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PLACEMENT LEARNING 2:EDUCATION FOR THE MIDDLE YEARS

Module code: EDF225
Credits: 10
Semester: 1 and 2
Department: FROEBEL EDUCATION
International:
Coordinator: S�amie O'Neill (FROEBEL EDUCATION)

	Overview
	This module will prepare the students for school placement in Semester 1 and Semester 2 with a focus on classroom organisation, behaviour management and lesson planning for the Middle Years. In Semester 1 students will be placed in pairs for three weeks in a 1st or 2nd class setting, organised by the Froebel Department. Students will also source a placement themselves one day per week in an Academic Service Placement. This is an experiential learning pedagogy whereby students engage in community service that is integrated with the aims of the B Ed programme. In Semester 2, students will be placed for three weeks in a 3rd or 4th class setting, one week in a Gaelscoil setting and 8 days in Academic Service Placement. In this module, students will extend their repertoire of teaching skills to include group teaching, cross-curricular skills, integration, monitoring pupil progress, medium to long-term planning and designing age appropriate activities. Students will also engage in thematic planning, implement a variety of strategies for teaching and learning; assess pupils learning and employ effective classroom management skills. They will familiarise themselves in particular with co-operative teaching and learning methodologies and how to effectively motivate pupils to learn. They will explore how ICT can be embedded as a pedagogical tool. At all times, students will be encouraged to reflect on their own experiential learning.

Overview

This module will prepare the students for school placement in Semester 1 and Semester 2 with a focus on classroom organisation, behaviour management and lesson planning for the Middle Years.

In Semester 1 students will be placed in pairs for three weeks in a 1st or 2nd class setting, organised by the Froebel Department. Students will also source a placement themselves one day per week in an Academic Service Placement. This is an experiential learning pedagogy whereby students engage in community service that is integrated with the aims of the B Ed programme.

In Semester 2, students will be placed for three weeks in a 3rd or 4th class setting, one week in a Gaelscoil setting and 8 days in Academic Service Placement.

In this module, students will extend their repertoire of teaching skills to include group teaching, cross-curricular skills, integration, monitoring pupil progress, medium to long-term planning and designing age appropriate activities.

Students will also engage in thematic planning, implement a variety of strategies for teaching and learning; assess pupils learning and employ effective classroom management skills. They will familiarise themselves in particular with co-operative teaching and learning methodologies and how to effectively motivate pupils to learn. They will explore how ICT can be embedded as a pedagogical tool. At all times, students will be encouraged to reflect on their own experiential learning.

	Learning Outcomes
	On successful completion of the module, students should be able to: Successfully plan, teach and evaluate lessons on school placement. Identify key aspects relating to the role of the teacher. Develop the professional role of the teacher in the classroom. Familiarise themselves with preparation and planning practices with a specific emphasis on project methods, integration of subjects and group teaching practices for classes from infants to fourth class. Relate theories of learning to practise. Utilise a range of methodologies suitable for use in infants and middle years classrooms Review, select and use appropriate resources and materials for teaching in infants to fourth class. Engage with, and reflect upon, Academic Service Placement.

Learning Outcomes

Teaching & Learning methods

Assessment

Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
Continuous Assessment detail(s): It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. It is a requirement of this module that students independently pass both the Classroom Performance and Placement File elements of each School Placement block. In Semester two students will spend eight days in an educational placement other than a primary school, where the client group have experiences challenges in education. Students will reflect on their learning through a journal and make a poster presentation to share their learning with peers. Students are expected to abide by the guidelines outlined in the Froebel School Placement Handbook and have due regard for the core values and professional commitments as set out in Teaching Council�s Code of Professional Conduct for Teachers.

Assessment type	Options	Weighting
Continuous Assessment		100%
University scheduled written examination	No	0%
Other		0%
Total		100%

Could the result of this module be capped? No
Students will be awarded a pass or fail mark in this module. Grades are not awarded. Please note that if you fail one/both elements of School Placement you must repeat both elements. Satisfactory attendance is a requirement of this module.

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Is Supplemental Continuous Assessment registration permitted? No Is Supplemental Continuous Assessment capped? No

	Additional Reading
	Borich, G. (2012) Effective Teaching Methods: Research-Based Practice. New York: Pearson Centre for Early Childhood Development and Education (2006). Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010) A Guide to Teaching Practice (Revised 5^th Edition). Oxon: Routledge. Froebel Department (2014) School Placement Handbook 2014/2015. Maynooth: Froebel Department. DES/NCCA (1999) Primary School Curriculum. Dublin: Stationery Office. INTO (2004) Managing Challenging Behaviour. Dublin: INTO. INTO (2005) Towards Positive Behaviour. Dublin: INTO. Kyriacou, C. (2007) Essential Teaching Skills Cheltenham: Nelson Thornes. Rogers, B (2006) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. 2^nd edition London: Sage Recommended Reading: Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery. Pollard, A. (Ed) (2002) Readings for reflective teaching. London: Continuum. Pollard, A. (Ed) (2008) Reflective Teaching. London: Continuum.

Additional Reading

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PLACEMENT LEARNING 2:EDUCATION FOR THE MIDDLE YEARS

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