Module Code: H9PIT
Long Title Practicum in Educational Practice
Title Practicum in Educational Practice
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 10
Module Coordinator: Leo Casey
Module Author: Stephanie Roe
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 Demonstrate proficiency in the design and application of effective learning teaching and assessment strategies for educational practice in professional settings.
LO2 Analyse and evaluate one’s own teaching and/or role as an educator, discuss this analysis and evaluation with an experienced professional, and identify mechanisms for continuous professional improvement.
LO3 Demonstrate an ability to work with peers and other professional educators in planning and implementing learning teaching and assessment strategies and developing and evaluating educational programmes.
LO4 Demonstrate a capacity for on-going professional development by scholarly reflection on practice and a commitment to the values and standards appropriate for learning professionals.
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
Identifying the Placement
The student is required to identify an appropriate adult workplace context in which to carry out the placement associated with this module. guidance is provided by means of requiring the student to answer and provide evidence in response to the following questions: - I carry out instruction where I am the teacher/designer of the strategy? - I can describe the instructional context i.e. (i) target group (ii) intended learning outcomes and (iii) instruction and assessment strategies? - The instructional context is authentic and useful for learners? - I can vary the pedagogical approaches at class or learning activity level? - I can complete meaningful and measurable learning uplift or instructional task within the timeframe? - I can gather evidence from (i) my own reflections (ii) student feedback and/or (iii) student performance
Design and Use of Learning Teaching & Assessment Strategies
The student must demonstrate proficiency in using a range of teaching strategies including but not limited to: Ability to present and explain Ability to stimulate inquiry Ability to support independent student learning -ability to assess learning Ability to teach for understanding Ability for inclusive teaching Ability to design learning tasks Ability to use technology to enhance learning
Evaluate Learning Teaching and Assessment Strategies & Implementation
The student is expected to critically evaluate the LTA strategies and to self-evaluate their own teaching using the following framework: Ability to present and explain Ability to stimulate inquiry Ability to support independent student learning Ability to assess learning Ability to teach for understanding Ability for inclusive teaching Ability to design learning tasks Ability to use technology to enhance learning
Ethics and Values
What makes a good teacher?
Personal Philosophy of Education and Assessment
n/a
Assessment Breakdown%
Coursework100.00%

Assessments

Part Time

Coursework
Assessment Type: Practical (0260) % of total: 70
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Students will be required to design and deliver a number of classes to individuals within their workplace based on best practice. Specifically, students will be required to create lesson plans, design their presentations, formulate activities or opportunities for interaction (where appropriate) and to gather audience evaluations on their performances. Students are also required to keep a reflective learning journal which will show how they perceive their own learning developments, the types of lessons they are learning through practical application of information and the areas of teaching and learning they may address in the future.
Assessment Type: Practical % of total: 30
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Students will be required to attend four workshops where they will be expected to engage in specific tasks. During one of the workshops each student will present a lecture to their class of peers, which they have designed based on lesson-plans produced specifically for this class. These presentations and lesson-plans will be marked in-class by two course lecturers. Students will also be required to write a report on feedback which they receive from their peers and the markers. In the remaining three workshops, each student is expected to be able to formulate a clear critique on each peer that presents and to engage with each of the topics being presented.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

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 Lecture 15 Per Semester 1.25
Lecturer Supervised Learning Placement tutoring 15 Per Semester 1.25
Workbased learning Work based learning 60 Per Semester 5.00
Independent Learning Independent Learning 160 Per Semester 13.33
Total Weekly Contact Hours 7.50
 

Module Resources

Recommended Book Resources
  • Schön, D. (1983), The Reflective Practitioner: How professionals think in action, Temple Smith, London.
Supplementary Book Resources
  • Brookfield, S. (1995), Becoming a Critically Reflective Teacher, Jossey-Bass, San Francisco.
  • Cordingley, P. (2006), Talking to learn: the role of dialogue in professional development, 19(2). Education Review.
  • Gibbs, G. (1988), Learning by Doing: A Guide to Teaching and Learning Methods, Oxford Further Education Unit, Oxford.
  • Johns, C. (2000), Becoming a reflective practitioner, Blackwell Science, Oxford.
This module does not have any article/paper resources
This module does not have any other resources
Discussion Note: