Building on the attitudes, skills and knowledge associated with technology education and consolidating the experience from School Placement 1, the focus of this module shifts from that of a teacher-centred planning model to an orientation that examines the broader context and stakeholders in the technology education community. The emphasis in this module is to develop both proactive and responsive pedagogical techniques to develop adaptive expertise appropriate to the complex and iterative nature of learning and teaching in technology education. With particular emphasis on design-based learning and developing constructs of capability, this module explores the complex relationship between curriculum, pedagogy and assessment. Special consideration is given to planning for differentiation and supporting students to engage in learning activities that create potential to cultivate a broad range of unique and personalised skills. This module prepares technology teachers to support learners in schools to evidence and communicate their learning and capability through digital, visual and physical media.

Analysis of the leaving certificate syllabi relative to study in the Technology, Engineering, and Design and Communication Graphics domains. Task Design: design skills and design tools, making design learning visible, creating design briefs to address local and global context, integration of numeracy and literacy in design-based learning tasks, planning for mixed ability activities, developing experiential learning tasks. Facilitation and learning strategies: studio pedagogy, cognitive apprenticeship, guided practice, retrieval practice, dual-coding, generative learning, cognitive load. Assessment strategies: summative, formative, peer and holistic assessment, definition of capability, design of assessment as learning strategies, developing constructs of quality, developing evaluative judgment, completing CBA's and engaging in SLAR meetings. Using digital platforms to capture evidence of learning and to facilitate valid and reliable assessment.

On successful completion of this module, students will... Reflect on the evidence gathered during School Placement 1 and qualify areas for improvement resulting in a Subject and Professional audit Critically analyse the nature of pedagogical content knowledge and its utility in the planning for learning process. Create effective design-driven learning tasks, that encourages challenge, motivation, creative and diverse personalised outcomes Design appropriate instruments to facilitate and capture evidence of learning resulting from open-ended learning and assessment tasks Describe the nature and impact of feedback on learning and generate effective feedback that helps move learning forward Develop constructs of quality by means of exercising evaluative judgement on outputs from design based learning tasks Identify evidence of attainment and establish relationships with pedagogy strategies Integrate opportunities for developing numeracy and literacy skills into technology education tasks. Plan for differentiation and develop pedagogical strategies to support varying routes through learning and levels of attainment Generate effective feedback

On successful completion of this module, students will... Appreciate the importance of facilitation and learning strategies as an integral part in task design Articulate the value of technology education to the holistic development of all learners of all abilities Consider the nature of evidence of pupils learning beyond the measure of attainment Develop skills of argument and scholarly discourse to engage in meaningful debate focusing on contemporary issues in technology education

On successful completion of this module, students will... Design and create physical, visual and digital resources to support the effective implementation of design-based learning, teaching and assessment activities.

Lectures will provide students with the prerequisite knowledge on applied pedagogy, planning and evaluation principles with specific emphasis on design-based education. Academic literature will be used as a catalyst for debate and discussion around contemporary issues in technology education. Peer assessment and peer feedback will be used to support students in developing skills in formative assessment. Comparative judgement supported by the use of digital portfolios will facilitate the development of personal constructs of quality relating to capability in the subject discipline. An active learning approach will be implemented where students can work collaboratively as learning resources for one another.