EDUC20080 Professional Placement II

Academic Year 2023/2024

*** Not available in the academic year indicated above ***

The purpose of this module is to build on the scaffolded experience of EDUC 1 Professional Placement. Students will engage in placement in post-primary schools and will be engaged in co- teaching activities with their Treoraí. This placement will also adopt a scaffolded approach to teaching the students. This will include:
- working closely with the Treoraí to plan lessons
- using structured observational protocols and self-reflective journaling to observe pedagogical practices in the language learning classroom
- engaging in co-teaching activities with the Treoraí
- engaging with the broader school community to get a broader perspective on the inner ecologies of the school environment
- undertaking in a language learning/creative pedagogy project with Transition Year/ LCA students
- using a digital learning portfolio to collate observations, lesson planning, resources and reflections throughout the placement

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students will be enabled to:
- work collaboratively with partners/teachers in the education system
- develop and write structured lesson plans for the teaching of language in the post primary classroom
- critically reflect on pedagogical practices/approaches and identify strategies to enhance teaching practice
- identify the work of the school beyond the classroom, including the role of SEN, HSCL, subject departments etc.
- identify and prepare appropriate resources to support the teaching and learning in the language classroom
-identify a topic/theme to develop a project to enhance the language learning/pedagogical experiences of the students in the classroom
- critically reflect on the implementation of the project and identify the strengths and limitations of the approach
- present a digital portfolio capturing all aspects of their work within the school and classroom

Student Effort Hours: 
Student Effort Type Hours
Placement/Work Experience

125
Total

125
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
Project: Presentatio
n of
learning
portfolio in
a
professional
conversatio
n reflecting
on the
structured
observation
, co-
teaching,
lesson
planning,
self-
reflections
and
resources
 Week 12 n/a Standard conversion grade scale 40% No

100

Carry forward of passed components
Not yet recorded
 

Not yet recorded
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?

Not yet recorded.

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

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