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Curricular information is subject to change
On completion of this module, students will be enabled to:
* Design lesson plans and units of work underpinned by High Leverage Practice and on-going assessment that reflect a variety of teaching/learning methodologies and assessment strategies that are aligned with relevant subject and programme curriculum content
* 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 teaching, learning and assessment strategies
* Identify and embed relevant Sustainable Development Goals 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
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. Introduction - Outline of topics to be covered, Accounting syllabus
2. Planning your classes - using the Outline plan for PME
3. Active Learning methodologies for Accounting
4. Depreciation and revaluation - Using questioning
5. High leverage Practices
6. Preparing Instructional Resources and First look at the Assignment
7. Suspense Accounts
8. What is a Flipped Classroom?
9. Marginal costing using the flipped class
10. Clubs and Service firmsAccounts - using mind maps for key words
11. Setting an Accounting Exam
12. Individual presentations with peer review followed by lecturer comments and suggestions
DES supported subject specific curriculum content for all junior and senior cycle subjects and programmes is available at the links below.
Up-to-date relevant subject specification/syllabus and programme curriculum
https://curriculumonline.ie/Home/
NCCA resources for On-going assessment
https://ncca.ie/en/junior-cycle/assessment-and-reporting/focus-on-learning
Professional Development Service for Teachers (PDST) - DES approved planning, teaching, learning and assessment resources for TY, LCA, LCVP and Leaving Certificate Established
https://pdst.ie/
PDST Technology in Education (PDST TiE) - DES approved resources for technology enhances teaching, learning and assessment
https://www.pdsttechnologyineducation.ie/en/Good-Practice/
PDST JCSP subject specific resources to support students taking the Junior Cycle School Programme
http://jcsp.ie/
Junior Cycle for Teachers (JCT) - DES approved planning, teaching, learning and assessment resources for the Junior Cycle Framework
http://jct.ie/home/home.php
Scoilnet - DES funded teacher repository for sharing of planning, teaching, learning and assessment resources for primary and post-primary programmes and subjects
https://www.scoilnet.ie/
State Exams Commissions website with past exam papers and suggested solutions for all subjects and programmes
https://examinations.ie/
DES Looking At Our School Quality Framework (LAOS) and School Self-Evaluation Guidelines for post-primary schools
http://schoolself-evaluation.ie/post-primary/
National Council for Special Education (NCSE) - DES approved resources for supporting students with AEL
https://ncse.ie/
Other resources
High Leverage Practice – explanation and video vignettes
http://www.teachingworks.org/work-of-teaching/high-leverage-practices
http://www.teachingworks.org/support-resources/video-resources
Literacy/Numeracy and AfL Strategies
https://www.pdst.ie/sites/default/files/Integrated%20Approach_0.pdf
https://www.nala.ie/literacy-and-numeracy-in-ireland/
http://www.adlit.org/strategy_library/
https://www.facinghistory.org/resource-library/teaching-strategies#sid
https://www.nationalnumeracy.org.uk/
Sustainable Development Goals – explanation and exemplars in practice
https://en.unesco.org/sustainabledevelopmentgoals - Sustainable Development Goals
http://www.ubuntu.ie/ - Examples of how to integrate the Sustainable Development Goals across the curriculum
| Student Effort Type | Hours |
|---|---|
| Lectures | 20 |
| Specified Learning Activities | 18 |
| Autonomous Student Learning | 20 |
| Online Learning | 4 |
| Total | 62 |
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
Students may choose from a list of topics provided by the module co-ordinator
| Lecture | Offering 1 | Week(s) - 1, 2, 3 | Thurs 14:00 - 15:50 |
| Lecture | Offering 1 | Week(s) - 4 | Thurs 14:00 - 15:50 |
| Lecture | Offering 1 | Week(s) - 5, 6, 7, 8, 9, 10, 11, 12 | Thurs 14:00 - 15:50 |