Professional Master of Education Year One

Transcription

1 Professional Master of Education Year One Course Handbook Autumn P a g e

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

3 INDEX PAGE NUMBER Introduction from the Dean 2 Index 3 Faculty of Education A Brief Overview 4 Mission Statement of the Faculty of Education 5 Programme Aims and Objectives 6 Overview of PME Programme 7 Programme Specific Regulations 8 Academic Honesty 9 Lecture and Tutorial Attendance 9 Module Assessment Guidelines 10 Key Faculty of Education Contacts 11 Staff of the Faculty of Education 13 Professional Master of Education Semester 1: Overview 21 Professional Master of Education Modules - Semester P a g e

4 FACULTY OF EDUCATION A BRIEF OVERVIEW The academic work of the College is divided into two faculties: the Faculty of Education and the Faculty of Arts, both of which contribute to the BEd Programme. The Faculty of Education at Mary Immaculate College is proud of its tradition of teacher education and of the high standards achieved by graduates since its establishment in The Faculty is one of the largest education faculties in Ireland, with a staff of more than 65 full-time academic staff and a further 50 associate members. The Faculty is strongly student-centred and is committed to excellence in its teaching and research. The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. Our flagship undergraduate honours programmes include the following: BEd, which is a full-time four-year programme and is the professional qualification required for teachers in primary schools. BEd in Education and Psychology, this four-year full-time programme prepares graduates to be recognised primary school teachers while also holding a degree in Psychology, which is recognised by the Psychological Society of Ireland. BA in Early Childhood Care and Education, which focuses on the development of educarers, professional leaders in the provision of care and education for children from birth to six years in a variety of educational settings. The Faculty also offers a number of postgraduate programmes. The academic year 2015/16 heralds the introduction of the Professional Master of Education (Primary Teaching) which is a new two year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. In addition, a suite of postgraduate and masters programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in masters and doctoral studies by research and thesis within the Faculty continue to grow. The research work of the Centre for Research in Education and Teacher Education (CREaTE), Centre for Early-Childhood Research at Mary Immaculate College (Ceramic), the Curriculum Development Unit and the Centre for Transforming Education through Dialogue reflect the commitment of Faculty to researching aspects of curricular interest, but also issues of equity and justice within education on local, national and international levels. Faculty members cover a wide range of expertise and professional interests. Many are qualified primary teachers and bring to their students a wealth of professional knowledge and experience. An internationally recognised standard of excellence has been achieved in the areas of professional development, curriculum design and educational research. The Faculty of Education has close links with many of the primary schools in Limerick city and the wider mid-west region. These connections facilitate an on-going professional relationship between the Faculty and the schools. The Faculty is greatly facilitated by the schools and teachers who make their classes available to student teachers for school placements, a crucial aspect of Mary Immaculate College s BEd programme. 4 P a g e

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

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

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

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

9 Academic Honesty The Academic Integrity Policy (see Appendix 2 for both English and Gaeilge versions) is available at the following link in both pdf and Word document format. It is also presented in full in the Student Handbook. You are advised to include a statement on academic honesty in your Module Course Outline and to make students aware of the Academic Integrity Policy. The Academic Integrity Policy (pg. 1) notes that Academic Integrity refers to honesty and responsibility in academic practice and scholarship. It values ethical academic behaviour and the avoidance of plagiarism, cheating, fraudulent representation of academic work and other dishonesty in academic endeavours. Academic dishonesty (e.g. plagiarism, syndication, cheating in exams, using false information to gain extensions to deadlines or I-grades, signing attendance records on behalf of a classmate etc.) is a major offence in the College s Code of Conduct (see Appendix 3). If you detect academic dishonesty in your module, you are required to contact the Assistant Dean who will investigate the matter. A meeting is then generally arranged with the student, Students Union representative, the lecturer and the Assistant Dean to determine the originality of the assignment etc. The Assistant Registrar is consulted after the meeting and a decision is made in respect of the case. Please note that the penalty for academic dishonesty may be suspension for 12 months. In the case of a single module, the penalty is generally an F in that module. The student can elect to have her/his case heard by the College Disciplinary Committee. In the case of a major offence, the College Discipline Committee may be convened in the first instance (see also Appendix 4, Procedure for Complaints by a Student). Students should note that the Faculty of Education take matters of academic honesty with the utmost seriousness. Students may be required to submit coursework to the anti-plagarism software TURNITIN. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. Lecture and Tutorial Attendance Attendance at lectures and tutorials is mandatory. Lecturers reserve the right to administer attendance checks at all/some lectures and tutorials. Except in exceptional circumstances and with the prior approval of both the academic year co-ordinator and lecturer, students must attend their assigned group lecture or tutorial. Lecturers reserve the right to refuse admittance to lectures/tutorials and/or mark a student absent if they do not attend their designated lecture/tutorial. Up to 10% of marks in a module may be deducted for poor attendance at lectures. In the case of tutorials (except in exceptional circumstances), 10% of marks will be deducted for poor attendance. Important: Students are required to familiarise themselves with the Code of Conduct and to adhere to same (see for further information). 9 P a g e

10 Module Assessment Guidelines Students are responsible for familiarising themselves with the assessment arrangements for each module. Where modules are assessed by examination, it is the responsibility of the student to register and present for the examination (see for further information). In the case of coursework, students are responsible for ensuring that coursework adheres to the module assessment guidelines, that it is completed on time, and submitted on the designated date. Students are strongly advised to keep an electronic copy of all coursework. Except in exceptional circumstances, extensions will not be granted for coursework submission deadlines. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% of marks in a module will be deducted for late submission of coursework. 10 P a g e

11 Dean of Education Professor Teresa O Doherty Contact: [email protected] Office: 304a (061) KEY FACULTY OF EDUCATION CONTACTS Assistant Dean of Education Dr Angela Canny Contact: [email protected] Office: 311 (061) Programme Co-Ordinator Dr. Aisling Leavy Contact: [email protected] Office: R124 (061) Director of School Placement Neil Ó Conaill Contact: [email protected] Office: 306 (061) Fintan Breen Education Office Manager Education Office Contact: [email protected] Office: (061) P a g e

12 Faculty of Education Office Room 307 (Foundation Building) Phone: Counter service to students is available: Monday from a.m p.m. and 2.00 p.m p.m Tuesday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a general query please the Education Office at [email protected]. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. If you have a concern or query in relation to general academic issues, please contact Dr. Aisling Leavy by at [email protected]. If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP ( / ). All queries regarding School Placement 1 should be sent to Eamonn Mitchell at [email protected]. If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr Angela Canny. Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. Contacting Lecturers You can find contact details for all academic staff on the College website Initial contact with a lecturer should be made by and if required, the lecturer will arrange a meeting with you. Please remember that lecturers are very often in schools or engaged in other work, so it is important that you contact them by telephone or . You are reminded that all communication should be conducted in a courteous manner. 12 P a g e

13 STAFF OF THE FACULTY OF EDUCATION Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) (061) Assistant Dean of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) (061) Director of Continuing Professional Development Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL), M.A. in Classical Irish(NUI), Ph.D. (061) Director of the Curriculum Development Unit Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) (061) Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham) (061) There are five academic departments within the Faculty of Education: Department of Arts Education and Physical Education Department of Reflective Pedagogy and Early Childhood Studies Department of Learning, Society, and Religious Education Department of Language, Literacy and Mathematics Education Department of Special Education 13 P a g e

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

15 Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed.(Carysfort College of Ed.), PG Dip. in Special Ed.(DCU), BL, (Univ. of London), M.Ed.(DCU), PG Cert. in Autism (Children)(DCU), M.Ed.(Autism)(Univ. of Birmingham), Diploma in Irish(NUIG), Ph.D.(DCU) (061) Early Childhood Care and Education Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL) (061) Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) Lisha O'Sullivan, B.A. Early Childhood Studies(UCC), M.A. Non-directive Play Therapy (Univ. of York)* Des Carswell, B.Sc.(UCD and Vrije Univ. Amsterdam), Masters in European Social Policy Analysis (UCD) Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed. programme Mary Moloney, Cert. in Psychology(NUIM), Diploma in Nursery Management(UCD), M.Ed. in Early Childhood Care and Education(MIC), Ph.D.(MIC) (061) (061) (061) (061) Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) (061) ICT in Education Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed. Lead. (NUIM), Grad. Dip. SEN(UL) Edward Corry, B.A. (NUIG), Higher Diploma in Education (NUIG); Higher Diploma in Systems Analysis and Design (NUIG); B.E. (NUIG); Ph.D. (NUIG) (061) (061) (061) P a g e

16 Microteaching Kathleen Horgan, B.Ed.(NUI), M.Ed.(TCD), Ph.D.(NUI) (061) School Placement Eamonn Mitchell, B.Ed., M.Ed.(UL) (061) Department of Learning, Society, and Religious Education Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI), Ed.D.(DCU) [email protected] (061) Psychology of Education Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, Ed.D.(Ed. Psych). Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) [email protected] (061) [email protected] (061) [email protected] (061) History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) Eilís O Sullivan, B.Ed., M.A.(UL), Ph.D.(UL) [email protected] (061) [email protected] (061) Co-ordinator of M.Ed in Educational Leadership and Management Margaret Nohilly, B.Ed, M.St., D.Ed (DCU) [email protected] (061) Philosophy of Education Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC), Ed.D. (Univ. Of Sheffield) Aislinn O Donnell, B.A.(TCD), M.A.(UCD), Ph.D.(Warwick) [email protected] (061) [email protected] (061) Sociology of Education 16 P a g e

17 Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) (061) (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, B.D., H.Dip. in Pastoral Studies, (Maynooth), M.A.(Fordham University) [email protected] (061) [email protected] (061) [email protected] (061) Educational Disadvantage Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) [email protected] (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL) [email protected] (061) Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL) [email protected] (061) Social, Environmental and Scientific Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI), Ed.D.(Sheffield Hallam) [email protected] (061) (Pedagogy of Geography) Eileen O Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC) [email protected] (061) (Pedagogy of History) Maeve Liston, B.Sc., Ph.D.(UL) [email protected] (061) (Science Education) Anne O Dwyer B.Sc (UL), Phd, UL (Science Education) Miriam Hamilton, B.A., Post-Grad Dip in Co-operative Learning, (TCD), M.Ed (MIC), PhD (MIC) [email protected] (061) [email protected] (Science Education) 17 P a g e

18 Development and Intercultural Education Brighid Golden B.Ed., M.Ed (Birmingham) (061) Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D.(DCU) [email protected] (061) MA in Educational Psychology Siobhán O Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD [email protected] (061) [email protected] (061) Department Administrator Josephine Frahill [email protected] (061) Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061) Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) [email protected] (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) [email protected] (061) Martina Ní Fhatharta, B.Oid., M.Oid.(UL) [email protected] (061) English Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard) [email protected] (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) [email protected] (061) Fiodhna Gardiner-Hyland B.Ed. (MIC); MA in Ed., (MIC); PhD, (Univ. of Leicester) [email protected] Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) [email protected] (061) P a g e

19 Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL) (061) John O Shea, B.Ed., M.Ed.(UL), Ph.D.(UL) [email protected] (061) Noreen O Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip. Bus. St., Grad. Dip. Mant St., Ph.D. (University of Bristol) [email protected] (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) [email protected] (061) TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC) [email protected] (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) [email protected] (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) [email protected] (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC) [email protected] (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) [email protected] (061) Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) [email protected] (061) Johanna Fitzgerald, M.A.(IOE, London) [email protected] (061) Trevor O Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC) [email protected] (061) Professional Services Staff Education Office Manager Fintan Breen [email protected] (061) Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan [email protected] [email protected] [email protected] [email protected] (061) (061) (061) (061) P a g e

20 Nora O Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen* [email protected] [email protected] [email protected] [email protected] [email protected] (061) (061) (061) (061) (061) Hellen Gallagher [email protected] (061) Sheila O'Callaghan [email protected] (061) Mairead Horan [email protected] (061) Josephine Frahill [email protected] (061) * Indicates that the Faculty Member is currently on leave 20 P a g e

21 Professional Master of Education - Semester 1: Overview Module Code Module Title Credits PME 600 LANGUAGE AND LITERACY 1 (English Language) 3.00 PME 601 MATHS EDUCATION 1 (Mathematics Education) 3.00 PME 602 CHILD DEVELOPMENT AND PEDAGOGY (Educational Methodology and Educational Psychology) 3.00 PME 603 ICT AND DIGITAL LEARNING 3.00 PME 604 CHRISTIAN & RELIGIOUS EDUCATION 3.00 PME 605 ARTS EDUCATION 1 (Drama, Music and Visual Arts)) 3.00 SCHOOLS AND SOCIETY 1 (History & Policy Of Education, Philosophy PME 606 of Education, Sociology of Education) 3.00 PME 607 RESEARCH METHODS PME 608 SCHOOL PLACEMENT P a g e

22 Professional Master of Education Semester 1 Year 1 Autumn 2015/2016 Modules 22 P a g e

23 Module PME600: Language and Literacy 1 Autumn Semester, Postgraduate Masters in Education, Year One INTRODUCTION This module will introduce students to prerequisite foundational competences for the teaching of English Language and the instructional implications arising from this theoretical knowledge for effective early language and literacy instruction. The professional English component of this module will focus on the development of the student teacher as a critical reader of high quality children s fiction and non-fiction text. LEARNING OUTCOMES On successful completion of this module, students will be able to: Describe the theoretical assumptions underpinning the process of language acquisition and development Recognise the developmental trajectory of children s oral language, reading and writing development Identify a variety of developmentally appropriate pedagogical practices for effective language and literacy instruction in the early primary years Display an appreciation of the central importance of language development in the promotion of children s learning Embrace an understanding of the integrated nature of language development Demonstrate an understanding that the role of teachers in early language and literacy instruction is both to teach basic skills and to provide rich, meaningful and engaging literacy experiences cognizant of each child's needs and the importance of balanced programs with explicit instruction and meaningful literacy tasks 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. WEEK Oral Language Reading and Writing 1 Introduction to Language Development The Reading Process 2 Characteristics and Components of Language Promoting Effective Word Identification Skills 23 P a g e

24 3 Oral Language: A Rationale Understanding Children s Emergent Writing Development 4 Oral Language: Stages of Acquisition and Development (1) 5 Oral Language: Stages of Acquisition and Development (2) 6 Oral Language: Theories of Language Acquisition The Reading Comprehension Process Effective Comprehension Instruction Promoting Children s reading Vocabulary Development 7 Oral Language: Key Pedagogies Promoting Children s Oral Reading Fluency Development 8 Developing an Oral Language Lesson The Writing Process 9 Literature and Language Development Teaching Writing Effectively: Research-Based best practice 10 Preparation for School Placement 1 Preparation for School Placement 1 ASSESSMENT Assessment in this module will take the form of Coursework. Word Count: 1,200-1,500 words. Submission Date: Week 10. Repeat assessment will be an examination based on the content of the course (100%). Four questions. All questions are worth equal marks. All questions must be answered. Student work will be examined using the following assessment criteria: Knowledge and understanding of key concepts (50%) Evidence of engagement with assigned readings (35%) Clarity and quality of presentation (15%) Marking Scheme A ; A ; B ; B ; B C C ; C ; D ; D ; F <30 All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. 24 P a g e

25 Feedback: Any student who wishes to consult a lecturer in relation to work submitted is encouraged to make an appointment with the lecturer. Office Hours: Lecturers are available by appointment to meet with students. Literacy Team: NAME OFFICE CONTACT DETAILS Dr Martin Gleeson G47, Foundation Building / [email protected] Dr Áine Cregan Dr Fiodhna Gardiner- Hyland C109, Foundation Building / [email protected] R206, Foundation Building /[email protected] Prime Texts: Byrnes, J.P.& Wasik, B.A. (2009) Language and Literacy Development: What Educators Need to Know. New York: The Guilford Press. Dickinson, D.K. and Neuman, S.B, (2011) Handbook of Early Literacy Research Volume 3. New York: The Guildford Press. Graham, S., MacArthur, C.A., and Fitzgerald, J. (Eds.) (2013). Best Practices in Writing Instruction. New York: The Guildford Press. Tracey, D.H. & Mandel Morrow, L. (2012) Lenses on Reading: An Introduction To Theories and Models (2 nd edition). New York: The Guilford Press. Troia, G.A., Shankland, R.K., and Heintz, A. (Eds.) (2010). Putting Writing Research into Practice. New York: The Guildford Press. Owens, R.E. (2012). Language Development: An Introduction. (8th Edition). New York: Pearson. Supplementary Texts: (Please Note: Mandatory readings will be assigned on a weekly basis. All readings will be available on Moodle and LAN). Indicative readings include: Bavin, E. (2009) The Cambridge Handbook of Child Language, Cambridge: Cambridge University Press. Bruce, T and Spratt, J. (2008) Essentials of Literacy from 0-7, London: Sage Publications, Ltd. Cremin, T. (2011) Why Teachers Who Read Make Good Teachers of Reading, UKLA. Gambrell, L., Mandel-Morrow,L. and Pressley, M. eds. (2011) Best Practices in Literacy Instruction. (4 th. ed.), New York: Guilford Press. 25 P a g e

26 Graham, S., MacArthur, C.A., and Fitzgerald, J. (Eds.) (2013). Best Practices in Writing Instruction. New York: The Guildford Press. Hampton, S. and Resnick, L.B. (2009). Reading and Writing with Understanding. Washington, USA: International Reading Association. Harris, K.R., Graham S., Mason, L.H. and Friedlander, B. (2008). Powerful Writing Strategies for All Students. New York: Brookes Publishing Honig, A.S. (2007) Oral Language Development, Early Child Development and Care, 117(6-7), Huck, C.S., Kiefer, B., Hepler, S. and Hickman, J. (2003) Children s Literature in the Elementary School, 8th ed., New York: McGraw Hill. MacRory, G. (2001) Language Development: What do Early Years Practitioners need to know? Early Years, 21(1), Soderman, A.K. and Farrell, P. (2008) Creating Literacy-Rich Preschools and Kindergartens, United States: Pearson Education, Inc. White, H. (2005) Developing literacy skills in the early years: a practical guide, London: PCP/Sage Publications. 26 P a g e

27 PME 601 Mathematics Education 1: Introduction to Mathematics and its Teaching Autumn Semester, Professional Master of Education, Semester 1 Year 1 INTRODUCTION: This module will provide a foundation for subsequent mathematics pedagogy courses as it facilitates reflection on personal experiences of mathematics (as learners). Importantly it challenges beliefs and attitudes in relation to mathematics teaching and learning. Opportunities will also be given to students to examine the development of number and algebra concepts across the primary school curriculum. A developmental approach to the teaching of the Number and Algebra strands across the primary school curriculum will be presented focusing on issues such as developmentally-appropriate teaching strategies, children s levels of readiness, appropriate use of manipulatives and technology as well as addressing pupil responses to these concepts. The module will also place emphasis on the students own mathematical content knowledge in relation to number and algebra. LEARNING OUTCOMES: On successful completion of this module, students will be able to: Reflect on previous mathematics experiences, to address misconceptions or thin understanding. Develop personal understanding and confidence levels in relation to number and algebra concepts Apply knowledge and understanding of number in real-world situations Demonstrate an understanding of connections within number and between number and other strands. Develop personal experiences as learners of engaging in constructivist approaches to mathematics Recognise and develop an appreciation of the benefits of engaging in problem posing and problem solving and creating alternative solutions for a problem/procedure Explore and develop the teaching progressions for primary level number concepts/procedures and demonstrate suitable model and manipulative usage to support children s understanding. Participate in sessions to experience best practice in mathematics teaching i.e. constructivist approach, use of materials etc. 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. WEEK CONTENT 1 Introduction Early mathematics activities 2 Early number concepts 3 Supporting mathematics teaching using technology Place value concepts 4 Teaching operations : Addition and subtraction 5 Teaching operations : Multiplication and division 6 Rational numbers: Fractions 27 P a g e

28 7 Rational numbers: Decimals and percentages 8 Algebra: Patterns and equality 9 Algebra: Functions 10 Algebra: Variables and conjectures Overview of the course School placement preparation FEEDBACK: Students are invited to ask questions in relation to the course from lecturers before/after sessions or during posted office hours. MODULE ASSESSMENT: The examination which is worth 100% of the course mark will take place during examination week by means of an objective test (OT). This examination is not negatively marked. Students must answer all questions in the exam. Questions will be set from lecture material/notes, available handouts, lecture-based activities, and required readings from the Van De Walle textbook in addition to other readings identified during the lecture sessions. In the event that a student fails the module, the repeat assessment procedure for the module is examination (worth 100%). In the repeat examination, students must answer four essay-type questions from a choice of four (4Q/4). Attendance and participation in lectures is a requirement of the course. Attendance is required due to the emphasis on hands-on laboratory experiences when working with measurement instruments and manipulatives. Attendance will be recorded weekly. notification of absences is not accepted. 10% of marks in the module will be deducted for poor attendance. Absence due to illness: If you receive a cert from a doctor outside the college medical centre, a copy of the doctor certificate must be handed to the relevant lecturer prior to the lecture the week following the absence. If you receive a cert from the college medical centre, you must still inform the lecturer prior to the lecture following the absence. The cert will be sent directly to the lecturers at the end of semester. Otherwise you will be marked absent. Please do not send s in relation to doctor certificates. Absences due to sports: Absences due to sports are only accepted in the case where the student is representing the college in a competition. Documentary evidence of this will be required. Absences for training are not permitted. You must still inform the lecturer prior to the lecture session following the absence. Please do not send s in relation to matches. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. The following are grade descriptors: Grade A Descriptor Excellent A comprehensive, focused and concise response to the assessment items, consistently demonstrating an extensive and detailed knowledge of the mathematics content 28 P a g e

29 B C D F an extensive and detailed knowledge of the mathematics pedagogy an extensive and detailed knowledge of childrens potential misconceptions and errors extensive evidence of application of knowledge from required course readings Very Good A thorough and well organised response to the assessment items, demonstrating a broad knowledge of the mathematics content a broad knowledge of the mathematics pedagogy a broad knowledge of childrens potential misconceptions and errors substantial evidence of application of knowledge from required course readings Good An adequate and competent response to the assessment items, demonstrating adequate but not complete knowledge of the mathematics content adequate but not complete knowledge of the mathematics pedagogy gaps and misconceptions relating to some important mathematics content and/or pedagogical knowledge adequate knowledge of childrens potential misconceptions and errors some evidence of application of knowledge from required course readings Satisfactory An acceptable response to the assessment items with basic grasp of the mathematics content knowledge, somewhat lacking in breadth and depth basic grasp of the mathematics pedagogy, somewhat lacking in breadth and depth gaps and misconceptions relating to some important mathematics content and/or pedagogical knowledge basic knowledge of childrens potential misconceptions and errors minimal evidence of application of knowledge from required course readings Unacceptable A response to the assessment items which is unacceptable, with a failure to demonstrate adequate knowledge of the mathematics content a failure to demonstrate adequate knowledge of the mathematics pedagogy a failure to demonstrate basic knowledge of childrens potential misconceptions and errors no evidence of application of knowledge from required course readings STAFF: Name Title Office Hour/s Office Telephone Dr Aisling Leavy Lecturer in Mathematics Education 11:30-12:30 Monday R124 Foundation Building [email protected] Dr Mairéad Hourigan Lecturer in Mathematics Education 11:30-12:30 Monday R123 Foundation Building [email protected] READING LIST: 29 P a g e

30 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. A number of articles from practitioner journals will be identified over the course of the semester. These will be mandatory reading. Full details will be provided on the weekly relevant outline notes. For this and subsequent mathematics education courses, there is one required core text which will support and extend your learning of the various mathematics concepts addressed in lectures. Required readings from the Van De Walle textbook will be assigned by the lecturer at the relevant lecture and/or listed in the relevant lecture notes. This text is available in the 4 hour loan and general lending sections of the library and may be purchased from O Mahoney s, the student s union bookshop or a variety of online sources ( and Please ensure you are sourcing the correct edition. If you are using an older edition or a US 9rather than International) edition it is your responsibility to ensure that you read the necessary chapters. Required text: Van De Walle J. (2013). Elementary and Middle School Mathematics: Teaching Developmentally. Pearson International Edition. 8 th edition. Boston: Pearson /Allyn and Bacon. Government of Ireland (1999). Mathematics: Primary School Curriculum. The Stationery Office. Personal copy of curriculum handbook (also available from library). Government of Ireland (1999). Mathematics: Teacher Guidelines. The Stationery Office. Personal copy of curriculum handbook (also available from library) p 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. Developing Early Number Concepts and Number Sense Van De Walle, J. (2013). Chapter 8. [Pages ] Developing Meanings for the Operations Van De Walle, J. (2013). Chapter 9. [Pages ] Helping Children Master the Basic Facts Van De Walle, J. (2013). Chapter 10. [Pages ] Developing Whole-Number Place- Value Concepts Developing Strategies for Whole Number Computation Van De Walle, J. (2013). Chapter 11. [Pages ] Van De Walle, J. (2013). Chapter 12 & 13. [Pages ] Developing Fraction Concepts Van De Walle, J. (2013). Chapter 15. Developing Strategies for Fraction Van De Walle, J. (2013). Chapter P a g e

31 Computation Developing Concepts of Decimals & Percents Van De Walle, J. (2013). Chapter 17. [Pages ] Algebraic Thinking Van De Walle, J. (2013). Chapter 14. Other readings and reference may be suggested by individual lecturers for the purpose of informing your teaching practice preparation and for general reading around topics. Readings in relation to Algebra are: McMahon, A., Leavy, A. & M. Hourigan (2011). Varying Your Approaches to Teaching Variables. Intouch, 124, Leavy, A.M., Hourigan, M. & McMahon, A. (2011). Getting the Balance Right: The Equals sign. Intouch, 123, Hourigan, M., Leavy, A. & McMahon, A. (2011). Having Fun with Functions, Intouch, 122, Hourigan, M., McMahon, A. & Leavy, A. (2011). Let infants knowledge of pattern grow. Intouch, 121, 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 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. URL: Access Key: Moodle.mic.ul.ie polya 31 P a g e

32 PME 602: Child Development and Pedagogy (Developmental Psychology & Educational Methodology) INTRODUCTORY STATEMENT: Child Development and Pedagogy' is an integrated module between Developmental Psychology and Educational Methodology, aiming to challenge graduates previous experiences of learning and conceptions of teaching. This module aims to examine and develop student teachers understanding of children and their 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 critically examine theories of learning and development and reflect on the role of the teacher in understanding and promoting positive child development and learning. In preparation for the analysis of classroom practice and engagement in teaching practice, a range of core Educational Methodology issues of effective teaching will be explored and evaluated including, classroom and behaviour management approaches, questioning, learning styles, collaborative learning, assessment and short-term planning in middle classes. This module aims to provide students with a foundation for observing, examining and analysing future classroom practice and for creating appropriate learning experiences for pupils, based on their knowledge of learning, development and effective teaching methodologies. Throughout this module, there will be an emphasis on developing students reflective practices, evaluative and critical thinking skills and in connecting theory and practice. Title: Child Development and Pedagogy: Developmental Psychology & Educational Methodology Year: 1, Semester 1. Programme(s): Professional Master of Education (Primary Teaching) LEARNING OUTCOMES: On successful completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Understand children s development from early childhood to early adolescence across the domains of cognitive, emotional and social development Examine the link between theoretical principles of child development and learning and their practical application in the classroom Compare and contrast theories of learning and development and their application to key educational methodology issues Critically analyse and reflect upon aspects of effective teaching and learning Reflect upon previous experiences as learners and discuss its potential impact on developing conceptions of teaching 32 P a g e

33 Affective: Attitude and Values Explore and evaluate key education methodology issues of effective teaching including classroom and behaviour management approaches, questioning, learning styles, collaborative learning, assessment and short-term planning in middle classes. Relate understanding of child development to previous experiences Reflect on how theories of child development and learning will impact on future classroom practice and on the development of positive relationships with children and families Appreciate the central role of the teacher in supporting children s cognitive, social and emotional development MODULE CONTENT/SYLLABUS: Child Development and Pedagogy' is an integrated module between Developmental Psychology and Educational Methodology, aiming to challenge graduates previous experiences of learning and conceptions of teaching. Developmental Psychology will explore the cognitive, social and emotional development of children from early childhood to early adolescence; examine, reflect on and critically evaluate theories of learning and development; development of brain and cognition; attachment theory, the impact of the environment on development; an understanding of how child development is researched and understood and the role of the teacher in promoting positive development. Educational Methodology will review previous learning experiences and explore core concepts of effective teaching including classroom and behaviour management approaches, questioning, learning styles, collaborative learning, assessment and short-term planning in middle classes. Analysis of effective teaching and learning strategies will be conducted using videos, academic readings, problem-based learning techniques and modelling of active teaching methodologies. There will be an emphasis on the development of students reflective practices, evaluative and critical thinking skills, in connecting theory and practice and in using academic sources to inform thinking and practice. DEVELOPMENTAL PSYCHOLOGY WEEK TITLE/CONTENT/AREAS 1 Introductory Lecture: History, Theory, Research & Strategies in Child Development & Developmental Psychology. 2 Developmental Theories: Behavioural Learning Theories 3 Developmental Theories: Piaget s Theory of Cognitive Development 4 Developmental Theories: Vygotsky s Socio-Cultural Theory 5 Review, Critique & Application of Theories to Practice: Birth, Infancy and Toddlerhood 6 Review, Critique & Application of Theories to Practice: Early Childhood 7 Review, Critique & Application of Theories to Practice: Middle Childhood 8 Emotional & Social Development in Early Childhood & Middle Childhood 9 Review of Key Theoretical & Developmental Principles 33 P a g e

34 10 Presentations & Peer Review MODULE ASSESSMENT: 20 Minute Group Presentation, with group and individual grade components: Compare and contrast two theories of learning and development. Critically evaluate the application of these theories to key Education Methodology issues (e.g. classroom and behaviour management approaches, questioning, learning styles, collaborative learning, assessment). Reflect on the application of your own learning in planning for the upcoming Teaching Practice Placement. Submit two copies of accompanying resources on the day of the Presentation, including PowerPoint presentation, related hand-outs and a reference list, including a minimum of 8 up-to-date references. Note: A maximum number of four students per group. A Group Grade (80%) will be assigned based on the first five assessment guidelines, as outlined overleaf. An individual grade (20%) will be awarded for linguistic conventions and presentation skills, outlined in criteria number 6 overleaf. Presentations will take place during week 10 and students will have the opportunity to engage in peer-observation. Assessment Criteria 1. Understanding of the task and key concepts/issues involved: An ability to clearly outline and rationalize the philosophy behind two chosen theories of learning and development. Discusses application to key educational methodology issues, as introduced throughout the semester and highlights application and relevance to their upcoming School Placement. 2. Depth of analysis and/or critique in response to the task: A critical perspective and analysis is evident. The group provides an oral reflective rationale for choice of theories and related education methodology issues. The oral rationale reflects an analytical evaluation of learning theories, related teaching strategies and classroom environment and an ability to compare and contrast theories in light of relevant literature and practice. There is evidence of a developing philosophical approach, in analyzing conceptions of teaching and learning. 3. Appropriate use of professional and/or research literature to support presentation: Quality up-to-date academic sources are used to support and inform the presentation (Minimum of 8) including academic books, journal articles and appropriate online resources. 34 P a g e

35 4. Structure and Organization of the Presentation: The presentation is structured and organised coherently. The presentation is interactive, motivating and engages the peer audience. It clearly demonstrates two theories of learning and development and their application to education methodology issues. Two copies of the PowerPoint presentations, resources and the reference list are submitted to examiners on the day of the presentation. PowerPoint slides are structured clearly, using visuals, keywords and including an adequate amount of text information to support the Presentation. 5. Presentation according to appropriate academic conventions: The presentation demonstrates clarity, consistency and appropriateness of conventions for quoting and paraphrasing, attributing sources of information and accompanying resources and citing relevant texts according to the Harvard referencing system. 6. Presentation according to appropriate linguistic conventions and presentation skills (individual grade): The individual student s oral language skills are of a high standard. He/she presents information confidently, fluently and without hesitations, using appropriate intonation, specialized educational and research-related vocabulary and questioning. There is not an over-reliance on cue cards. Repeat Assessment The repeat assessment for the module is 100% essay ( words, excluding references). Essay Title: Compare and contrast two theories of learning and development. Critically evaluate their application to key education methodology issues, as introduced during the semester (e.g. classroom and behaviour management approaches, questioning, learning styles, collaborative learning and assessment). Reflect on the application of your own learning in informing your School Placement. Lecture Attendance and Participation 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 handson practical experiences in working through the module. Students displaying poor attendance can be deducted up to 10% of marks. FEEDBACK: Feedback will be given to each group of students following their presentations, based on the assessment criteria. Individual feedback may be available upon request. STAFF: Name Title Office Office Hour/s Telephone 35 P a g e

36 Dr. Suzanne Parkinson Lecturer, Psychology of Education, Department of Learning, Society and Religious Education Room: SG12 Please to arrange appointment Ciaran Sheehan Lecturer, Educational Methodology, Department of Reflective Pedagogy and Early Childhood Studies Please to arrange appointment READING LIST: You are advised to take detailed notes during all lectures. Some lecture notes will be available to students via Moodle: URL: Moodle.mic.ul.ie Course Name: Child Development and Pedagogy PME 602 Access Key: Readings are aligned with course topics, supplement the course content and provide background on topics covered. Readings are aligned with course topics, supplement the course content and provide background on topics covered. REQUIRED READING DEVELOPMENTAL PSYCHOLOGY Chapter 2: Theory and Research in Child Development in: Woolfolk, A. and Perry, N.E. (2012). Child and Adolescent Development. New Jersey: Pearson Education. Blake, B. & Pope, T. (2008). Developmental Psychology: Incorporating Piaget s and Vygotsky s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, 1(1), (This journal article will be posted on your Moodle page). 36 P a g e

37 Students will be assigned additional readings and preparatory work throughout the semester. It is essential that this material is studied prior to class. REQUIRED READING EDUCATIONAL METHODOLOGY Cowley, S. (2010). Getting the buggers to behave (4 th Ed.). London: Continuum, parts 1-4. Cremin, T. and Arthur, J. (2014). Learning to Teach in the Primary School (3 rd Ed.), London and New York: Routledge, sections 2,3,5. Kyriacou, C. (2007) Essential Teaching Skills (3rd ed). Cheltenham: Stanley Thornes, chapters 1,2, 4,6,7. Again, students will be assigned additional readings and preparatory work throughout the semester. It is essential that this material is studied prior to class. ADDITIONAL RECOMMENDED PROFESSIONAL RESOURCES Effective teachers use high quality resources to stay current with research into Educational Methodology and Developmental Psychology. Effective teachers also use quality resources to aid them in the instructional decisions they make. These resources will support your understanding over the module, and inform your work for the assessment. Additional Books Arends, R. (2007). Learning to Teach (7th Ed), NY: McGraw Hill. Berk, L. (2013). Child development (9th Ed), London: Pearson Education. Boyd, D. & Bee, H. (2012). The Developing Child (13th Ed), New Jersey: Pearson. Kyriacou, C. (2009). Effective Teaching in Schools Theory and Practice (3rd ed). Nelson Thomas. Moyles, J., Georgeson, J. and Payler, J. (2011). Beginning Teaching, Beginning Learning: In Early Years and Primary Education (4 th ed). Open University Press and New York: Mcgraw Hill, part 2. Polard, A. (2014). Reflective teaching in Schools (4 th ed). Bloomsbury: London. Santrock, J. W. (2011). Child development: An introduction (13th Ed). New York: McGraw-Hill. Scrivener, J. (2005). Learning Teaching. Oxford: Macmillan Education. Additional Journal Articles Brown, M. C., McNeil, N. M. and Glenberg, A. M. (2009). Using Concreteness in Education: Real Problems, Potential Solutions. Child Development Perspectives, 3(3), Hyslop-Margison, E. J. and Strobel, J. (2007): Constructivism and Education: Misunderstandings and Pedagogical Implications. The Teacher Educator, 43(1), Van de Pol, J., Volman, M., and Beishuizen, J. (2010). Scaffolding in Teacher Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), P a g e

38 Module PME 603 ICT/Digital Learning Autumn Semester, INTRODUCTION: This module will explore a range of digital tools, resources and pedagogies that can be used to support and enhance teaching and learning across the curriculum. Specific areas of exploration include foundational ICT skills for teacher organisation; multimedia authoring skills; multimedia integration into teaching and learning; software evaluation; online tools for research, communication, productivity and e-learning; computer programming to support analytical thinking; digital storytelling; technological advances in educational tools; and developing an educational presence online. LEARNING OUTCOMES: On successful completion of this module, students will be able to: Examine a range of pedagogical issues, methodologies and approaches prevalent to effective ICT integration through facilitated discussion; experiential learning, problem solving, simulation and case study analysis. Display an ability to use digital tools, resources and teaching approaches in an integrated and seamless way to support effective teaching and learning. Evaluate the educational impact of a variety of tools, resources and approaches for ICT integration. Develop a critical awareness of the expanding role of technology in education. Synthesise key issues related to digital learning and its impact on classroom pedagogy classroom organisation/management, learning styles, communication, collaborative learning and assessment. Value the potential of educationally appropriate digital resources and support materials to enhance teaching and learning. MODULE CONTENT: The following areas will be addressed over the duration of the course. WEEK TITLE/CONTENT/AREAS 1 ICT Rationale ICT in Education 2 Tablets in the Classroom 3 Educational Software 4 Interactive Whiteboards 5 Online Resources and Activities 6 Building a Digital Presence 7 Cloud Computing in Primary Education 8 Introduction to Constructionism 9 Online Creativity Tools for Children and Teachers 10 Digital Storytelling in the Classroom 38 P a g e

39 NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated. FEEDBACK: Group clarification/feedback is available to all students on an on-going basis throughout the semester where relevant. Individual clarification/feedback is available by appointment. ASSESSMENT: Assessment Components Percentage Allocated ICT/Digital Learning Coursework 100% This module will be assessed through end of semester coursework (multimedia document). Students will choose a topic from a strand unit in any area of the Primary School Curriculum and present a multimedia document (using PowerPoint or other similar multimedia presentation program) showcasing two ICT resources or applications that they would use to support teaching and learning in the chosen topic. Students can choose any two of the following five ICT resources or applications: (i) An ICT resource or application that would be suitable for use with the whole class using the Interactive Whiteboard. (ii) An interactive game or activity, or an ipad app. that would help children practice and consolidate their understanding of the subject matter. (iii) An online Internet-based tool or ipad app. which children could use to write a story or a report, or to undertake a project using multimedia, or to create a website or blog which would be related to the subject matter. (iv) A website that would help children gain a deeper understanding of the subject matter. (v) A context where Claymation or Lego could be utilised by the children to explore and extend their understanding of the subject matter. Students are required to provide the following information in their multimedia document: Curricular Area, Class Level, Strand and Strand Unit from which Topic was chosen. Documentation on each of the chosen applications should include: Name of application or resource used and a brief description (10%). The URL of any application or resource used (if it is Internet-based). Critical evaluation for each of their two selections (20% - approx words for each). In-depth description of how each selected resource or application would be used (20% - approx words for each). 39 P a g e

40 Description of non-ict activity that would work well in harmony with each selected ICT resource or application. (10% - approx words for each). Use of Multimedia - screenshots, shapes, clipart or other multimedia to illustrate aspects of selected resources/applications (5%). Use of Presentation Tool/Features (5%). Creativity and imagination (10%). Overall coherence of presentation (10%). In addition, the final slide of the submitted presentation should include a self-made classroom resource appropriate to teaching and learning of the chosen topic (10%). Students will be required to identify the tool that they used, and briefly explain how the use of the resource would be integrated into teaching and learning of their chosen topic. The assignments must make reference to key readings/support materials throughout. Attendance and participation in lectures is a requirement of the course. (10% may be deducted for poor attendance at lectures) REPEAT ASSESSMENT: Coursework (similar to above) STAFF: Name Title Contact Office Telephone Brendan Barry Lecturer in ICT/Digital Learning By appointment L Rory McGann Lecturer in ICT/Digital Learning By appointment R rory.mcgann@ mic.ul.ie Dr. Edward Corry Lecturer in ICT/Digital Learning By appointment R edward.corry@ mic.ul.ie READING LIST: 1. Beauchamp, G. (2012). ICT in the Primary School: From Pedagogy to Practice. New York: Routledge. 2. DES (2008). ICT in Schools Inspectorate Evaluation Studies. Dublin: DES. 3. National Council for Curriculum and Assessment (2003). ICT in the Primary School Curriculum: Guidelines for Teachers. Dublin: NCCA. 4. Roblyer, M.D. & Doering A.H. (2013). Integrating Educational Technology into Teaching Sixth Edition. Boston: Allyn and Bacon. 5. Wheeler, S. (Ed.) (2005) Transforming Primary ICT. Exeter. Learning Matters. 40 P a g e

41 Module PME 604: Christian Religious Education Autumn Semester, Professional Master of Education, Semester 1 Year 1 This module in Christian Religious Education is designed to prepare students to teach in Christian primary schools. An overview of the nature and purpose of Religious Education at both a national and international context is provided. Students will evaluate the principles of religious teaching and learning. Students are facilitated to understand and critique various theories and teaching methodologies in relation to Christian Religious Education where the learner is formed in, learns from and about, the life, death and resurrection of Jesus Christ and the Christian community. Students will evaluate catechetical programmes used in Christian Schools as ways of fostering the spiritual, moral, religious and social dimension of the child as well as comprehensive knowledge of the processes involved in Religious Education planning and evaluation. The faith development of the child at the heart of Religious Education will be explored. Students will be introduced to sacred rites, rituals and texts within the Christian tradition and will explore appropriate methodologies for the preparation of children for the Sacraments within Catholic Schools. Strategies for revising, improving and updating a Mission Statement and Religious Education policy based on school ethos will be explored. LEARNING OUTCOMES: On completion of this module, students will be able to: Demonstrate an understanding of the nature and purpose of Religious Education in contemporary Ireland Identify and critique a variety of approaches and methodologies which foster an approach to teaching and learning in, from and about religion Extrapolate from official Church documents key foundational principles on catechesis Synthesise an in-depth study of contemporary methodologies and programmes in Christian Religious Education Demonstrate a comprehensive knowledge of the processes involved in Religious Education planning and evaluation Display communication and facilitation skills for a variety of Christian rituals in the classroom and the school and parish community to develop children s ability to partake in community worship in the Christian tradition Critically evaluate a range of teaching and learning strategies appropriate to the primary classroom which acknowledge and promote respect for a range of religious and non-religious beliefs and values Value and develop a reflective and critical appreciation of Religious Education at local, national and international levels Devise strategies for revising, improving and updating a Mission Statement and Religious Education policy for a school based on its ethos Balance a critical approach to confessional and non-confessional styles of Religious Education Appreciate the place of the faith development of the child at the heart of Christian Religious Education Respect, value and support children in developing their Christian spirituality in a secure environment while raising awareness of human rights, justice, ethics and equality in the Christian tradition and society Recognise the importance of prayer in the spiritual formation of children within the Christian faith tradition Develop and convey clear and logical arguments for Religious Education in Irish Society 41 P a g e

42 MODULE CONTENT*: Weeks Lecture 1 Lecture 2 Week 1 Introduction to Christian Religious Education Introduction to Christian Religious Education Week 2 Religious Education in the Irish Context- History and Development The Contemporary Context for Religious Education in Ireland Week 3 Approaches to Religious Education Understanding Religious Education Week 4 Introduction to the Catholic Preschool and Primary Religious Education Curriculum for Ireland The Catholic Preschool and Primary Religious Education Curriculum for Ireland Week 5 The Pedagogical Approach of the Grow in Love series The Alive- O Programme - Middle classes Week 6 Lesson Planning in Religious Education ICT and Religious Education Research in Religious Education Week7 Share the Good News critique of key documents in Irish Catholic Education Follow Me Church of Ireland programme (Review of module to date) Week8 Bank Holiday Inclusion in Catholic Schools Week 9 Liturgy, Prayer and Sacraments Principles for Effective Teaching and Learning in Religious Education in Catholic schools Week 10 Contemporary Issues and Debates in Religious Education Assessment in Religious Education *This outline may be subject to change. MODULE ASSESSMENT: Coursework (to be submitted to the Education Office and uploaded on Moodle, date will be given in week 1). (10% may be deducted for poor attendance at lectures) This module will be assessed through one piece of course work that will be research driven, critically reflective, and classroom based. Students will be asked to: (a) Critically evaluate the implications of the recommendations from the recent Report on Patronage and Pluralism in the Primary Sector for Religious Education in a Catholic Primary School. (b) Reflect on the principles of Religious Education in a Catholic school. Providing an exemplar, explore how these principles are applied in the praxis of religious education. 42 P a g e

43 Students will be encouraged to engage with their processes of thinking and engagement with the educational ideas/dilemmas/texts presented in the assignment. An evolution and progression of ideas should be evident in the assignment. Students are expected to provide a clear understanding of Religious Education within the Christian tradition both nationally and internationally. The main requirements for the assignment are: 1. Relevant and precise treatment of the subject matter, showing a comprehensive and indepth understanding of key issues and debates. 2. Evidence of considerable reading, and good critical reasoning. 3. Critical reflection on education ideas which relate to students life experience, particularly their educational experience. 4. Essay be well structured and will display a critical awareness of contemporary research in Religious Education and education in a catholic perspective. Grade A1 A2 B1 B2 B3 C1 C2 C3 D1 - D2 F Marking Criteria Excellence shown in: interpreting the question; grasping and analysing the material critically; developing the argument and points made; organising and structuring the material; clarity and appropriate use of readings. Evidence of a critical mind at work capable of original/independent thought. Comprehensiveness shown with regard to the above points. Clearly superior work. Very good regarding many of the above points but some important aspect(s) missing e.g. content affected by structure, needing more clarity. Good with regard to the above points. Research/reading was adequate but not extensive and there was room for more analysis as well as greater evidence of critical skills. Only minor grammatical/format and presentation errors. Acceptable. Minimal research. Argument not as clear or well-developed as it could have been. Insufficient evidence of reflection and/or understanding of key issues. Possibly poor presentation of the work. Limited application/integration, clarity or cohesion. Fails to demonstrate a satisfactory grasp of relevant basic material; inadequate argument. Does not express ideas clearly. Excessive dependency on undigested material from other sources. Serious grammatical and style errors. Very weak; completely inadequate sentence construction/fluency; hardly any understanding of the subject; no argument; no evidence of serious attempt to engage with basic material. REPEAT ASSESSMENT: Coursework (similar to above) 43 P a g e

44 All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: General feedback will be given in lecture groups. Assignments will not be returned to students. STAFF: Name Title Office Office Hour/s Telephone Dr Fiona Dineen Assistant Lecturer, Religious Education for an appointment READING LIST: Primary Texts: 1. Groome, T.H. (2011) Will There be Faith? 1st Edition, New York: Harper One. 2. Hession, A., (2015) Catholic Primary Religious Education in a Pluralist Environment, Dublin: Veritas. 3. Hyland, M., Series Editor.( ) The Alive-O Programme, Dublin: Veritas. 4. Irish Episcopal Conference (2015) Catholic Preschool and Primary Religious Education Curriculum for Ireland, Dublin: Veritas. 5. Lane, D. (2013) Religion and Education: Re-Imagining the Relationship, Dublin: Veritas 6. Mahon, E., & O Connell, D., (2015) Grow in Love Teacher s Book Junior & Senior Infants, Dublin: Veritas. 7. Tuohy, D. (2013) Denominational Education and Policy: Ireland in a European Context, Dublin: Veritas. Supplementary Texts 1. Duffy, E., (ed.)(2012) Catholic Primary School: Facing New Challenges, Dublin: The Columba Press 2. Franchi, L. (2007) An Anthology of Catholic Teaching on Education, London: Specter. 3. Franchi, L. and Mc Kinney, S. (2011) A Companion to Catholic Education, Herefordshire: Gracewing. 4. Grenham, T. and Kieran, P. (eds), (2012) New Educational Horizons in Contemporary Ireland: Trends and Challenges, Frankfurt: Peter Lang. 5. Irish Bishops Conerence. (2010) Share the Good News: National Directory for Catechesis, Dublin: Veritas. 6. Norman, J. (2003) Ethos and Education in Ireland, New York: Lang. 7. Nye, R. (2009) Children s Spirituality: what it is and why it matters, London: Church House Publishing. 8. John Paul II. (1994) Catechism of the Catholic Church, Dublin: Veritas. 9. Kieran, P. & Hession, A.(2005) Children, Catholicism & Religious Education, Dublin: Veritas. 10. Topley, R. and Byrne, G. (2004) Nurturing Children s Religious Imagination: The Challenge of Primary Religious Education Today, Dublin: Veritas. 11. Speroni, C. (2005) Teaching other Faiths in the Catholic Primary School, Farmington: Farmington Fellowship. 12. Wilkinson, J. Series Editor. (2010) Follow me, Dublin. 44 P a g e

45 MOODLE SITE: PME605 Enrolment Key: PME12015 Module EDU605: Arts Education 1 Autumn Semester, Professional Master of Education (Primary Teaching), Semester 1, Year 1 This module will advance students understanding of artistic forms, genres, and processes in drama, visual art and music. This is the introductory core arts education module, which provides a series of practical and theoretical engagements across the disciplines in arts education. Students will have the opportunity to explore the processes of making, performing and responding across the arts. Students will become familiar with the appropriate artistic language, literacies, elements and terminology of arts education. Opportunities to critically evaluate arts education theory, processes and practice and to explore research methodologies and techniques unique to the pedagogy of drama, music and visual art will be available to students. 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. WEEK TITLE/CONTENT/AREAS 1 Introduction to music, drama and visual art education 2-9 Visual Art (Focusing on the stands Drawing, Fabric and Fibre and Construction) Music (Performing, Listening, Music Literacy, Song-singing) Drama (bodies and space, role and character, creating, performing and responding to small group and ensemble dramatic work derived from poems and play excerpts, hot seating/teacher in role) 10 Conclusion of module and submission of assessment NB: For logistical reasons you are requested to attend lectures only at the time and in the group indicated. LEARNING OUTCOMES: On completion of this module, students will be able to: Evaluate the broad principles and practices that underpin arts education, particularly in terms of their importance for teacher identity. Formulate a personal philosophy around the teaching of the arts as part of the reflective process of becoming a teacher. Critique the location of the arts within the Irish Primary School curriculum and within the culture of Irish school and society Value the processes of making, performing and responding to the arts. Construct a personal rational for the arts, which acknowledges their social and collaborative form and their artist and educational functions. Participate in and engage a range of skills and techniques central to arts education. Demonstrate satisfactory competence in engaging with arts education practices and techniques. MODULE ASSESSMENT: ESSAY (100%) Word Count: 1,800 2,200 words. Essay Title: Articulate a personal rationale for arts education. Refer to the social and collaborative nature of the arts as well as to their artistic and educational functions. Refer also to your workshop experiences and to relevant readings. Consider how your personal rationale for arts education relates to the arts education curriculum 45 P a g e

46 and to recent policy and other initiatives in arts education. Students must provide a rationale for the inclusion of visual/musical documentation in their essay. Regarding the assignment please adhere to the following: The assignment must be typed and submitted with the appropriate AEPE cover sheet. The assignment must be submitted through Turnitin prior to submission. The assignment must be submitted in hard copy format to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% will be deducted for late submission of coursework. Because of the practical and experiential nature of the classes provided as part of module EDU605 attendance at all classes is compulsory. Under academic regulations, 10% of your grade may be deducted for inadequate attendance and participation. ASSESSMENT CRITERIA 1. Articulation of a personal philosophy for arts education with references to relevant readings to support claims in the writing Articulation of a personal philosophy for arts education References to relevant readings to support claims in the writing Reference to arts education workshop experiences 2. Critical engagement and understanding of policy documents, Understanding of the literature, initiatives and policy documents the curriculum and other initiatives References to relevant readings to relating to arts education support claims in the writing Applicable connections between texts 3. Presentation, Structure and Clarity Control of the writing conventions* Use of language Rationale for inclusion of election of appropriate arts material (hyperlinks of visual and musical documentation). Repeat assessment The repeat assessment procedure for the module will require the completion of coursework to be submitted in August Feedback Feedback will be provided at designated times subject to requirement. 46 P a g e

47 STAFF: Name Title Office Office Telephone Office Hour/s Dr Gwen Moore Module Coordinator & Lecturer in Music Education By appointment C Dr Dorothy Morrissey Lecturer in Drama Education By appointment SG ul.ie Anne- Marie Morrin Lecturer in Visual Art Education By appointmen t L Annemarie.morrin@mic. ul.ie Tanya Power Lecturer in Visual Art Education By appointmen t G [email protected] Niall Quinn Technician in Visual Art By appointmen t G [email protected] 47 P a g e

48 READING LIST: The prime and supplementary texts for this module and suggested readings to guide students in developing their understanding of arts education are available in the four-hour loan section of the library. Core Readings: Government of Ireland (1999) Primary School Curriculum & Teacher Guidelines: Drama, Music, Visual Art, Stationary Office, Dublin. Mills, J. (2005) Music in the School, 2 nd Edition. Oxford: O.U.P Baldwin, P. (2004) With Drama in Mind: Real learning in the Imagined Worlds. UK: Network Educational Press Lt Hickman, R. (2005) Why we Make Art and Why it is Taught, Bristol: Intellect Books. Supplementary Readings: Winston, J. and Tandy, M. (2008) Beginning Drama rd Ed. London: David Fulton Publishers. Young, S and Glover, J. (1998) Music in the Early Years. London; Falmer Press. Edwards, B. (2004) Colour: A course in Mastering the Art of Mixing Colours. New York: Tarcher/Penguin Books. Policy Documents: Points of Alignment (2006) The Report of the Special Committee on the Arts and Education (2006) n_and_education/arts_education_en_08.pdf Creativity and the Arts in the Primary School (2009) Discussion Document and Proceedings of the Consultative Conference on Education Arts in Education Charter (2012) Department of Arts, Heritage and the Gaeltacht and Department of Education and Skills. Charter.pdf Additional readings may be recommended and suggested by individual lecturers over the course of the semester. Lecturers may also recommend gallery, museum, theatre and musical recitals and performances as they occur during the semster, as well as other cultural and artistic events. 48 P a g e

49 PME 606: Schools and Society 1 Autumn Semester This module addresses topics and debates within three foundation disciplines: History and Policy of Education, Philosophy of Education and Sociology of Education. This module will provide graduate student teachers with opportunities for critical engagement with a range of issues upon which they can build throughout their professional career, ensuring that they are competent and informed to meet the challenges of teaching in an increasingly diverse primary classroom. The key concepts underlying the thematic approach within this module range from the question of identity, including teacher identity, historical societal change and relationships within education. Topics include identity, care, equity, equality, well-being, freedom and authority. These will be explored through a variety of methodologies such as lectures, on-line learning, film and video, images, and independent learning. The foundation disciplines will play a central role in the development of the core values and professional commitments which are in accordance with the Teaching Council s Code of Professional Conduct for Teachers, especially in relation to ethics, democracy and social justice. Importantly, this module will provide students with an appreciation of the contribution of the foundation disciplines to our understanding of education generally, and primary teaching specifically, as well as to questions of value and purpose in education. History and Policy of Education: History can be described as the story of our ever-changing past. It is a story which affected, and was affected by, the dynamics and outcomes of relationships. So it is with the History and Policy of Education. The relationships between agencies and/or individuals involved with education, the relationships between people and education systems or between people and educational institutions form part of the story of our educational past, both distant and more recent. By considering change and the results and outcomes of relationships, we can arrive at a critical understanding of the story of our educational past and of education today. In this module, History and Policy of Education lectures explore educational change. Some relationships in Ireland s educational past, from a number of perspectives, from the nineteenth century to more recent times are also considered. The national school system in Ireland was founded initially to serve the needs of less advantaged members of society. It continues to do so. Since the end of the nineteenth century, female primary teachers have outnumbered their male counterparts. They still do. These, and other issues of social class and gender from a historical perspective, underpin much of this module s work. Philosophy of Education: How we understand ourselves and how we understand what it is to be human shapes both our education system and our relationship with children in the classroom. Particular emphasis will be placed on developing the skills of criticality, reading, questioning, and interpreting philosophical texts, and students will develop their capacity to engage in critical evaluation of ideas and to engage in the practice of doing philosophy. This sense of criticality is inherent to our identity as persons, and as teachers, and to how we relate to others in the milieu of the classroom. Approaches to questioning and exploration of ideas in philosophy for/with children, will be explored. Critical thinking in philosophy is about asking good questions, identifying faulty arguments and unwarranted claims to evidence, developing attentiveness to the way that language is used, offering reasons, and examining presuppositions and prejudices. The relationship between critical thinking, inquiry, and imagination will also be examined. Sociology of Education: The Sociology of Education lectures will examine how societal change has impacted 49 P a g e

50 upon primary school education. Firstly, the lectures will address broad societal change in relation to social and cultural diversity. Secondly, lectures will examine contemporary social class and gender issues in education. Family diversity, race and intercultural education will be explored. Lectures will also focus on the impact of gender on the various relationships within education and the extent to which social class is still an issue within education? In addressing these broad questions, students will critically assess a range of contemporary debates from equality, justice and gender perspectives. There will be an emphasis on underpinning the discussion within a theoretical framework. There is a particular focus on feminism, Marxist and Neo-Marxist theoretical approaches. Students will develop an understanding of how relationships in education are influenced and in many cases constrained by race, gender and social class. These will be examined from the perspective of the child. In particular we will examine the taken for granted assumptions that teachers often make about race, gender and also about children from middle and working class family backgrounds. We will reflect how the teacher can empower children to develop positive relationships with each other. The sociology lectures will facilitate students understanding of the broad role of education within society. Most importantly, it will examine their role as future teachers in facilitating, enabling and nurturing equitable and respectful relationships within education. LEARNING OUTCOMES Upon completion of this module students are expected to develop the following skills: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation - Understand critically the ideas the values that shape approaches to education, pedagogy, with a focus on the pedagogical relationships - Appraise critically the justifications for different approaches to education and for different understandings of the pedagogical relationships and questions of identity - Activate critical thinking in practice and understand the importance of critical thinking and the imagination in the classroom. - Comprehend change and some of the many-faceted historical relationships in Irish primary education - Reflect critically on the dynamics and outcomes of these historical relationships - Reflect critically and evaluate the imbedded nature of gender inequality in the various relationships within education from a sociological perspective - Reflect, assess and evaluate the way a child s social class impacts upon their ability to form and sustain positive relationships within education. Affective: Attitude and Values - Cultivate the student s ability to reflect upon beliefs, values, attitudes in light of those of others - Develop the students capacity for genuine engagement and reflection with philosophical ideas and questions and to engage in philosophical dialogue - Appreciate the relevance of a critical historical sensibility - Appreciate the challenges engendered by changes in education - Appreciate, value and promote equality and empathise with those experiencing inequality - Appreciate and value the role of the teacher in establishing, nurturing and maintaining positive relationships within education MODULE CONTENT: 50 P a g e

51 History and Policy of Education Topic Lecturer Lecture 1: Introduction: education, Dr Eilís O Sullivan relationships and change historical and contemporary dimension Lecture 2: Education in Ireland today Dr Eilís O Sullivan Lecture 3: Education in Ireland today Dr Eilís O Sullivan Lecture 4: The emergent national school Dr Eilís O Sullivan system: change and relationships 1 Lecture 5: The emergent national school Dr Eilís O Sullivan system: change and relationships 2 Lecture 6: Early teacher education Dr Eilís O Sullivan Lecture 7: The national school system post Dr Eilís O Sullivan 1922: change and relationships 1 Lecture 8: The national school system post Dr Eilís O Sullivan 1922: change and relationships 2 Lecture 9: Change and the Curriculum 1 Dr Eilís O Sullivan Lecture 10: Change and the Curriculum 2 Dr Eilís O Sullivan Review Philosophy of Education Topic Lecturer Lecture 1: Lecture 2: Lecture 3: Lecture 4: Lecture 5: Education and Critical Thinking: Critical Thinking and Philosophy. Critical Thinking, Storytelling and the Classroom: Reflections from bell hooks. Philosophy with Children: Thinking with children. Why critical thinking matters in the classroom. Language, Analysis and Criticality: Language, persuasion, opinion, the nature of opinion, statements and language, distinguishing types of statement, constructing and deconstructing arguments. Imaginative Engagement and Inquiry in Education. The relationship between critical thinking, inquiry and the imagination. Examples from art and philosophy with children. Dr Tony Bonfield/ Dr Aislinn O Donnell Dr Tony Bonfield/ Dr Aislinn O Donnell Dr Tony Bonfield/ Dr Aislinn O Donnell Dr Tony Bonfield/ Dr Aislinn O Donnell Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 6: Critical Thinking, Freedom and Dr Tony Bonfield/ Dr 51 P a g e

52 Lecture 7: Lecture 8: Lecture 9: Identity: Existentialist Perspectives: Meaning, Purpose, and Education Philosophy, Education and Enlightenment. Education as liberation? The Story of Plato s Cave. The Legacy of Socrates: The unexamined life is not worth living. Purpose and value in a human life and education. Which curriculum and why_ The aims of education. Aislinn O Donnell Dr Tony Bonfield/ Dr Aislinn O Donnell Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 10: REVISION Dr Tony Bonfield/ Dr Aislinn O Donnell Sociology of Education Topic Lecturer Lecture 1: Lecture 2: Lecture 3: Lecture 4: Lecture 5: Lecture 6: Lecture 7: Lecture 8: Lecture 9: Lecture 10: Irish Society today Family Diversity Irish Society today Cultural change and Irish Identity Irish Society today Racism in Education Irish Society today Intercultural Education Gender in Education: the key debates Gender in Education: Institutional gender practices Gender in education: Children s negotiation of gender Social Class: Equality of Opportunity and Marxist Perspective Social Class: Neo-Marxist Perspective Social Class and Relationships: Cultural Capital and Home Advantage Dr Angela Canny Dr Angela Canny Dr Angela Canny Dr Angela Canny Dr Angela Canny Dr Angela Canny Dr Angela Canny Dr Angela Canny Dr Angela Canny Dr Angela Canny MODULE ASSESSMENT: This module will be assessed through one reflective assignment based on three sections (maximum 800 words per section). Each section (Philosophy, Sociology, History) should have INDIVIDUAL coversheets. Please do NOT staple the three sections together. Students will be encouraged to engage with their processes of thinking and engagement with the educational ideas/questions/texts that they have 52 P a g e

53 encountered. An evolution and progression of ideas should be evident in the assignment. Students are expected to provide an historical, philosophical and sociological lens, as appropriate, to the different sections of the assignment. The main requirements for the assignments are: 1. Critical reflection on ideas and ability to relate them to experience and knowledge. 2. Serious, rigorous and thoughtful consideration of educational ideas/questions/texts from historical, philosophical and sociological perspectives. 3. Provide reasons for their position and explain the reasons for counter-arguments, difficulties, questions or criticisms. Description % of total marks Submission Date: WEEK 10 Section 1: History and 33.3% Thursday 12 th November Policy of Education: Section 2: Philosophy of 33.3% Thursday 12 th November Education: Section 3: Sociology of Education: 33.3% Thursday 12 th November Regarding the assignment please adhere to the following: The assignment must be typed and submitted with the appropriate cover sheet for each subject area (Philosophy, Sociology, History). All students must adhere to the assignment guidelines outlined in the assignment document. The assignment must be submitted through Turnitin prior to submission. The assignment must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% should be deducted for late submission of coursework. Grade A1 A2 B1 B2 Criteria Outstanding/Excellent: A thorough, well-structured, focused and comprehensive response to the assessment task, consistently demonstrating - Evidence of detailed and deep understanding and mastery of of subject matter, and critical interpretation and evaluation of reading material and other subject matter. - Ability to respond to questions in novel and relevant manner - An exceptional ability to organise, analyse and present arguments supported by evidence, citation or quotation. - Excellent capacity to structure essay with clarity and with clear line of enquiry and coherent argument. - Consistent demonstration of critical, creative, analytical and logical thinking - Evidence of critical insight. - Excellent presentation (grammar, spelling) with minimal to no errors - Appropriate referencing for all sources. Very Good/Good: A thorough, well-organised response to the assessment task, demonstrating - A comprehensive knowledge of subject matter 53 P a g e

54 B3 C1 C2 C3 D1 D2 F - Evidence of substantial reading and research for the assessment task and the ability to apply that reading to the task - Very good ability to structure essay and provide a clear line of enquiry and coherent argument - Effective grasp of ideas - Consistent demonstration of critical, creative, analytical and logical thinking. - Some evidence of critical insight - Very good presentation (grammar, spelling) with minimal to no errors. - Appropriate referencing for all sources Competent/Satisfactory: An adequate and competent response to the assessment task demonstrating - Good understanding of the subject matter - Evidence of reading and familiarity with key ideas and literature - Ability to apply knowledge in response to the question, albeit with some errors or omissions - Ability to present arguments, albeit with tendency to make statements and limited capacity to critically appraise material, and insufficiently supported by evidence, quotation or citation - Some capacity to express ideas and to engage in critical thought - Clear and focused structure - Good presentation with limited errors - Appropriate referencing with minimal errors Acceptable/Minimally Acceptable: An acceptable response to the assessment task demonstrating - A basic understanding of subject matter and some familiarity with the relevant literature. - Some ability to respond to the question but showing limited or basic capacity in this regard - Limited critical awareness or interpretation of material. - Limited ability to present argument with tendency to make statements. - Limited use of quotation, citation or evidence. - Some capacity to structure the essay but with problems with presentation of clear line of enquiry or focus. - Minor errors and some major errors in presentation though broadly satisfactory Weak/Poor: A response that fails to meet minimal acceptable standards although it demonstrates - Limited engagement with subject matter and very minimal familiarity with literature - Some effort to respond to the question - Ability to address only certain elements of the task and lacking coherent and focused response - Considerable difficulties with structuring essay, keeping focus and a clear line of enquiry, and showing comprehension of the assessment task. - Tendency to make statements rather than provide arguments - Problematic and poor presentation with minor and major errors (spelling, grammar) in presentation, use of paragraphs, and difficulty in referencing correctly. Fail: A response that fails to meet the most minimal standards required in the assessment, showing - Little to no understanding of subject matter or evidence of reading 54 P a g e

55 - Little evidence of thought, evaluation or critique. - Disorganised and muddled presentation of ideas that is incoherent and contains multiple errors. - Little to no capacity to use citation, evidence or quotation REPEAT ASSESSMENT: The repeat assessment will be based on one assignment comprising of three sections: Section 1: History and Policy of Education, Section 2: Philosophy of Education and Section 3: Sociology of Education. Please contact the relevant lecturer for specific details. Regarding the assignments please adhere to the following: All students must adhere to the assignment guidelines outlined in the assignment document. The assignment must be submitted through Turnitin prior to submission. The assignment must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Students will be advised on specific times when they can meet with the relevant lecturer individually regarding assignment feedback. STAFF: Individual appointments can be made by to meet with your lecturer. Name Title Office Telephone Dr Angela Canny Co-ordinator Module of Assistant Dean and Lecturer in Sociology of Education Dr Tony Bonfield Lecturer in Philosophy of Education Dr Aislinn O Donnell Lecturer in Philosophy of Education Dr Eilís O Sullivan Lecturer in History and Policy of Education (20)4598 [email protected] N (20)4970 [email protected] R (20)4354 [email protected] R (20)4384 [email protected] 55 P a g e

56 READING LIST: (Please Note: Mandatory readings will be assigned on a weekly basis by the lecturers. While most readings will be available on Moodle, it is expected that students will independently source material from both the library and electronic journal resources). Indicative readings include: Primary Reading: 1. Buber, M. (1947) Between man and man. London: Kegan Paul 2. Coolahan, J. (1981) Irish Education: History and Structure. Dublin: Institute of Public Administration 3. Deegan, J et al (Ed) Primary Voices: Equality, Diversity and Childhood in Irish Primary Schools, Dublin: Institute of Public Administration. 4. Drudy, S. (2009) Education in Ireland: Challenge and Change. Dublin: Gill and Macmillan. 5. Hyland, A. & Milne, K. (1987) Irish Educational Documents Volume I. Dublin: CICE. 6. Hyland, A. & Milne, K. (1992) Irish Educational Documents Volume II. Dublin: CICE. 7. Lynch, K and A. Lodge (2002) Equality and Power in Schools. London: RoutlegeFalmer 8. Noddings, N. (1984) Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press 9. Paechter, C. (2007) Being Boys, Being Girls: Learning Masculinities and Femininities. Berkshire: Open University Press 10. Palmer, P. (1998) The courage to teach. San Francisco: Jossey-Bass. 11. Skelton, C. and B. Francis (2003) Boys and Girls in the Primary Classroom. Maidenhead: Open University Press. 12. Smyth, E. et al (2009) Adapting to Diversity: Newcomers in Irish Schools. Dublin: Economic and Social Research Institute. 13. Walsh, T. (2012) Primary Education in Ireland, Curriculum and Context. Oxford: New York: Peter Lang. Supplementary Reading: 1. Akenson, D.H. (1970) The Irish Education Experiment: The National System of Education in the Nineteenth Century. London, Toronto: Routledge and Kegan Paul. 2. Baker, J. et al. (2004) Equality: From Theory to Action. Basingstoke: Palgrave and Macmillan 3. Flanagan, Frank (2006) The Greatest Educators. London: Continuum 4. Halsey, A. H. et al. (1997) Education: Culture, Economy and Society. Oxford: Oxford University Press. 5. Hill, M. and Pollock, V. (1992) Image and Experience: Photographs of Irishwomen c Belfast: The Blackstaff Press. 6. Kaye, S.M Critical Thinking. Oxford: One World 7. Plato, The Apology in The Last Days of Socrates. London: Penguin(extract) The Republic. London: Penguin (extract) 8. Walsh, B. (2011) Education Studies in Ireland: Key Disciplines. Dublin: Gill & MacMillan. 9. Weis, L. (2008) The Way Class Works: Readings on School, Family and the Economy. London: Routledge 56 P a g e

57 PME 607: Research Methods 1 Autumn Semester 2015 This module introduces students to educational research methods and develops awareness of the role of research in informing educational theory, policy and practice particularly in the area of primary education. The purpose of the module is to enable students understand the nature of educational research. LEARNING OUTCOMES: On successful completion of this module students will be able to Explain the key features of major educational research paradigms and compare their relevance for research in primary education; Identify a research problem and locate it within contemporary educational discourse; Develop a comprehensive research design relative to the identified research problem; Select best ethical principles and practices for human participants relative to the research design; Demonstrate competence in the skills of searching, selecting and reviewing relevant literature; Write an initial research proposal. Discuss research traditions and epistemologies in educational research; Consider and assess competing theoretical positions and methods; Appreciate the ethical implications of undertaking educational research; MODULE CONTENT WEEK 57 P a g e CONTENT 1 Why research and research design? Faculty Insights: Developing your research question from looking in classrooms 2 Education Policy Analysis and locating a Research Question-Embedded Questions Faculty Insights: Research and Arts based Self Study 3 Probing the Research Question: Literature Mapping Faculty Insights: Motivating questions from your stories 4 Finalising your research & embedded questions Faculty Insights: Research in ECCE + Historical Research 5 Selecting a Method Faculty Insights: Research in ECCE + Historical Research 6 Thinking and Acting Ethically Faculty insights: Moving from questions to developing an argument 7 Devising Data Collection instruments 8 Thinking about Data Analysis I Faculty Insights: Researching Science in Schools and Society 9 Vetting the Design Thinking about Data Analysis I 10 Finalising your proposal

58 MODULE ASSESSMENT: Assessment: Research Essay Weighting: 100% Word count: 2000 words (excluding appendices) Submission Date: November 13 th 2015 Where: Hard Copy to Education Office during Regular Opening Hours. Soft copies to Moodle and Turnitin Directions regarding submission of soft copies to Moodle and Turnitin will be provided during week 1 lectures and located on Moodle thereafter. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. Grade Descriptors A1 Exceptional - consistently and notably meets criteria. A2 Excellent, but not exceptional usually and extensively meets criteria. B1 Wide reading; excellent analysis regularly and competently meets criteria. B2 Wide reading; good analysis regularly and competently meets criteria. B3 Evidence of good reading, but limited analysis frequently and adequately meets criteria. C1 Knowledgeable, but generally un-analytical frequently and adequately meets criteria. C2 Reasonably knowledgeable occasionally meets criteria. C3 Limited knowledge; no analysis minimally meets criteria. D1 Without most of the above. D2 Without any of the above. F Severely incomplete or plagiarised. Assessment Criteria Demonstration of the use of literature and policy in rationalising the importance of the 20% research question and embedded questions Knowledge, understanding and application of the following in the essay 30% Paradigm Sampling Ethics Data Collection Instruments Data Analysis Triangulation Validity and Reliability Reflexivity Demonstration of the use of the methodological literature in developing the argument 30% relative to the following: Paradigm Sampling Ethics Data Collection Instruments Data Analysis Triangulation Validity and Reliability Reflexivity 58 P a g e

59 Inclusion and quality of the supporting documentation (appendices) Ethical Documentation letter of introduction, information sheets, consent/assent forms etc. Data Collection Instruments (Interview questions, questionnaire, reflective diary template, lesson plan template as is relevant to the research design. 20% REPEAT ASSESSMENT: Coursework (similar to above). FEEDBACK: Group clarification/feedback is available to all students on an on-going basis throughout the semester where relevant. Individual clarification/feedback is available by appointment. STAFF: Name Title Office Telephone Des Carswell Early Childhood M Care and Education Dr. Nora P Donnelly Guest Lecturer Meet by appointment [email protected] Dr. Aisling Leavy Dr. Maeve Liston Eamonn Mitchell Dr. Mary Moloney Dr. Dorothy Morrissey Dr. Eilís O Sullivan Mathematics Education Science Education School Placement Early Childhood Care and Education Arts Education and Physical Education History of Education R [email protected] [email protected] G [email protected] M [email protected] SG [email protected] R [email protected] READING LIST: Individual lecturers will direct students to research in their research areas. Primary Texts: Creswell, J., and Plano Clark, V. (2007) Designing and Conducting Mixed Methods Research, Thousand Oaks, CA; Sage. Creswell, J. (2005) Research design qualitative, quantitative and mixed methods approaches (Second Edition), California: Sage Publications. Jesson, J., Matheson, L. & Lacey, F.M. (2011) Doing Your Literature Review: Traditional and Systematic Techniques, London: Sage. 59 P a g e

60 Supplementary Resources Available: Alasuutari, P., Bickman, L., & Brannen, J. (2008) The Sage Handbook of Social Research Methods, London: Sage. Blatchford, P. (2005) A multi-method approach to the study of school class size differences, International Journal of Social Research Methodology, 8 (3), Bryman, A. (2001) Combining quantitative and qualitative research in Social Research Methods, Oxford University Press, Oxford, Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner Research and Professional Development in Education, London: Paul Chapman. Cohen, L., Mannion, L. and Morrison, K. eds. (2000) Research Methods in Education, London: Routledge. Creswell, J. (1998) Qualitative inquiry and research design: choosing among five traditions, London: Sage. Elliott, John (1991) Action research for educational change, Milton Keynes: Open University Press. Flick, U (2006) An Introduction to Qualitative Research, 3rd ed., London: Sage. Green, J. L., Camilli, G. and Elmore, P. B., eds. (2006) Handbook of Complementary Methods in Education Research: Routledge. Heron, J. & Reason, P. (1997) A participatory inquiry paradigm, Qualitative Inquiry 3 (3), Hitchcock, G., & Hughes, D. (1995) Research and the Teacher; A Qualitative Introduction to Schoolbased Research. London: Routledge. Johnson, R. B., Onwuegbuzie, A. J. and Turner, L. A. (2007) Toward a definition of mixed methods research, Journal of Mixed Methods Research, 1 (2), Kosnik, C., Beck, C., Freese A. R. and Samaras A. P., eds. (2005) Making a Difference in Teacher Education Through Self-Study: Studies of personal, professional and program renewal, Dordrecht : Springer. Kvale, S. & Brinkmann, S. (2009) Interviews: Learning the Craft of Qualitative Research Interviewing, London: Sage Publications. McNiff, J. & Whitehead, J (2009) Doing and writing action research, London: Sage. McNiff, J.(1992) Action research : principles and practice London: Routledge. Merriam, S.B Qualitative Research and Case Studies Applications in Education. San Francisco: Jossey Boss Publications Norusis, M. (2011) IBM SPSS Statistics 19 Guide to Data Analysis, London: Pearson. Reason, P. & Bradbury, H. (2006) Handbook of action research, London: Sage. Robson, C. (2002) Real World Research, 2nd ed., Oxford, UK: Blackwell Somekh, B. (2006) Action research : a methodology for change and development, Maidenhead: Open University Press. Stake, R Case Studies. In: N. Denzin and Y. Lincoln (eds.) Handbook of Qualitative Research. London: Sage. Taber, K. S. (2007) Action research, in Classroom-based research and evidence-base practice: a guide for teachers, London: Sage, Tashakkori, A., & Teddlie, C. (1998) Mixed methodology: combining qualitative and quantitative approaches, California: Sage Publications. Tomas, G. (2009) How to do Your Research Project: A Guide for Students in Education and the Social Sciences, Los Angeles, CA: Sage. Yin, R Case Study Research (4th Edition). Thousand Oaks, CA: Sage. 60 P a g e

61 Module PME 608 School Placement 1 Autumn Semester, PME (Yr 1) Note: This school placement course outline is provisional for academic year 2015/2016 INTRODUCTION: This integrated module inducts student teachers into the practice of teaching and reflection through Microteaching and School Placement experiences. It affords opportunities to teach in simulated and real teaching and learning environments which require students cyclically to plan, teach, review, analyse, reflect and re-plan. Students are paired during the School Placement component of this module. When in their assigned class, students engage in a series of observation tasks designed to develop their understanding of pupils as learners. Students also have an opportunity to teach lessons from the curriculum areas which were explored in Semester 1. The placement facilitates the linking of developmental psychology, classroom management and contemporary educational issues with classroom practice. Students will plan for the implementation of the primary curriculum (1st 4th class), reflect upon strategies for teaching and learning employed, and assess pupil learning. Throughout the module, students will engage with college tutors and class teachers in critical reflection and in respect of how their teaching influences pupil learning. LEARNING OUTCOMES: On successful completion of this module students will be able to: Present and maintain a well-organised and complete (i) Planning Folder and (ii) Resource Folder. Identify appropriate teaching and learning strategies for engaging children in middle classes with the Primary School Curriculum Consider (i) the degree to which the specific learning objectives are appropriate for pupils in middle classes and (ii) the extent to which these learning objectives are achieved Demonstrate appropriate classroom management strategies that will promote pupil participation in middle classes with the Primary School Curriculum Indicate awareness of differentiated learner needs Relate appropriately to pupils, school personnel and school placement personnel Reflect critically on and document their development as student teachers and demonstrate their ability to engage in critical reflection with their tutor, class teacher and peers Relate and evaluate their learning in curricular and foundation studies to classroom practice Appreciate the significance of engaging with the School Placement in a professional manner Plan and organise collaborative work with placement peers MODULE CONTENT/SYLLABUS: The Placement is undertaken on-campus in the Microteaching laboratories, and off-campus in a primary school setting with middle class (1 st 4 th ) from November 23 rd - December 4 th 2015 (including a school visit on November 16 th and Prep. and Tutor Meeting on Nov. 17 th ). 61 P a g e

62 MODULE ASSESSMENT: This module is assessed on a Pass/Fail basis. Students are required to pass both the Microteaching and the School Placement elements of the module. See Moodle course for assessment criteria and grade descriptors. In Microteaching students are assessed on their peer teaching and their reflective writing. Assessment of the teaching element of Microteaching embraces the following areas: Planning Aims and objectives for learning Introducing topics Integrating relevant prior knowledge Pace and structure of learning Teaching and learning methods Checks on learning Questioning skills Class management Concluding topics and consolidation of learning Microteaching: Grading Rubric Teaching Assignments Microteaching Grade Descriptors Ranging from To Grade Pass Pass Pass Fail Lesson Plan Highly detailed - timing, structure and method. Excellent range of suitable activities. Good, clear structure identifies appropriate resources, and activities. Acceptable outline of teaching method, student activity and achievement.. Introduction, aims and objectives Very Stimulating introduction - aims & objectives explained, Learners possess understandi ng about learning Stimulating introduction, clear aims & objectives, learners clear about learning purpose Brief, general introduction. Learning aims/objectives basic but realistic in lesson context. Learners generally know what they will be doing. Sketchy with minimum detail. Insufficient teaching and learning activities. Little if any introduction. No clear aims and objectives stated or shared with learner. Learners unsure, confused or do not know what they will be doing. 62 P a g e

63 Conclusion and consolidation purpose and are motivated to learn. Very effective conclusion and consolidatio n of lesson, identifying and clarifying areas of misundersta nding, providing opportunitie s for application of learning. Effective conclusion and consolidation of new learning, opportunities for application of new skills/knowledge/ understandings are provided Brief general conclusion with limited opportunity for application and integration. Little if any conclusion. No attempt to consolidate or draw together the key areas of learning of the lesson. Pace and structure of learning Learning methods Checks on learning/ questioning skills Pace clearly matches topic and learner level. Activities very wellstructured and timed to maintain interest and stimulate learning for all learners. Excellent range/creati ve approaches used to maximise learning and involve learners. Highly effective clearly focused questioning skills used to check all learners knowledge/ Pace is appropriate to topic and most learners needs and level. Most activities well-timed and structured Good range of learning methods used to engage learners and promote learning Good questioning used to enhance and check learning throughout, embracing lower and some higher order questions. Overall pace promotes some learning and interest. Some activities insufficiently matched to learner/subject level Limited range but teacher makes some effort to vary approach and involve learners Questions used to consolidate and confirm learning but some opportunities lost throughout lesson Activities lack pace/rigour and do not promote learning. Learners lose interest and concentration at some points. Many learners not stretched or over-challenged or confused or struggling to understand Too much emphasis on teacher talk Insufficient variety and involvement of learners Learners are passive and disengaged. Teacher makes little (or no) attempt to match teaching methods to topic or learner needs Ineffective, insufficient or no questioning of learners knowledge or progress 63 P a g e

64 Integration of relevant prior knowledge progress throughout, embracing higher and lower order questions Previous knowledge and experience referred to throughout. Very clear links drawn out to reinforce/pr omote learning. Previous experience/ knowledge referred to & used to introduce new material in the lesson. Some attempt made to link new material with previous knowledge or experience. Little or no attempt made to link new material with previous knowledge and/or experience Previous learning not checked, tested or referred to. Class Management Highly effective and intuitive class managemen t strategies and approaches (e.g., anticipates difficulties, scans class, uses control, appropriate, gives timely response to inappropriate behaviour) Effective class management strategies and approaches but is not yet intuitive in application. Some attempt to manage class but attempts not always successful. Student is unable to select and apply appropriate class management techniques and strategies. Assessment of the reflective journals in Microteaching requires students to draw on educational theory to interrogate their experiences of peer-teaching and peer-learning. 64 P a g e

65 Microteaching: Grading Rubric for Reflective Assignments Level of Ctiticality Reflections integrating theory and practice Writing Style and completeness PASS Ranging from Ranging from To Reflections are critical, analytical and integrative of different factors and perspectives. There is an understanding of the complexity involved in attempting to explain and analyse a teaching and learning encounter. To Clear application of relevant theoretical insights to inform student teacher s understanding of Microteaching experiences. Reflective writings demonstrate how analysis of theoretical literature had deepened insights into practice. Largely accurate spelling, grammar, syntax, punctuation and presentation. Reflections are not just reportive or descriptive. Experiences are interrogated with reference to the student s personal philosophy of teaching and learning. Tentative connections are made between theory and personal experiences of practice in Microteaching. FAIL This is merely a descriptive essay. There is no attempt to provide reasons or justification for events or actions. There is no attempt to link reflections on practice with the theoretical knowledge base. Many spelling and grammar errors, use of incomplete sentences, inadequate proof reading. The journal is incomplete. No uncertified absences are permitted in Microteaching. 1. On School Placement, students are assessed in each of the competence indicators areas, namely: Planning and preparation Classroom management Strategies for teaching and learning Assessment and evaluation 65 P a g e

66 Personal qualities professionalism (Students are referred to the School Placement Handbook for an elaboration of these competence indicators as they apply to School Placement 1). Throughout School Placement 1, students receive a minimum of two Tutor visits. The student is required to be present in school for the entire school day for the duration of the placement. No uncertified absences are permitted on School Placement and all absences have to be noted in the Cuntas Tinrimh. In cases of absence from school, a student is required to contact the Education Office ( ) and his/her school. On completion of the module the student is required to submit a School Placement Attendance Form to the Education Office. Refer to Completion of School Placement 1 in the School Placement Handbook (Section 4.4) for details of completion of missed days i.e. arrangements for students who miss one, two or more days during the School Placement. Students to whom an I Grade or F grade is awarded for the module repeat the entire module. The Microteaching component of the repeat/i Grade is assessed through coursework, and the school-based component of the repeat/i Grade is assessed in school from May 30 th June 10 th, I grade and F grade students are responsible for sourcing a class themselves for the module. Normally students are allowed to repeat a School Placement module once. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the UL Student Handbook, particularly the section concerning cheating. FEEDBACK: In Microteaching time is allocated for self-reflection, peer-reflection and tutor feedback at the end of each Microteaching session. Feedback will be given to each individual student, following their teaching placement visits during the léirmheas. Each student will be visited for a minimum of two visits through the two week placement. Individual and peer feedback will also be given to each student following microteaching tutorials. STAFF: Name Title Office Office Hour/s Telephone Eamonn Mitchell PME School Placement 1 Co- Ordinator G46 Please to arrange appointment [email protected] Dr. Kathleen Horgan Microteaching Co-Ordinator Please to arrange appointment [email protected] 66 P a g e

67 Neil Ó Conaill Director of School Placement Zeta Penny Education Office Education Office READING LIST: Microteaching/School Placement notes and resources will be available to students via Moodle prior to Microteaching sessions & PME School Placement 1: URL: Moodle.mic.ul.ie REQUIRED READING 1. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationary Office 2. Ghaye, T. (2011) Teaching and Learning through Reflective Practice: Routledge 3. Mary Immaculate College (2015) School Placement Handbook, Limerick: Mary Immaculate College RECOMMENDED PROFESSIONAL RESOURCES See below resources relating to preparation for Teaching Placement 1, which can be found in the library, online or on professional education websites. 1. Arends, R. (2007) Learning to Teach Seventh Edition, NY: McGraw Hill. 2. Byrnes, J.P. & Wasik, B.A. (2009) Language and Literacy Development: What Educators Need to Know. New York: The Guilford Press. 3. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5 th Edition, London: Routledge 4. Muijis, D. and D. Reynolds (2001) Effective Teaching - Evidence and Practice: Paul Chapman Publishing 5. Scrivener, J. (2005) Learning Teaching, Oxford: Macmillan Education. 6. Woolfolk, A. and N.E. Perry (2012) Child and Adolescent Development, New Jersey: Pearson Education. 7. Zeichner, K.M. and P. Liston (1996) Reflective Teaching: An Introduction, NJ: Lawrence Erlbaum. 67 P a g e

68 Certificate in Religious Education: God; Faith, Creed and Trinity Autumn Semester, PME: Year 1 Lecturer: Contact Details: Mr. Thomas Carroll B.Ed., M.A. [email protected] RATIONALE: 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. 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 in relation to children communicating the personal and public significance of Christian faith; Engage in critical and analytical thinking, reflection and self-evaluation in regards to these beliefs and their own personal worldview. 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; Appreciate the tradition that Catholic schools are located in and the implications of that for the characteristic spirit of the school. 68 P a g e

69 MODULE CONTENT* WEEK TITLE/CONTENT/AREAS 1 The Restless Heart 2 Where the hell is God? 3 What does God want? 4 Is God a She? 5 God as Trinity (Agape) 6 God as Trinity (Creed) 7 Christian Faith 8 Sacramental Imagination 9 Christian Revelation 10 Summary Review *The content of this module is subject to change at the lecturer s discretion. Attendance at class is mandatory. Up to 10% of your overall mark will be lost due to poor attendance. ASSESSMENT: End of Semester Examination: The students will be given a choice of 5 questions and must answer 2. (2 x 50% = 100%) REPEAT ASSESSMENT: The students will be given a choice of 2 questions and must answer 1. (1 x 100% = 100%) READING LIST: Primary Readings Himes, M. (1996) Doing the Truth in Love, Chapter 3 The Journey of Restlessness: The Search for God, Johnson, E. (2008) Quest for the Living God, Chapter 3 The Crucified God of Compassion Johnson, E. (2008) Quest for the Living God, Chapter 4 Liberating God of Life, Johnson, E (2008) Quest for the Living God, Chapter 5 God Acting Womanish, Himes, M.& Himes K. (1993) Fullness of Faith, the Public Significance of Theology, Chapter 3 The Trinity and Human Rights, Gaillardetz, R. (2000) Transforming our Days, Spirituality, Community and Liturgy in a Technological Age, Chapter 2 The Life of Grace, P a g e

70 Johnson, L.T. (2003) The Creed: What Christians Believe and Why it Matters? Chapter 2 What the Creed is and What it Does, Lane, D. (2005) The Experience of God Chapter 2 The Nature of Revelation, Himes, M (2004) The Mystery of Faith, Chapter 2, Grace Lane, D. (2005) The Experience of God Chapter 3, The Activity of Faith, McGrath, A.E. (2012) Mere Apologetics, How to Help Seekers & Skeptics Find Faith, Chapter 6, Pointers to Faith Recommended Readings 1 Himes, M. J. & McNeill, D. P. (1995) Doing the Truth in Love: Conversations about God, Relationships, and Service, New York: Paulist Press. 2 Himes, M. J. (2004) The Mystery of Faith: an Introduction to Catholicism, Cincinnati, Ohio: St. Anthony Messenger Press. 3 Lane, D. A. (2005) The Experience of God: an Invitation to do Theology, New York: Paulist Press. 1. 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. 2. Craig, William Lane On Guard: Defending Your Faith with Reason and Precision. Colorado Springs: David C. Cook. 3. Downey, M. (2000) Altogether Gift: a Trinitarian Spirituality, Maryknoll, N.Y., Orbis Books. 4. Dulles, A Models of Revelation, Garden City, N.Y.: Doubleday. 5. Fiorenza, F. S. & Galvin, J. P. (2011) Systematic Theology: Roman Catholic Perspectives, Minneapolis: Fortress Press. 6. Hession, A. & P Kieran (2007) Exploring Theology: Making Sense of the Catholic Tradition. Dublin: Veritas. 7. Johnson, E. A. (2007) Quest for the Living God: Mapping Frontiers in the Theology of God, New York: Continuum. 8. LaCugna, C. M. (1991) God for Us: The Trinity and Christian Life, San Francisco: Harper. 9. Lash, N. (1993) Believing Three Ways in One God: a Reading of the Apostles' Creed, Notre Dame: University of Notre Dame Press. 10. Leonard, R. (2011) Where the Hell is God?, New York: Paulist Press. 11. Lennox, J.C. (2011) Gunning for God: Why the New Atheists Are Missing the Target, Oxford: Lion. 12. Marmion, D. & Van Nieuwehove, R. (2011) An Introduction to the Trinity, Cambridge, New York: Cambridge University Press. 13. McGrath, A. (2011) Mere Apologetics: How to Help Seekers and Skeptics Find Faith, Grand Rapids, MI: Baker Books. 14. McGrath, A. (2008) The Christian Vision of God, London: SPCK 15. Power, D. & Downey M. (2012) Living the Justice of the Triune God. Collegeville, Minn.: Liturgical Press. 16. Tilley, T. W. (2010) Faith: What it is and What it isn't, Maryknoll, N.Y.: Orbis Books. Code for Moodle: certre1 70 P a g e

71 Assessment Grades and Criteria: Grade A1 A2 B1 B2 B3 C1 C2 C3 D1 - D2 F Marking Criteria Excellence shown in: interpreting the question; grasping and analysing the material critically; developing the argument and points made; organising and structuring the material; clarity and appropriate use of readings. Evidence of a critical mind at work capable of original/independent thought. Comprehensiveness shown with regard to the above points. Clearly superior work. Very good regarding many of the above points but some important aspect(s) missing e.g content affected by structure, needing more clarity. Good with regard to the above points. Research/reading was adequate but not extensive and there was room for more analysis as well as greater evidence of critical skills. Only minor grammatical/format and presentation errors. Acceptable. Minimal research. Argument not as clear or well-developed as it could have been. Insufficient evidence of reflection and/or understanding of key issues. Possibly poor presentation of the work. Limited application/integration, clarity or cohesion. Fails to demonstrate a satisfactory grasp of relevant basic material; inadequate argument. Does not express ideas clearly. Excessive dependency on undigested material from other sources. Serious grammatical and style errors. Very weak; completely inadequate sentence construction/fluency; hardly any understanding of the subject; no argument; no evidence of serious attempt to engage with basic material. 71 P a g e