On completion of this module students will be enabled to:

1. Synthesise their understanding of the manner in which theoretical principles underpin practice by providing evidence of the classroom practice and student learning outcomes and activities that illustrate depth of learning for a range of different student abilities
2. Critically evaluate a range of pedagogical approaches in order to ensure that teaching and learning strategies nurture independent, self-?directed, self-?motivated learners who are capable of directing and critiquing their own work, who have highly
developed higher-?order skills in interpretation, analysis, and communication
3. Explicitly critique and reflect on lesson planning, structure, content and assessment by engaging with peer learning activities and observation of teaching through the use of video
vignettes
4. Examine and evaluate the most appropriate strategies for differentiation that will support inclusive classroom practice in order to maximise learning opportunities
for each student. To encourage a critical awareness of the nature of identity and self as they relate to education and teaching to develop students' capacity for philosophical engagement and reflection
5. Become critically aware of how professional decisions relating to the selection of methodology/ learning protocols, assessment and course content impact on the quality of student engagement and learning.
6. Demonstrate a conceptual and practical understanding of the applications of psychology to learning and teaching and adolescent development.
7. Demonstrate a professional knowledge of child welfare guidelines and be able to promote positive mental health and wellbeing among students
8. Devise schemes of work and lesson plans demonstrating knowledge of psychological theories and strategies.
9. Critically assess different kinds of behaviour and potential responses (e.g., classroom management and relational strategies) available and demonstrate how these can be applied to maximise the potential and inclusion of all students
10. Demonstrate and awareness of models of support available for different needs (e.g. NBSS, NCSE, HSE etc.)
11. Demonstrate knowledge of the type, prevalence and salient characteristics of some of the most common learning difficulties and additional needs (including disabilities and neurodivergences) in mainstream schools.
12. Understand how assessments techniques can be differentiated in curricular areas for students with different or additional needs
13. Formulate lesson plans which demonstrate knowledge of differentiated strategies and resources for students with a range of additional needs

* High Leverage Practice
* Planning
* On-going Assessment
* Theories of Learning and adolescent development
* Universal Design for Learning
* Differentiation
* DES National Priorities in education and how they impact on classroom practice
* Looking At Our School & School Self-Evaluation
* Cross-curricular approaches to literacy
* Cross-curricular approaches to numeracy
* STEM approaches to teaching, learning and assessment
* Distance Learning & Digital Technology
* Education for Sustainable Development
* Supporting Different Cultures: Embracing the Unfamiliar
* Parental Involvement: Including the Primary Educator
* Supporting social, emotional, and/or Mental Health difficulties (e.g., Trauma Informed Teaching, socio-emotional learning).
* Positive Behaviour Support
* The Pedagogy of Wellbeing
* The Construct of Inclusion
* Valuing Learner Diversity
* Specific Learning Difficulties: Assessment and Access Routes
* Supporting All Learners
* Working with Others
* Personal Professional Development
* Summary of the Key Issues



Indicative Reading List

Pedagogy

Coe, R. and Aloisi, C. and Higgins, S. and Major, L.E. (2014) 'What makes great teaching? Review of the underpinning research.', Project Report. Sutton Trust, London. AVAILABLE ONLINE HERE

Bates, B. (2016). Learning theories simplified: And how to apply them to teaching. Los Angeles: SAGE.

Department of Education and Skills (2016; 2022). Looking at Our Schools: A quality framework for post-primary schools. DES. Dublin.

Devine, D. (2011). Securing Migrant Children’s Educational Well-Being: Perspectives on Policy and Practice in Irish Schools. In The Changing Faces of Ireland (pp. 71–87). Retrieved 20/06/20 from https://brill.com/view/book/edcoll/9789460914751/BP000006.xml

Dumont, H., D. Istance and F. Benavides (eds.) (2010), The Nature of Learning: Using Research to Inspire Practice, OECD Publishing, Paris.
http://dx.doi.org.ucd.idm.oclc.org/10.1787/9789264086487-en

Dumont, H., D. Istance and F. Benavides (eds.) (2012), The Nature of Learning: Using Research to Inspire Practice, OECD Publishing, Practitioner Guide. Paris.
www.oecd.org/education/ceri/50300814.pdf http://www.teachingworks.org/work-of-teaching/high-leverage-practices

Hendrick, C., & Macpherson, R. (2017). What does this look like in the classroom?: Bridging the gap between research and practice. Melton: John Catt Educational Ltd.

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 [Accessed 05 March 2019]

NCCA – Focus on Learning Online Resource Pack - https://www.ncca.ie/en/junior-cycle/assessment-and-reporting/focus-on-learning

Professional Development Services for Teachers (2017). An Integrated Approach to Learning, Teaching and Assessment, PDST. Dublin. Available to download @ https://pdst.ie/pedagogy

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. American Educational Research Journal, 15(2), 4-14. [Accessed 20/20/20 http://www.fisica.uniud.it/URDF/masterDidSciUD/materiali/pdf/Shulman_1986.pdf]

Taylor, W. (1956). Recent developments in the use of the cloze procedure. Journalism Quarterly,1956, 33, 42-48. Available at this link. Retrieved 28/09/20 from https://journals.sagepub.com/doi/pdf/10.1080/10862967009546900

Urquhart, V. and Frazee, D. (2012). Teaching Reading in the Content Areas: If Not Me, Then Who?, (3rd Edition). Association for Supervision & Curri - SEE PAGE 35 AND 36 OF PDST BOOK FOR ANTICIPATION GUIDE STRATEGY

Westwood, P. S. (2015). Commonsense methods for children with special educational needs (7th ed.).
Milton Park, Abingdon, Oxon;New York, NY: Routledge. doi:10.4324/9781315716695 (Available online in UCD library) SEE PAGE 12 OF PDST BOOK FOR DIFFERENTIATION OVERVIEW



Reflective Practice

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. [Accessed 19/10/20 from https://files.eric.ed.gov/fulltext/EJ1014360.pdf]

Day, C. (2004). A passion for teaching. London: Routledge.

Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process.
Boston, MA: DC Heath and Company. [Accessed 19/10/20 from https://openlibrary.org/books/OL6295188M/How_we_think]


Farrell R., Marshall K. (2020) The Interplay Between Technology and Teaching and Learning: Meeting Local Needs and Global Challenges. In: Fox J., Alexander C., Aspland T. (eds) Teacher Education in Globalised Times. Springer, Singapore. https://doi.org/10.1007/978-981-15-4124-7_3 LOOKING AT THE USE OF EPORTFOLIOS

Harford, J. and MacRuairc, G. (2008) Engaging student teachers in meaningful reflective practice, Teaching and Teacher Education, 24 (7), 1884-1892.
Hargreaves, A. (2001) Emotional Geographies of Teaching, Teachers College Record, 103, 6, pp. 1056-1080. Harford, J. and Gray, P. (2017) 'Emerging as a teacher: Student teachers reflect on their professional identity' In:
Brian Hudson (ed.) Overcoming Fragmentation in Teacher Education: Implications for Policy, Practice
and Future Research. UK: Cambridge University Press.

Loughran, J.J. (2002) Effective Reflective Practice: In Search of Meaning in Learning about Teaching’, Journal of Teacher Education, 53, 33, pp. 33-43.

Flores, M.A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: a multi-perspective study. Teaching and Teacher Education, 22 (2), 219–232.

Korthagen, F. (2009) Professional Learning from Within. Studying Teacher Education 5:2, pages 195
199. ONION MODEL – VERY USEFUL AND PRACTICAL

Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago Press.

McGarr, O; McCormack, O (2014). Reflecting to Conform? Exploring Irish Student Teachers' Discourses in Reflective Practice JOURNAL OF EDUCATIONAL RESEARCH, 2014, Volume 107, Issue 4.- THIS IS THE SOURCE OF THE QUESTIONS FOR FINAL REFLECTIONS – I JUST SELECTED 4 QUESTIONS FOR YOU TO ANSWER

Pollard, A., & Black-Hawkins, K. (2014). Reflective teaching in schools (4th ed.). London: Bloomsbury. FREE ONLINE BOOK IN THE UCD LIBRARY – ESSENTIAL READING FOR PEDAGOGY, CLASSROOM MANAGEMENT, TEACHER IDENTITY, REFLECTION AND MUCH MORE!

Psycholody of Educaiton

Carr-Fanning, K. & Piotrowska, P.J. (2023). Understanding and responding to social, emotional, and mental health needs in schools. In Niolaki, G., Carr-Fanning, K., & Terzopoulos, A. (Eds.). Psychology and Educational Inclusion: Identifying and Supporting Children with Special Educational Needs. Berkshire, UK: Open University Press.

Not applicable to this module.

• 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.