Module Learning Outcomes

Upon successful completion of this assessment, Graduate Student Teachers (GSTs) will be able to:

• Generate lesson plans, schemes of work and teaching resources that address the aims and objectives of the national strategy for Literacy and Numeracy
• Synthesize a number of innovative teaching and learning methods
• Create innovative and creative curriculum resources by developing tailored short courses
• Develop the skills required for critical reflective practice using the frameworks for school and teacher self-evaluation
• Integrate appropriate knowledge and skills to work in collaboration with others as an active member of a subject department

Continuous Assessment Task

This assignment identifies three pedagogical approaches that are considered essential practices in enabling teachers to meaningfully facilitate student learning in inclusive education, whilst also attending to the goals of the new Framework for Junior Cycle (2015). These are:

(a) Formative Assessment/Assessment for Learning
(b) Differentiation
(c) Evidence-Informed Practice

Part One: Pedagogical Approaches

(a) Formative Assessment/Assessment for Learning

From the four research sources on Formative Assessment/Assessment for Learning provided, consider Wiliam (2014) and one other source of your choice.

i) Conduct a comparative analysis of the two sources and identify the keys elements of the practice, and critically assess from a pedagogical perspective the possible benefits as well as challenges in using this practice.

ii) Evaluate and critically discuss the extent to which the evidence supports the view that this practice is core to achieving the aims of the Framework for Junior Cycle within an inclusive setting.

(b) Differentiation

From the four research sources on Differentiation, download Tomlinson (2008) and one other source of your choice.

i) Conduct a comparative analysis of the two sources and identify the keys elements of the practice, and assess critically from a pedagogical perspective the possible benefits as well as challenges in using this practice

ii) Evaluate and discuss critically the extent to which the evidence supports the view that this practice is core to achieving the aims of the Framework for Junior Cycle within an inclusive setting

(c) Evidence-Informed Practice

From the four research sources on Evidence-Informed Practice, consider Hattie (2005) and one other source of your choice.

i) Conduct a comparative analysis of the two sources and identify the key elements of the practice, and assess critically from a pedagogical perspective the possible benefits as well as challenges in using this practice

ii) Evaluate and discuss critically the extent to which the evidence supports the view that this practice is core to achieving the aims of the Framework for Junior Cycle within an inclusive setting

Part 2: Reflective Essay

With reference to your own school placement experience, evaluate critically your experience of implementing theory into practice in relation to (a) Formative Assessment/Assessment for Learning; (b) Differentiation; and (c) Evidence-Informed Practice.

Provide at least five academic references from various published sources (in addition to the material from on-demand sessions and webinars) to support your essay. The references should be included in the single final list of references that you will provide at the end of your assignment.