PEDA232 - Creating an Effective Learning Environment (Junior Years)

Objectives:

On successful completion of the module, students will be able to:

(1) To be aware of their responsibilities in school and those of others as outlined in the school and national policies and guidelines and how these reflect the purpose of education within society. (Q3b) (K3) (T4)
(2) To begin to understand how to take account of diversity and promote equality and inclusion in their teaching (Q19) (K2) (A1)
(3) Demonstrate an understanding of a range of strategies for behaviour management and begin to adapt these for personal learner needs.(Q10) (K5) (A1)
(4) To begin to reflect on their own learning needs, to inform their professional practice and development. (R4) (T5)

Content:

This module will provide the foundations for further study of professional practice in level 1b and in areas of educating pupils with special needs and assessment at level 2. Links will be made to other modules at this level, particularly Development and Learning. Throughout the module trainees will be prepared for school based training.
- Purposes of education. Pupil & teacher needs, responsibilities. The emerging professional.
- Features of the inclusive school- staff roles and responsibilities. School policy documentation.
- Creating a positive classroom and school ethos and a purposeful learning environment- including a range of behaviour strategies, organisation of the room, groupings and resources.
- Principles of planning. Focus on short term planning and how this fits into medium and long term. Structures used including the generic college planner.
- Princples of assessment fro learning. Purposes of feedback. Forms of feedback.
- Creating an inclusive learning environment- meeting needs of children from diverse backgrounds. Differing learning styles- link to inclusive planning.
- Self-esteem and emotional literacy. The use of circle time.
- Reinforcing coverage in Learning and Development module on learning styles, multiple intelligences, accelerated learning, brain gym etc.
- Personal learner needs- developing study skills, teacher development plan.
- An introduction to school based training procedures and requirements.

In relation to a number of the above areas, students will be introduced to and discuss a range of research findings and Government initiatives.

Learning and Teaching Information:

Each session will include a variety of approaches to promote active learning, to reflect those utilised in the primary classroom. These will be undertaken as a whole group, small group, pair or individually. Learning will be supported by reading materials provided in study and CLARCS packs and via online learning. Assignments and tasks will be fully scaffolded. Independent study – preparation for sessions, independent reading, e-learning via moodle.

Lectures, Workshops
Contact hours 40
Number of groups 2

Assessment: