This assignment identifies three pedagogical approaches considered essential practices in enabling teachers to meaningfully facilitate: Comparative Literature Assignment, TCD, Ireland

Module Learning Outcomes

Upon successful completion of this assessment, Student Teachers 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.

Assessment

CTM CA1

Submission date: 6 October 2021

Comparative Analysis

This assignment identifies three pedagogical approaches 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:

• Formative Assessment/Assessment for Learning
• Differentiation
• Evidence-Informed Practice

(a) Formative Assessment/Assessment for Learning (700 words; 30 marks)

From the t sources provided on Formative Assessment/Assessment for Learning, consider Wiliam (2014) and Volante & Beckett

Conduct a comparative analysis of the two sources and

(i) Identify the key elements of this practice.

(ii) Critically assess the possible benefits as well as challenges in using this practice.

(b) Differentiation                           

From the 2 sources on Differentiation, Tomlinson (2008) and persons, S., Dodman, S., and Cohen-Burrowbridges (2013) ‘Broadening the view of differentiated instruction, Phi Delta Kappan, 95(1), pp.37-42.

Conduct a comparative analysis of the two sources and

(i) Identify the keys elements of the practice.

(ii) Critically assess the benefits as well as challenges in using this practice.

(c) Evidence-Informed Practice

From the research sources on Evidence-Informed Practice, consider Brown, Schildkamp&Hubers (2017) and Cooper, A., Klinger, D.A. and McAdie, P. (2017) ‘What do teachers need? An exploration of evidence-informed practice for classroom assessment in Ontario’, Educational Research, 59(2), pp.190-208attached on th email)

Conduct a comparative analysis of the two sources and

(i) Identify the key elements of this practice.

(ii) Critically assess the benefits as well as challenges in using this practice.