagination: Essays on Education, the Arts and Social Change. San Francisco: Jossey-Bass. Haynes, J. and K. Murris, 'The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children' Journal of Philosophy of Education 45 (2), pp Haynes, J Children as Philosophers. London: Routledge hooks, b Teaching Critical Thinking. London: Routledge. Kaye, S.M Critical Thinking. Oxford: One World Lipman, M. 1998a. Teaching Students to Think Reasonably: Some Findings of the Philosophy for Children The Clearing House, Vol. 71, No. 5, May June b. Critical Thinking: What can it be? Educational Leadership F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 63

65 -- An Interview with Matthew Lipman, Analytic Teaching, Vol. 18, No 1. Locke, J Identity and Diversity An Essay concerning human understanding. Plato, The Apology in The Last Days of Socrates. London: Penguin -- (2004) Gorgias. London: Penguin The Republic. London: Penguin Sartre, J-P Existentialism is a Humanism in Existentialism from Dostoyevsky to Sartre, ed. Walter Kaufman, Meridian Publishing Company, Shor, I Revised version What is Critical Literacy? originally in Critical Literacy in Action, Eds. Ira Shor and Caroline Pari, Heinemann Press. Films and audio: The Matrix (1999) Dirs. Lana (previously Larry) Wachowski and Andrew Wachowski Philosophy and the Matrix. Total Recall (original version) (1990) Dir. Paul Verhoeven The Trap Dir Adam Curtis Maxine Greene. See video and audio content on Sociology of Education Readings Alexander, R Children, Their World, Their Education. London: Routledge. Davies, B Frogs and Snails and Feminist Tales. Cresskill, NJ: Hampton Press, Inc. Deegan, J., D. Devine and A. Lodge, (eds), Primary Voices: Equality, Diversity and Childhood in the Primary School: Dublin: IPA. Department of Education and Skills, DEIS (Delivering Equality of Opportunity in Schools): An Action Plan for Educational Inclusion. Dublin: Author. Fahey, T., H. Russell and C.T. Whelan, Best of Times? Social Impact of the Celtic Tiger. Dublin: Institute of Public Administration. HSCL Coordinators , The Home, School, Community Liaison Scheme in Ireland: From Vision to Best Practice. Dublin: Department of Education and Science. Knowles G. and R. Holmstrom, Understanding Family Diversity and Home-School Relations, London: Routledge. Lynch, K, Equality in Education. Dublin: Gill and Macmillan. Lynch, K., and A. Lodge, Equality and Power in Schools. London: Routledge Palmer. McKay, S., and D. Speirs, Silent People & Other Stories. Dublin: Combat Poverty Agency. Office of the Minister for Children and Youth Affairs, Growing Up in Ireland, National Longitudinal Study of Children. Dublin: Author. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 64

66 O Neil, K., Telling it Like it Is. Dublin: Combat Poverty Agency Ryan, S., The Home-School-Community Liaison Scheme: Summary Evaluation Report. Dublin: Educational Research Centre. LECTURERS/TUTORS Dr. Angela Canny Room R115 Dr. Tony Bonfield Room N33 Dr. Aislinn O Donnell [email protected] Room R202 Dr. Sandra Ryan [email protected] Room N24 Office Hours: Please relevant lecturer to make an appointment. Feedback: Students will be provided with general feedback based on the first submission prior to final submission. This feedback will also be put on Moodle. Students are also encouraged to enter into dialogue with both their tutors and their peers in class and to fully engage in the tutorial process as this will help to work through questions and problems. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 65

67 Certificate in Religious Education Module 1 Christian Revelation Autumn Semester, LEARNING OUTCOMES: On completion of this module, students will be able to: 1 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Identify different ways God is experienced by people in the Christian religious tradition Differentiate between concepts such as atheism, faith, belief, religion and revelation Explore understandings of God as revealed in the Creed Understand Revelation as God s self-communication in Judaism and Christianity Recognize different images of God at work in the lives of Christians, especially children Communicate the personal and public significance of Christian faith 2 Affective: Attitude and Values Question their own assumptions, orientations and subjective understandings of the place and relevance of religious belief in the world today Acknowledge the important role that belief in God plays in the lives of many people today Demonstrate the value of reflecting on images of God for Christians MODULE CONTENT: Christian Revelation In this module students will explore the nature and purpose of Revelation in the Judeo-Christian tradition. They will examine how people have experienced God in their own lives, through the use of such metaphors as: liberator, companion, creator, father/mother and love. Particular attention will be given to the identity of God as Trinity Father, Son and Holy Spirit. Students will investigate the meanings behind the idea of God as a life giving relationship of mutual self-gift. Such an understanding will be explored through reflection on the Creed, and examining the different beliefs which are contained in it. Finally, students will explore the meaning and function of faith in the Christian tradition. MODULE ASSESSMENT: Students need to answer four questions that will be given out through the semester. These questions will be given out during class. Each answer will be worth 25% of your overall grade. They are to be submitted to the Education Office 4 th December. Each answer is to be between 250 to 300 words, no more than 300 words. In your answer: Make use of at least one reading from that section, use footnotes Make use the pertinent lectures Ensure clarity of expression and thought. The repeats will be course work. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 66

68 Attendance at class is a requirement up to 10% of your overall mark can be lost due to poor attendance. 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. FEEDBACK: If you wish, you may submit a draft of your written answer to any question asked to the lecturer. The first 15 of these will be answered on an individual basis. The lecturer will then give feedback to the whole class about the answers to the question in light of the drafts received. This will be done without breaking confidentiality. STAFF: Name Title Office Office Hour/s Telephone Dr. Daniel O Connell Co-ordinator of Certificate in Religious Education R117 Thursday 10-11am or by appointment [email protected] READING LIST: The required readings for the class will be made available on Moodle Core Texts: Himes, M. J. & McNeill, D. P. (1995) Doing the Truth in Love: Conversations about God, Relationships, and Service, New York: Paulist Press. Himes, M. J. (2004) The Mystery of Faith: an Introduction to Catholicism, Cincinnati, Ohio: St. Anthony Messenger Press. Lane, D. A. (2005) The Experience of God: an Invitation to do Theology, New York: Paulist Press. Recommended Texts: Catholic Church. (1997) Catechism of the Catholic Church: revised in accordance with the official Latin text promulgated by Pope John Paul II, Vatican City, Washington, DC, Libreria Editrice Vaticana; United States Catholic Conference. Craig, William Lane On Guard: Defending Your Faith with Reason and Precision. Colorado Springs: David C. Cook. Downey, M. (2000) Altogether Gift: a Trinitarian Spirituality, Maryknoll, N.Y., Orbis Books. Dulles, A Models of Revelation, Garden City, N.Y.: Doubleday. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 67

69 Fiorenza, F. S. & Galvin, J. P. (2011) Systematic Theology: Roman Catholic Perspectives, Minneapolis: Fortress Press. Hession, A. & P Kieran (2007) Exploring Theology: Making Sense of the Catholic Tradition. Dublin: Veritas. Johnson, E. A. (2007) Quest for the Living God: Mapping Frontiers in the Theology of God, New York: Continuum. LaCugna, C. M. (1991) God for Us: The Trinity and Christian Life, San Francisco: Harper. Lash, N. (1993) Believing Three Ways in One God: a Reading of the Apostles' Creed, Notre Dame: University of Notre Dame Press. Leonard, R. (2011) Where the Hell is God?, New York: Paulist Press. Lennox, J.C. (2011) Gunning for God: Why the New Atheists Are Missing the Target, Oxford: Lion. Marmion, D. & VanNieuwehove, R. (2011) An Introduction to the Trinity, Cambridge, New York: Cambridge University Press. McGrath, A. (2011) Mere Apologetics: How to Help Seekers and Skeptics Find Faith, Grand Rapids, MI: Baker Books. McGrath, A. (2008) The Christian Vision of God, London: SPCK. Power, D. & Downey M. (2012) Living the Justice of the Triune God. Collegeville, Minn.: Liturgical Press. Tilley, T. W. (2010) Faith: What it is and What it isn't, Maryknoll, N.Y.: Orbis Books. All works cited should follow the Harvard Standard. You can find Cite it Right available here: F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 68