Module Code: H7ASLE
Long Title Application of Strategies in Learning Environments
Title Copy Of H7ASLE (20721) Application of Strategies in Learning Environments
Module Level: LEVEL 7
EQF Level: 6
EHEA Level: First Cycle
Credits: 10
Module Coordinator: ARLENE EGAN
Module Author: Michael Goldrick
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Increase collaborative skills through the creation of learning communities
LO2 Develop awareness of a range of strategies for room management
LO3 Develop awareness and skills in enhancing interpersonal and intra personal skills in learners
LO4 Develop skills in evaluating, synthesising and communicating information from research
LO5 Demonstrate an awareness of the principles and practice of good academic research
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Developing learning communities
• How to provide space and time for babies, toddlers and young children to work independently, in pairs and in small and large groups; how to support children to initiate, take the lead and follow through on their ideas; how to support children to think for themselves. Pedagogical strategies of building relationships, active listening, scaffolding, modelling, demonstrating and asking open-ended questions (among others), will be acquired
Room management
• How to arrange the learning environment in settings to support children’s positive dispositions for learning (wonderment, excitement, curiosity, concentration, perseverance and full engagement in experiences) indoors and outdoors. How to ensure the environment supports problem-solving, challenge, creativity, imagination through a variety of interesting, accessible and open-ended materials. How to provide first-hand experiences, building on children’s interests. How to support the development of creativity, art, music, drama, early language, literacy, numeracy, science and holistic learning and development generally.
Enhancing inter and intra personal skills
• How to work in teams; how to engage in adult-adult interactions and adult-child interactions. Develop active and transformative listening skills, conflict resolution and problem-solving strategies, engage in sustained shared thinking or extended purposive conversations with children.
Evaluating, synthesizing and communicating research information
• Students will learn how to evaluate, synthesise and communicate the theory and research learned in the Year 3 course work and how to apply this professional knowledge in practice.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Continuous Assessment (0200) % of total: 40
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Students will be invited to write 8 short reviews of literature that have selected to read on course topics.
Assessment Type: Assignment % of total: 60
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Students will be required to write a substantial review of a topic area relevant to learning and teaching that has been covered during the module. The word count for this is 1500 words.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture per week 1.5 Once per semester 0.13
Independent Learning No Description 9 Once per semester 0.75
Total Weekly Contact Hours 0.13
 

Module Resources

Recommended Book Resources
  • French G. (2014), “Let them talk”: Evaluation of the language enrichment programme of the Ballyfermot early years language and learning initiative, Pobal.
  • French G. (2013), Early speech and language matters: Enriching the communication environment and language development in early childhood, Barnardos Training and Resource Service..
  • French G. (2012), Early literacy and numeracy matters: Enriching Literacy and Numeracy Experiences in Early Childhood., Barnardos Training and Resource Service..
  • Hayes N. (2013), Early Years Practice - Getting it Right from the Start, Gill & Macmillan, Dublin, [ISBN: 9780717157204].
  • National Council for Curriculum & Assessment. (2015), Aistear / Síolta Practice Guide, NCCA, Dublin.
Supplementary Book Resources
  • Bilton, H., James, K., Wilson, A. and Woonton, M.. (2005), Learning Outdoors: improving the quality of young children's play outdoors, David Fulton, Oxford.
  • French, G.. (2008), Supporting quality: Guidelines for professional practice in early childhood services (3rd ed.). Book I Policy and governance. Book 2 Enhancing children’s learning and development, 3rd. Barnardos, Dublin.
  • Mathers, S., Eisenstadt, N., Sylva, K., Soukakou, E. & Ereky-Stevens, K. (2014), Sound foundations: a review of the research evidence on quality of early childhood education and care for children under three, implications for policy and practice, Oxford University Press.
  • Neylon G. (2014), An analysis of Irish pre-school practice and pedagogy using the early childhood environmental four curricular subscales, Irish Educational Studies.
Recommended Article/Paper Resources
Other Resources
Discussion Note: