EDUC43780

Learning Outcomes:

Foster a creative mindset among student teachers and their view of teachers as reflective practitioners, as innovators, and as researchers.

Create, access, develop, and adapt resources and ideas that elicit deep student engagement and challenge learners appropriately.

Unpack curricular learning objectives. This will involve a solid understanding of those curricula, appropriate assessment strategies, and development of student tasks that give each of them the best opportunities to achieve those objectives. Particular emphasis will be placed on the student's 'main' science discipline.


Explore the use of digital technologies to support teaching, learning, and assessment for all learners and examine new and emerging technologies.

View collaboration with their fellow STs and cooperating teachers as a means to improve student learning and to enhance their own professional development.

Work to make sure that all students have opportunities to have their voices heard and their contributions valued and see errors as opportunities for new learning.

Evidence their ability to teach and learn. This will involve creating written accounts where you go beyond a description of what you planned and what happened, to an evidence-based and analysed approach. You will be asked to reflect on your own teacher education – on your knowledge, your beliefs, the habits you’re working to improve your teaching, and the role of community in these.

Indicative Module Content:

Topics and Themes
-Exploring Senior Cycle specifications - connections, opportunities, challenges.
-Developing learning intentions and success criteria.
-Classroom Management strategies for the senior science classroom.
-The use of mathematical and visual representations in Senior Science.
-Language and literacy strategies at senior cycle.
-Global citizenship education - examining disparities in equality, diversity, and inclusion within the field of science and in the science
classroom.
-Assessment for Learners, assessment for teachers.
-School placement - examining conflicts between theory, policy, and practice.
-Digital learning and skills.
-Inclusion in practice - stretching all learners.

Student Effort Hours:

Approaches to Teaching and Learning:

This module will be taught by a team of experienced teacher professionals who aim to create a safe, inclusive learning environment that invites and supports the active engagement of all student teachers.
The efficacy of various approaches to Science Teaching such as ISLE, Habits of Mind, and the TRU Framework to support excellent teaching and learning will be examined.
Student agency and professionalism will be of importance here and there will be an emphasis placed on collaborative, inquiry based, and task based learning that place the student teacher in the role of sensemaker.
Just as in Junior Science 1, our main objective is for you to develop, through practice and reflection, the habits of effective teaching. We will expect you to work as a group at times, forming community and networks that will sustain your teaching and learning after graduation.

Not applicable to this module.

Not applicable to this module.
 

Assessment Strategy  

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

The assignments will be graded against rubrics that will be discussed in class. Students will receive a copy of the feedback sheets and comments via Brightspace. Given the practical nature of this module, feedback will be offered over the entire trimester. The group will be asked to reflect at various points during the module. The lecturer will provide formative feedback to the group. The aim of this feedback is to shape the class as a community of practice.