Module Details

Module Code: PRAC
Module Title: Advanced Pedagogical Practices
Title: Advanced Pedagogical Practices
Module Level:: 7
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Mary Beare Aust
Domains:  
Module Description: The aim of this module is to introduce a wide range of pedagogical practices and strategies to the learners in support of children’s learning and assessment. They will also be given the opportunity to explore strategies and practices concerning Philosophising with Children. Outdoor play will also be examined.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Demonstrate an understanding of a range of pedagogical practices
LO2 Demonstrate an ability to understand and conduct Philosophy sessions with and for children.
LO3 Analyse the contribution and importance of Outdoor Learning in Early Childhood Education
LO4 Understand and apply the elements of planning and assessment for and of children’s learning as suggested by the Aistear Siolta Practice Guide.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
A range of pedagogical practices
• Aistear Siolta Practice Guide – Curriculum Foundations • Slow pedagogy and early childhood education • Reconceptualizing participatory practices. • How to select a responsive supporting learning technique e.g. o Demonstrating o Describing o Listening o Modelling o Recalling o Encouraging, praising, and helping
‘Doing’ Philosophy with children.
• Identify and analyse the importance of philosophising for children and its relationship to Aistear ‘Exploring and Thinking’ • Demonstrate the ability to plan for and encourage children to philosophise
Outdoor Learning in Early Childhood Education
• Principles and History of Outdoor Learning • Outdoor learning in practice across the age ranges Babies to Middle Childhood. • Sustainable and environmental education in the outdoors – with link to Article 29 1 (e) UNCRC
Planning and assessment for and of children’s learning
• Using Learning Stories • Ways of Knowing, Ways of Listening, More than observing. • The Emergent Curriculum • The Curiosity Curriculum • Aistear Siolta Practice Guide – Planning and Assessing and all support material. • Supporting Transitions within and between settings, services and school.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Reflective Journal % of Total Mark 100
Timing n/a Learning Outcomes 1,2,3,4
Non-marked No
Assessment Description
Learners will be invited to develop an eportfolio tracing their learning journey in relation to this module.
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 2.00 24
Independent Learning Time Non Contact No Description 15 Weeks per Stage 6.73 101
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 1.50 18
Independent Learning Time Non Contact No Description 15 Weeks per Stage 7.13 107
Total Weekly Contact Hours 1.50
 
Module Resources
Recommended Book Resources
  • Ursula Kilkelly et al. (2016), Children and the Outdoors. Contact with the outdoors and natural heritage among Children aged 5 to 12: Current trends, benefits, barriers and research requirements, The Heritage Council, Kilkenny.
  • Jan White. (2019), Playing and Learning Outdoors, 3rd. Routledge, Abingdon, Oxon, [ISBN: 113859976X].
  • Gaut and Gaut. (2011), Philosophy for Young Children: A Practical Guide, Routledge, Abingdon, Oxon, [ISBN: 0415619742].
  • Mary Roche. (2015), Developing Children's Critical Thinking Through Picture Books, Routledge, Abingdon, Oxon, [ISBN: 978041572772].
  • Mac Naughton, Glenda,Williams, Gillian. (2008), Teaching Young Children: Choices In Theory And Practice, 2nd. McGraw-Hill Education (UK), p.448, [ISBN: 0335235921].
  • Margaret Carr and Wendy Lee. (2019), Learning Stories in Practice, Sage, London, [ISBN: 1526423758].
Recommended Article/Paper Resources
  • Relevant and recent journal research articles in the area accessed through the Institute’s Library Service.
  • Conference proceedings from recent relevant local, national and international conferences.. Conference.
Other Resources
Discussion Note: