EDUC10250 Professional Placement

Academic Year 2023/2024

The purpose of this module is to introduce students to teaching in a safe and structured way. Students will undertake this placement in groups in a primary school allocated by the School of Education. Students will engage in leading language activities and leading a group project with pupils in their assigned school.
Accordingly, placement will involve the following elements:
- Active engagement and participation in the placement setting for the duration of the placement period.
- Structured lesson observation of pedagogical practices employed in the mainstream classroom and with children with additional learning needs.
- Gaining insight into the lesson planning process by observing how experienced teachers develop, implement, and evaluate their lesson plans.
- Reflect on structured conversations with various members of the school community, encompassing pupils, teachers, principals, Special Education Teachers (SET), Home School Community Liaison Officer (HSCLO), School Completion Programme (SCP) etc to foster a broader understanding of the complexities of a school as an organisation and learning community.
- Engage in planning, leading, and reflecting on leading language activities and a language project related to the language being studied in the BEd program.
- Document and reflect on planning and preparation for leading language learning in individual taisce (professional portfolio).

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students will be enabled to:
- Identify the key actors within the primary school community and provide a detailed reflection on the key challenges/opportunities observed within the school environment
- Reflect on the observation of the pedagogical approaches adopted by the treoraí in the classroom
- Plan and deliver lessons to the pupils drawing on strategies for effective communication in education.
- Provide evidence of lesson planning for leading language activities and a language project, outlining clear learning intentions and selecting appropriate language teaching strategies.
- Engage in reflective practice, reflecting on leading language activities and a language project, consistently identifying strengths and areas for improvement.
- Provide evidence of active collaboration with another student teacher, clearly outlined in lesson plans, demonstrating contribution to language activities and a language project.
- Prepare a completed taisce (professional portfolio) to include observations, lesson plans, reflections, and other evidence of professional learning.

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Tutorial

12
Practical

66
Specified Learning Activities

45
Autonomous Student Learning

53
Total

200
Approaches to Teaching and Learning:
Experiential and Active learning
Structured Learning Activities
Group/Peer discussion
Critical conversations with supervisor/tutor
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Practical Examination: Two practical assessments throughout the module supported by a portfolio of lesson plans, reflections and resources. Throughout the Trimester n/a Pass/Fail Grade Scale Yes

100

Carry forward of passed components
No
 
Remediation Type Remediation Timing
Repeat (CFP) Within Three Semesters
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Sequence of Feedback: End of Module

Biesta, G. (2017) The Rediscovery of Teaching, Routledge: New York
Capel, S., Leask, M., and Younie S. (2019) Learning to teach in the secondary school – a companion to school experience, Routledge: LondonChristensen, L., Karp, S., Peterson, B. and Yonamine, M. (2019) The New Teacher Book : Finding purpose, balance and hope during your first years in the classroom, Rethinking Schools: Milwaukee
Conti, G and Smith, S. (2019) Breaking the Sound Barrier: Teaching Language Learners How to Listen, Independently Published
Dweck, C. (2017) Mindset- changing the way you think to fulfil your potential, Random House: New York
Gill, S. and Thomson, G. (2013) Rethinking secondary education – A human centred approach, Routledge: London
Hazell, C. (2020) Independent Thinking on MFL: How to make modern foreign language teaching exciting, inclusive and relevant, Crown House Publishing
Hunton, J. (2015) Fun Learning Activities for Modern Foreign Languages: A Complete Toolkit for Ensuring Engagement, Progress and Achievement, Crown House Publishing
Johnson, A. (2017) Teaching strategies for all teachers, enhancing the most significant variable, Rowman and Littlefied: London
Maxwell, J. (2019) Making Every MFL Lesson Count: Six principles to support modern foreign language teaching, Crown House Publishing
Morrison McGill, R. (2013) 100 ideas for secondary teachers – outstanding lessons, Bloomsbury: London
Norbert Pachler, N., Evans, M., Redondo, A., and Fisher, L. (2014) Learning to teach foreign languages in the secondary school, Routlegde, London.
Warren, D. (2019) 100 Ideas for Secondary Teachers: Outstanding MFL Lessons, Bloomsbury Education: UK.
Westwood, P. (2013) Inclusive and Adaptive Teaching – Meeting the challenge of diversity in the classroom, Routledge: London.
Name Role
Dr Eileen Bowman Tutor
Dr Deirdre McGillicuddy Tutor
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Spring
      
Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Fri 09:00 - 16:50
Lecture Offering 1 Week(s) - 20, 21, 22, 25 Mon 10:00 - 11:50
Lecture Offering 1 Week(s) - 23, 24, 26 Mon 10:00 - 11:50
Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 13:00 - 14:50
Tutorial Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 14:00 - 14:50
Tutorial Offering 2 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 14:00 - 14:50
Tutorial Offering 3 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 14:00 - 14:50
Spring