Module Code: |
H9PIT |
Long Title
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Practicum in Educational Practice
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Title
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Practicum in Educational Practice
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Module Level: |
LEVEL 9 |
EQF Level: |
7 |
EHEA Level: |
Second Cycle |
Module Coordinator: |
Leo Casey |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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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).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
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
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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
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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
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Ethics and Values
What makes a good teacher?
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Personal Philosophy of Education and Assessment
n/a
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsPart 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. |
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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. |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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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 |
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Schön, D. (1983), The Reflective Practitioner: How professionals think in action, Temple Smith, London.
| Supplementary Book Resources |
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Brookfield, S. (1995), Becoming a Critically Reflective Teacher, Jossey-Bass, San Francisco.
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Cordingley, P. (2006), Talking to learn: the role of dialogue in professional development, 19(2). Education Review.
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Gibbs, G. (1988), Learning by Doing: A Guide to Teaching and Learning Methods, Oxford Further Education Unit, Oxford.
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Johns, C. (2000), Becoming a reflective practitioner, Blackwell Science, Oxford.
| This module does not have any article/paper resources |
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This module does not have any other resources |
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