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Curricular information is subject to change
On completion of this module, students will be enabled to:
Model effective habits of teaching. This will involve i) developing a sense of what you value in science and science teaching, ii) playing with effective strategies (pedagogy, assessment, etc.) that see you explore and test those values, iii) implementing your own science teacher education plan.
Unpack Junior Cycle Science learning objectives. Student teachers will explicitly develop and model effective habits of teaching through their teaching of Junior Cycle Science. This will involve students creating, teaching, and assessing effective science lessons. It will also see them engage with the curriculum and the underlying principles of its design.
Describe and evidence (their own) effective teaching & learning. 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.
The module seeks to support your development and serves as a place for you to inform and reflect upon your science placement. As scientists, we will approach things scientifically. Your placement is a space for you to experiment. You will be asked to make informed hypotheses around what’s happening in your class, try new approaches or pedagogies, consider ways to assess whether what you’ve done has worked, and for you to be critical of your teaching in such a way that you learn.
|Student Effort Type||Hours|
|Specified Learning Activities||
|Autonomous Student Learning||
|Description||Timing||Component Scale||% of Final Grade|
|Presentation: Teaching Exemplar. Students will ‘teach back’ a topic they have previously taught to their peers in UCD.||Unspecified||n/a||Graded||Yes||
|Portfolio: Students will compile a short dossier that demonstrates their membership of the UCD science education community.||Throughout the Trimester||n/a||Graded||No||
|Remediation Type||Remediation Timing|
|In-Module Resit||Prior to relevant Programme Exam Board|
• 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
The lecturers will provide comments on student work as they are written. The assignments will be graded against rubrics that will be discussed in class. Students will receive a copy of the feedback sheets and will have the opportunity to speak to the lecturer regarding their assessments. 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.
|Declan Cathcart||Lecturer / Co-Lecturer|