MTSD107
Teaching Practice I: Reflection on Action

ECTS Value: 10 ECTS

Self Study Hours: 60
Contact hours: 10
Assessment hours: 10

Supervised Placement Hours: 170

 

Overall Objectives and Outcomes

During this module, the course participant spends 6 weeks teaching in a Resource Centre, Autism Unit or Multi-Sensory Learning Room and will have opportunities of self-reflection about the everyday teaching and learning experience. Consequently, analysis and evaluation of methodologies used will lead to the upgrading of techniques adopted to scaffold learning with a resource classroom in an improved manner and on a more personalised level for the child/young person. Evaluation of own practices will be the basis of an action research approach to this module.

By the end of this programme, participants should be able to:

Competences

  • Develop a secure environment in which learners are allowed to make mistakes and are scaffolded to proceed in their learning journey;
  • Create a socially just environment in which equity is valued by all and learners are resources for each other;
  • Create an atmosphere in class in which the well-being of each learner can be perceived;
  • Collaborate closely with the Learning Support Educators through the sharing of scheme of work, lesson planning, and resources;
  • Collaborate closely with the Senior Management Team to enhance the daily learning experience of each learner;
  • Collaborate with other educators to promote a professional learning community through which a continuing professional development philosophy is experienced;
  • Employ the most appropriate pedagogy to support students who benefit from a Resource Centre/Resource Classroom classroom situation.

Knowledge

  • Appreciate the importance of devising a scheme of work and lesson planning;
  • Identify motivation techniques and other required elements to create an environment conducive to diversified learning;
  • Recognise the elements required to create a democratic and socially just learning environment;
  • Recognise the use of Functional Curriculum as an important reference for teachers working in Resource Centres/Resource Classes;
  • Appreciate the importance and the relevance of Bloom’s Taxonomy.

Skills

  • Create a positive classroom environment which enhances the performance of students through new techniques and knowledge and analyse what works well and what needs to be changed;
  • Evaluate classroom challenges, including those of challenging behaviour resulting from various reasons, and decide on an intervention;
  • Categorise and transform tasks for learners using Individual Education Planning and Functional Curriculum ensuring that all are on task and being challenged at their level;
  • Develop a scheme of work, lesson plans and a variety of tasks that can strategically scaffold learning;
  • Present content matter in an appealing, logical and comprehensible manner.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

Core Reading List

1. Learning Outcomes Framework Portal: http://www.schoolslearningoutcomes.edu.mt/en/Bandura, A. (1977) Towards a Unifying theory of Behavioural Change, Psychological review, Vol. 84, No. 2, pg. 191-285: https://www.uky.edu/~eushe2/Bandura/Bandura1977PR.pdf

2. Clarke,S., (2014) Outstanding Formative Assessment: Culture and Pracitce, Hodder Education.

3. Clarke,S., (2016) Growth mindset Lessons: Every child a learner, Hodder Education.

4. Cook, A.M., Miller Polgar, J. and Encarnacao, P. (2020) Assistive Technologies: Principles and Practice. US: Elsevier.

5. Harwell, J.M. and Jackson, R.W. (2008). The Complete Learning Disabilities Handbook: Ready-touse Strategies and Activities for Teaching Students with Learning Disabilities. US:Jossey-Bass Teacher.

6. MEDE (2019). A Policy on Inclusive Education in Schools: Route to Quality Inclusion. Available at: https://meae.gov.mt/en/Public_Consultations/MEDE/Documents/A%20Policy%20on%20Inclusive %20Education%20in%20Schools%20-%20Route%20to%20Quality%20Inclusion%E2%80%8B.pdf

7. Wiliam, D., (2011) Embedded formative assessment, Solution Tree Press.

 
Supplementary Reading List

1. Marzano. R.J., (2012) Becoming a Critically Reflective Teacher, Marzano Research Laboratory.

2. Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2003) Assessment for learning: Putting it into practice, Buckingham: Open University Press.

3. James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., Frost, D., Honour, L., MacBeath, J., McCormick, R., Marshall, B., Pedder, D., Procter, R., Swaffield, S. and Wiliam, D. (2006) Learning How to Learn: tools for schools, London, Routledge.

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