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Curricular information is subject to change
On completion of this module, students will be enabled to:
* Design units of learning, lesson plans, rich tasks and summative and formative assessments that are culturally relevant and constructively aligned with the learning outcomes of the relevant specification
* Demonstrate a critical understanding of High Leverage Practice as they relate to the subject methods in this module
* Create inclusive learning environments, including digital and virtual ones, that support the learning needs of all pupils by utilising a universal design for learning framework.
* Identify and evaluate existing subject and programme resources relevant to the junior and senior cycle
* Create differentiated resources suitable for junior and senior cycle taking into consideration students with Additional Educational Needs (AEL) and English as an Additional Language (EAL)
* Review and critically analyse assessment strategies, curricula and an appropriate pedagogical repertoire
* Demonstrate the ability to effectively use broadcast and digital media to enhance teaching, learning and assessment
* Acquire and develop proficiency in the use of a variety of differentiated teaching, learning and assessment strategies
* Identify and embed relevant Sustainable Development Goals and Global Citizenship Education in teaching learning and assessment
* Identify and embed relevant literacy, numeracy and other key skills as appropriate
* Identify and embed relevant wellbeing strategies as appropriate
* Reflect on the learning experience both from both the student and teacher perspective
* Demonstrate an understanding of what it means to be a creative and reflective practitioner who has a positive mindset regarding innovative and research informed practice
• Maintain an interest in continuing professional development for Business/Business Studies teachers through the Business Studies Teachers Association of Ireland (BSTAI).
Indicative Reading List
The Mind Map Book: Radiant Thinking by T. Buzan, 2000, BBC Books, ISBN 978-0563537328
A Guide to Teaching Practice in Ireland by Brendan Walsh and Rose Dolan
ISBN 978 – 0 -7171-4511-9
Think before you Teach by Martin Illingworth ISBN: 978-178135228-1
The Teacher’s Toolkit – Raise Classroom Achievement with strategies for Every Learner by Paul Ginnis ISBN: 978-189983676-5
Graphic Organisers in Teaching and Learning available from PDST
Boyd, A., Gorham, J. J., Justice, J. E., & Anderson, J. L. (2013). Examining the apprenticeship of observation with preservice teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly, 40(3), 27-49. Available from http://soe.unc.edu/anderson/~anderjl/boydetal.pdf
Brookfield, S. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Department of Education and Skills (2014). National Strategy on Education for Sustainable Development accessed 19 Oct. 2019. https://www.education.ie/en/Publications/Education-Reports/National-Strategy-onEducation-for-Sustainable-Development-in-Ireland-2014-2020.pdf
Hargreaves., A. (2015) Presentism, Individualism, and Conservatism: The Legacy of Dan Lortie’s Schoolteacher: A Sociological Study, Curriculum Inquiry, 40:1, 143-154, DOI: 10.1111/j.1467-873X.2009.00472.x
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in Physiology Education, 40(2), 147. Available from https://www.physiology.org/doi/pdf/10.1152/advan.00138.2015
Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago Press.
Shulman, L. S., (1986). Those Who Understand: Knowledge Growth in Teaching
Accounting Syllabus :- https://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Senior-Cycle-/Syllabuses-and-Guidelines/lc_accounting_sy.pdf
Indicative Module Content
1. Strategies for inclusion of the student who has dyslexia
2. Assignment 3
3. Setting out a plan for teaching the HI-LO accounting topic which includes students with Dyslexia
4. Planning to include students who have Dyspraxia
5. How to manage the gifted students
6. Planning an Accounting module for Transition year
7. Critical thinking and Accounting
8. Blooms taxonomy and Final Accounts
9. Preparing for Interviews for Accounting teacher jobs
10. Incorporating Sustainability teachings into accounting
11. Cash flow Statements and the Jigsaw method
12. Final roundup of the two years - what have we covered?
| Student Effort Type | Hours |
|---|---|
| Lectures | 24 |
| Specified Learning Activities | 46 |
| Autonomous Student Learning | 50 |
| Total | 120 |
Not applicable to this module.
| Description | Timing | Component Scale | % of Final Grade | ||
|---|---|---|---|---|---|
| Assignment: An assignment brief will be provided by your module coordinator during the module. 20% of the assignment will be based on participation in the module as prescribed by the module coordinator. | Varies over the Trimester | n/a | Standard conversion grade scale 40% | Yes | 100 |
| Remediation Type | Remediation Timing |
|---|---|
| In-Module Resit | Prior to relevant Programme Exam Board |
• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities
Opportunities will be provided for self and peer-review strategies throughout the module and individual feedback will be provided post-assessment.