EDUC10250

Learning Outcomes:

On completion of this module students will be enabled to:
1. Identify the key actors within the primary school community and provide a detailed reflection on the key challenges and opportunities observed within the school environment
2. Reflect on the observation of the pedagogical approaches employed by the treoraí in the primary classroom.
3. Develop and write structured lesson plans for the teaching of Gaeilge and/or modern languages in the primary classroom, supported by appropriate resources that support language teaching and learning.
4. Apply relevant theory to practice by integrating educational frameworks, research, and methodologies into classroom teaching and learning, demonstrating effective application in your teaching practice.
5. Engage in reflective practice, reflecting on leading language activities and a language project, consistently identifying strengths and areas for improvement.
6. Provide evidence of active collaboration with another student teacher, clearly outlined in lesson plans, demonstrating contribution to language activities and a language project.
7. Present a Taisce (digital portfolio) demonstrating all aspects of professional and reflective practice from the placement period.

Indicative Module Content:

Lesson planning
Reflective practice
Classroom management
Formative assessment
Active learning strategies
Collaborative approaches to student learning

Student Effort Hours:

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

 

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
Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Cohen, L., Manion, L., & Morrison, K. (2010). A guide to teaching practice (5th ed.). Routledge.
Department of Education. (2024). Looking at our school 2022: A quality framework for post-primary schools. Stationery Office.
Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement (1st ed.). Routledge.
Hattie, J., & Clarke, S. (2018). Visible learning: Feedback (1st ed.). Routledge.
Hazell, C. (2020). Independent thinking on MFL: How to make modern foreign language teaching exciting, inclusive and relevant. Crown House Publishing.
Hobson, A., Malderez, A., & Tracey, L. (2009). Navigating initial teacher training: Becoming a teacher. Routledge.
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 & Littlefield.
Maxwell, J. (2019). Making every MFL lesson count: Six principles to support modern foreign language teaching. Crown House Publishing.
McGregor, D., & Cartwright, L. (2011). Developing reflective practice: A guide for beginning teachers. Open University Press.
Pachler, N., Evans, M., Redondo, A., & Fisher, L. (2014). Learning to teach foreign languages in the secondary school (4th ed.). Routledge.
Petty, G. (2009). Evidence-based teaching: A practical approach (2nd ed.). Nelson Thornes.
Sellars, M. (2017). Reflective practice for teachers (2nd ed.). SAGE.
The Teaching Council. (2016). Code of professional conduct for teachers (Updated 2nd ed.). The Teaching Council.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
UCD School of Education. (2024). BEd Year 1 professional placement handbook. [Available on Brightspace].
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. Learning Sciences International.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.