MODULE TITLE: DISSERTATION

TITLE OF PROJECT

The Development of an Interdisciplinary Galway Hooker

Model-making Module for Transition Year Students,
Designed to Enhance Motor Skills and Enrich Heritage
Knowledge

Student’s Number

G00363780

Submitted for the Award of

Bachelor of Science (Hons) in Education
(Design Graphics and Construction)
to
Galway-Mayo Institute of Technology, Letterfrack

i
 Supervisor: Dr. Pauline Logue Collins

Submission Date
23/04/2021

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Student Number: G00363780

Programme: BSc. (Hons) in Education (Design Graphics and
Construction)
Year: 4
Module: Dissertation
Lecturer: Dr. Susan Rogers
Assignment Title: Dissertation
Due Date: 23/04/2021
Date Submitted: 23/04/2021

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i
 The Development of an Interdisciplinary ‘Galway
Hooker Model-making’ Module for Transition Year
Students, Designed to Enhance Motor Skills and Enrich
Heritage Knowledge

ii
Abstract

South Connemara has a renowned maritime history, where heritage and the love for
Gaeilge - the native tongue - is a part of its heritage and identity as a region. Once a
thriving boat building region, the trade has come to a decline with the traditional
craftsmanship phasing out. The aim of this research is to develop an interdisciplinary
Galway Hooker model-making module for transition year students, designed to enhance
their motor skills and to enrich heritage knowledge. Methodologically, a literature
analysis study is conducted. The literature investigation encompasses three main areas:
the Connemara boatbuilding tradition (with particular reference to the Galway Hooker),
Transition Year (TY) unit development, informed by the National Council of
Curriculum and Assessment guidelines, and selected, relevant teaching and learning
philosophical theories, including constructionism, as developed by Seymour Papert, and
Kinesthetic Intelligence (KI), as developed by Howard Gardner. The main findings of
the study are, traditional skills of boatbuilding are disappearing due to the increasing
demand for Glass Reinforced Plastic (GRP) that require little to no maintenance
comparing to that of a wooden constructed hull, resulting in a cost factor. A TY unit is
assessed in a diagnostic and formative approach to give the students an opportunity to
participate in the procedure of exchange/discussion of ideas, self-rating, self-awareness,
and potential to take responsibility for performance and personal learning. Development
of this TY unit is informed by the learning theory of KI as learners process information
best through physical activity and emotions, therefore prefer an active learning approach
involving tactile activity (touching) and movement. The author found that published TY
Units in the field of technical education are generally unavailable among the NCCA
model samples. It is recommended that the developed module be implemented in a
Gaelscoil in the context of a pilot action research study.

Keywords: Galway Hooker; Heritage; Model-making; Transition Year Unit; Cross

Curricular Teaching and Learning; Kinesthetic Intelligence; Constructionism

iii
1 Introduction
The Galway Hooker, “often referred to as the ‘workhorse of the west’, played

an important role in the economy of the coastal communities in and around

Galway Bay”[CITATION Gal21 \t \l 6153 ].

Positioning myself as a researcher, I am final year award student at Galway-

Mayo Institute of Technology (GMIT) Letterfrack. I am from Cill Chiaráin

(Kilkieran), a small fishing village located in south Connemara Co. Galway.

South Connemara has a renowned maritime history, resilience, and vibrancy of

coastal and island life[CITATION Séa00 \t \l 6153 ]. In this region and

surrounding regions of Connemara, Gaeilge (Irish) is the first spoken language. In

Connemara, heritage and the love of our native tongue are not only a part of local

heritage, they are fundamental to our identity as a region. In recent years I have

witnessed a demand for boatbuilders here in the west of Ireland with boating

enthusiasts looking to learn the trade. It is from these bases, and my devotion for

these vessels, language, heritage, and culture thrive from and the motivation to

drive this project forward.

The boat building trade is a distinct trade here in Ireland, and with many

traditional craft skills dying, it is currently under threat[CITATION Wat16 \t \l

6153 ]. Shantanu Bose (2012), argues that shortage of a skilled traditional wooden

boat-building work force is a real problem as there is no educational support at

either graduate and diploma level to retain a skilled individuals who is attracted to

a more lucrative trade [CITATION Sha12 \p 357 \t \l 6153 ]. Providing the

younger generation with opportunities to explore boatbuilding is a requirement, if

the trade is to survive. It is on these bases that I have decided to develop an

1
interdisciplinary Transition Year (TY) unit to enhance motor skills and enrich

heritage knowledge.

The National Council for Curriculum and Assessment (NCCA) states that, TY

is a one-year programme that helps students with the transition from junior cycle

to senior cycle[ CITATION Cle12 \l 6153 ]. The Department of Education and

Skills explains that a TY programme welcomes a cross interdisciplinary approach

by giving the students an opportunity to mature with the emphasis on their

development including social awareness and social competence. It gives the

students an opportunity to enhance their technical and academic skills with a

direct focus on interdisciplinary and self-directed learning while also giving the

students the experience of adult and working life as a foundation for personal

development and maturity [CITATION Dep206 \p 3 \t \l 6153 ]. Joseph A.

Moynihan (2015) explains that the TY programme was first introduced in 1974 in

three schools as a pilot programme [CITATION Jos15 \p 200 \t \l 6153 ].

Moynihan further states that:

Students find themselves immersed in alternative learning environment where the

focus is no longer on rote learning but on more socio-cultural and experimental
learning styles. Young people in TY have the opportunity to participate in various
mutual arrangements where they have much to learn from experienced others, but
they too, have much to share with their older counterparts. They are coming from an
intensive education setting. In most cases, today’s students are quite comfortable
with technology and innovation. This new way of learning for them does not just
apply to work experience, but also to the many other tasks and challenges that they
will encounter during the TY experience [CITATION Jos15 \p 201 \t \l 6153 ].

The aim of this dissertation is to develop an interdisciplinary Galway Hooker

model-making unit for TY students to enrich their motor skills and enhance

heritage knowledge. The objectives are to:

 Conduct a literature study of the craft of boatbuilding, including the

Galway Hooker, in terms of origins and heritage.
 Investigate best practice for TY module development with reference to
the National Council of Curriculum and Assessment (NCCA)
guidelines and related literature.

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  Develop an interdisciplinary module, informed by learning theory, that
incorporates the construction of the Galway Hooker and the local
heritage of boat building.

The research methodology used for the development of this TY unit is primarily

secondary research. I critically evaluate academic publications, this includes educational

journal articles, electronic resources, websites, dictionaries, academic reports,

complementary publications which will include folklore and history of the Galway

Hooker, boat building in Connemara and the development of a TY unit.

This is an original contribution to teacher education. My intention was to

develop, implement and evaluate a cross-disciplinary TY unit (as indicated

above), however due to unanticipated Covid-19 restrictions, it was only possible

to develop it for use at a later stage.

The article begins with an exploration of the origins and heritage of the Galway

Hooker, situated within the context of the history and tradition of boatbuilding in

south Connemara. This is followed by an investigation of best practice TY

development, with reference to NCCA guidelines. Learning theories, that

contribute to the curriculum design for the TY Unit are multiple intelligence and

constructionism. To conclude, I will state my research findings and

recommendations.

Rouling Chen (2014) explains, cognitive development and emotional

development has been viewed as separate elements in the development of a child,

but in fact these two elements are intricately related [CITATION Rou14 \p viii \l

6153 ]. We will learn the difference between Jean Piaget’s (1896-1980)

constructivism and Symour Papert’s (1928-2016) constructionism and how these

theories may be beneficial to both the educator and student. In an effort to capture

3
the most relevant theoretical perspectives for this research study, I will solely

explore Symour Papert’s Constructionism theory and Howard Gardner’s theory of

Kinesthetic Intelligence.

2. The Galway Hooker: Origins and Heritage

Bád mór, 10.5m to 13.5m (35ft to

44ft) in length with a forward deck.
This class is rigged with a gaff rig

Leathbhád/half boat is approximately

10m (32ft). This class is known as the
Leathbhád/half boat due to the load
which it can transport is reduced by half
of the bigger boat (Bád mór). This vessel
also uses the gaff rig.

Gleoiteog mhór, 7m to 9m (24ft to

28ft). Similar to that of the two
previous boat classes. This vessel is
a typically an open boat but can be
fitted with a forward deck. This
class can bare two different rigs, the
gaff rig and a dipping lug sail rig
more commonly known as a púcán
rig.

Gleoiteog bheag, 6m to 7m (20ft to

23ft). This class would be
considered the smallest class of the
Hookers and again can be either set
up as gaff rig or a dipping lug sail.
The name Gleoiteog is said to have
come from the Irish word “gleoite”
which translates to the word pretty.

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 Púcán, 7m to 9m (24 to 28ft). A
Púcán is very similar to that of the
gleoiteog but is always an open
boat with no deck with a dipping
lug sail rig only. [CITATION Eli16
\p 17 \n \l 6153 ].

The Galway Hooker (Húicéir in Irish) is a sailing vessel unique to Galway Bay and

Connemara. Traditionally built from native white oak frames and larch planking, these

Table 1. Classes of the Galway Hooker Boat (Original Photographs)

vessels are famously known for their racked transom, curved lines, and unique tumble

home, build as workboats and not for speed or aesthetics [CITATION Sab19 \p 13 \t \l

6153 ]. However, the hooker vessel is characterised into five different classes based on

their length and type of rigging (see Table 1).

As stated by Pádraig Ó’Sabhain and Brian McGrath (2019), the word hooker is

connected to a fishing technique called “hook and line” fishing and is associated

with the Dutch hoeker [CITATION Pád19 \t \l 6153 ]. The authors further state

that “(t)he hooker remains the iconic traditional boat associated with Galway and

occupies a position in the maritime heritage and identity of the region”

[CITATION Pád19 \p 2 \t \l 6153 ].Various theories have developed over the

origins of the hooker, in a report conducted by W.H. Church (1849) in the

washington parlimentary report stated that the word hooker be a distortion of the

Spanish word “Urca” (pronounced “Ookra”) a name given to a small fore and aft

rigged vessel in Spain [ CITATION WHC49 \l 6153 ]. Paddy Barry and Richard

Scott (2008), further explain theories of Dutch origins, and propose that the vessel

may be based on the standard nineteenth-century British-type inshore cutters and

evolved[CITATION Pad08 \p 168 \t \l 6153 ]. Therefore, it is uncertain where the

5
Hooker originated from but only the fact that its unique design is harmonised for

its needs of the rough and shallow coastal conditions of the west coast of Ireland

facing the Atlantic Ocean.

Heritage is often mistaken from past events rather than our relationship the

present and the future [CITATION Rod13 \p 4 \t \l 6153 ], Suzanne Aalberse, Ad

Backus and Pieter Muysken (2019) states that “heritage refers to knowledge and

goods from the past that can be used now and in the future” as well as inherited

language and common definitions of heritage speakers[CITATION Suz19 \p 1

\t \l 6153 ]. The wider boatbuilding heritage will be discussed next, and further

elaborated upon in section 4.3.

2.2 Boat Builders in South Connemara

Galway is renowned for its boat building heritage, not alone of the building of

Galway Hookers, but the construction of Currach’s, Nobbies, Zulu’s and half

decker fishing boats [ CITATION hIa08 \l 6153 ]. Donal Greene writes that

“(u)nfortunately, there is no tangible recorded written history relating to

Connemara boat builders or the boats they constructed, instead stories and songs

are the mode of transmission.” [CITATION Gre13 \p 105 \t \l 6153 ]. Referring

to his own experience, Greene (2017) states how he trained as master boatwright

under the traditional methods. Training consisted of a seven-year apprenticeship

where learning was informal with no textbooks to study. Knowledge and training

were passed orally, with training consisting of experimental learning and guided

instruction [CITATION Don17 \t \l 6153 ].

The main location of boat building in Connemara was Muighinis, a small

island with road access via a bridge (see appendix 1). Muighinis - a small island -

6
had four different families constructing boats: the Casey, Mulkerrin, and two

Clougherty families. The Casey family were renowned for their vessels’ safety,

load capacity and speed; all important factors in the carrying of cargo. Richard

Scott (2004) states that sometime in the 1840’s a well-known boatbuilder known

as Seán Ó Laidhe from Lettermullan, Co. Galway, moved to Muighinis, and in

due course started building Hookers. Laidhe acquired Seán Casey (O’Cathasig) as

his apprentice. It was Seán O’Cathasig that, in time, would become the founder of

the long line of Casey’s boatbuilding family in Muighinis, in which he passed his

trade to his sons Padraig, Martin and Johnny [CITATION Ric04 \p 48 \l 6153 ].

In more recent times with demand increasing for glass reinforced plastic (GRP)

hulls or more commonly known as fibreglass boats, resulting in the demand for

wooden boats decreasing due to maintenance cost. Pádraig Seosamh Ó Sabhain

(2019), explains how the dynasties of hooker-building in Connemara is no more

as there is no great market today for a newly-build hooker [CITATION Sab19 \p

195 \t \l 6153 ].This has however had an instrumental effect on boatbuilding all

over Ireland. Darina Tully states in her report titled Audit of Maritime Collections

for the heritage council (2006), that the resource of traditional boat builders is

diminishing with regions only consisting of one boat builder. Tully further states

that the survival of particular class of boats depend on community employment

schemes and evening classes [CITATION Dar06 \p 11 \l 6153 ]. With this in

mind, this module development could be implemented as part of evening classes

for adults. Adult education is best explained by Malcom Tight (2004), when he

states that adult education and training is now widely re-labelled under the banner

of lifelong learning, producing a platform for activity and study. Tight explains

7
how we are all, as children and adults, engaged in learning in everyday life

[CITATION Tig04 \p 1 \t \l 6153 ].

As we have now investigated the origins and heritage of the Galway Hooker,

within the context of boatbuilders in south Connemara, we will next investigate

how to develop a TY unit that incorporates boatbuilding and heritage, that is

informed by educational learning theories.

3 An Investigation of Best Practice Transition Year Unit Development

The mission or overall aim of a TY programme is best stated by the

Professional Development Service for Teachers (PDST): “(t)o promote the

personal, social, educational and vocational development of the students, and to

prepare them for their role as autonomous, participative and responsible members

of society.” [CITATION Pro202 \p 3 \t \l 6153 ].

In order to develop a TY programme, it is necessary to understand what a TY

programme is and how to develop a unit that will enhance students learning and

progression. TY was first introduced in 1974 by the then Minister for Education

Richard Burke in a teachers’ Union of Ireland annual conference in Dún

Laoghaire, county Dublin. Gerry Jeffers (2011) explains that, in the Republic of

Ireland, where schooling system is highly centralised and dominated by the high-

stakes public examinations, TY differentiates from other school programmes

[CITATION Ger11 \t \l 6153 ]. The NCCA (2020) explains, TY is a one-year

programme that is designed to bridge Junior Certificate and Leaving Certificate

subjects while giving the students an opportunity to mature, develop and reflect

without the pressure of an examination [CITATION Nat204 \l 6153 ]. Joseph A.

Moynihan (2015) explains that the assessment of the programme is projected to be

diagnostic and formative to give the students an opportunity to participate in the

8
procedure of exchange/discussion of ideas, self-rating, self-awareness and

potential to take responsibility for performance and personal learning. Moynihan

further states that a whole school approach is highly recommended with clear co-

ordination and teamwork all responsible for a TY programme [CITATION

Moy15 \p 202 \t \l 6153 ]. Gerry Jeffers (2010), based a study of TY being

implemented in six different schools, co-ordinators and school principals play a

key role in successful implementation of TY [CITATION Ger10 \p 469 \t \l

6153 ]. When devising a TY programme, schools attempt to comply to a rationale.

Mullins, in an article entitled Teacher Education in the Republic of Ireland:

Retrospect and Prospect in a conference proceeding by the Standing Conference

on Teacher Education, North and South (SCoTENS) (2004), points out that this

rationale comprises of the following: Developing a learning structure that

promotes maturity, cognitive and emotional processes, Learning-led rather than

exam driven, Providing breadth and balance in the curriculum, co-operating with

all educational partners, especially parents, in providing a broad and enriching

educational experience, Challenge students in all areas of development and life

skills, Encourage variety in teaching and learning, learn through networking with

other schools and social agencies to facilitate interdisciplinary work, Develop

basic competence in key areas, including remediation and Enable students to

become independent self-directed learners [CITATION Pad04 \p 54 \t \l 6153 ].

Again, as explained by the NCCA website (2020) under the subject area of

Graphics and Construction general recommendations, teachers have scope to

exercise their own professional judgement based on the interests and abilities of

the class. However, it is vital that the essential principles of the Leaving

Certificate be sustained while ensuring a methodology is developed that is student

9
centred, activity based [CITATION Nat203 \p 7 \n \l 6153 ]. In a Chief

Examiner’s Report of 2009, it reported that heritage and new technologies

coursework comprised less than 10% of course work presented for assessment.

The report further states that Ireland has a rich architectural and craft heritage in

which remains unexplored and advised teachers to encourage students to

investigate both formal and vernacular construction, buildings of historical

construction and traditional crafts associated. The Chief Examiner suggests that

such investigations would provide a diverse and rich source of material for

students that would aid them raise awareness of the importance to conserve and

maintain a rich inheritance [CITATION Coi20 \p 41 \t \l 6153 ].

In order to create a TY unit, we will need to research and explore the

guidelines set by the Department of Education and Skills and the NCCA. During

my studies and a collaboration with National University of Galway (NUIG),

Ireland and GMIT set up as the Teachers Educators Together (TET) [CITATION

Tea21 \t \l 6153 ], we had the privilege of studying a TY short course that

consisted of a cross curricular knowledge based on the subjects of Material

Technology (Wood), Mathematics, Graphics and Science (see appendix 2).

For the purpose of this dissertation I will develop a TY unit that will further

explore the history and heritage of the boat builders that occupied this small island

on the west coast. As illustrated in the Leaving Certificate History Syllabus

(2003), it will give students an insight of human experience while developing

student’s understanding of human conditions and motivation of past experiences

of his/her community while establishing insights into the roots of their own

inherited traditions and identity [CITATION Dep03 \p 2 \t \l 6153 ]. It is on these

bases we will explore Social, Environmental and Scientific Education (SESE)

10
syllabus which consists of three subjects, they are Science, Geography and

History. In combination students get the opportunity to explore, investigate and

develop a deeper understanding of local environment’s [CITATION AnR20 \t \l

6153 ]. In conjunction to the SESE syllabus, we will also investigate the leaving

certificate Construction Studies Syllabus and junior level graphics which main

aims are to (see Table 2):

Table 2-Subjects Syllabus Quotes-Curriculumonline.ie-11-03-2021

Construc
Subjects History SESE Graphics
tion
“Respect “to “to “develop
for truth reinforce introduce students
and and pupils to cognitive
evidence stimulat the and
, a e knowled practical
commit curiosity ge and skills
ment to and skills associated
being imaginat involved with
open to ion in modelling
seeing about construct and
the past local ion graphical
from and technolo communic
different wider gy and ation”
Aims perspecti environ construct
ves and ments” ion
regard materials
for the and
integrity practices;
of the through
past” theoretic
al study
and
integrate
d
practical
projects”

An important aspect of TY programme that should be included is

interdisciplinary study [CITATION Dep206 \p 4 \t \l 6153 ]. Casey Jones

explains that this mode of study creates an advantage of school curriculum at all

levels by combining more than one discipline to develop a team of teachers and

students to enrich the overall educational experience [CITATION Jon09 \t \l 6153

11
]. Jones concludes that an interdisciplinary approach favoured teachers and

students in advanced critical thinking, communication, creativity, pedagogy and

essential academia techniques.

Curriculum content is a matter of selection by the given school and all areas

studied have a clear distinction from the leaving Certificate (LC) syllabus as it

clearly stated that a TY programme is not part of the LC programme and should

not be used to spend three years instead of two years studying LC content

[CITATION Dep206 \p 3 \t \l 6153 ]. Therefore, this has led to a new form of

curriculum which will be discussed in detail in section 3.1.

3.1 Transition Units

Sarah Hayes (2011) writes, “TY presents a unique opportunity to educators:

to be innovative, to teach without the constraints of the curriculum”[CITATION

Sar11 \p i \l 6153 ]. In addition to this, Transition Units (TUs) are units that are

created by a school and intended to be integrated into the school’s TY

programme. As stated by the NCCA (2021),

Transition Units (TUs) are new curriculum components that are timetabled
for approximately 45 hours. Alongside shorter modules and other learning
experiences, schools may include a variety of TUs as part of their transition
year programme. Transition units are not intended to be ‘exam’ courses but
are assessed as part of the teaching and learning in the unit [CITATION
Nat21 \t \l 6153 ].

In the NCCA draft handbook for schools (2008), it states that, TUs can be organised in
different ways such as:
 Independent/group research within the school or externally
 TUs made up of two or more separate complementary subjects that
may be taught by more than one teacher. For example, this TY
module could be thought be teachers of Construction Studies,
History and Irish to work on a multidisciplinary study of the
students’ local area [CITATION Nat08 \t \l 6153 ].

12
 When developing a TU, the NCCA provides support and feedback to schools

and teachers. To illustrate this fact, I have included a TU development plan (see

Appendix 5), where I have taken advantage of the professional support and

advice. Feedback is pending and will be added at a later stage time permitting.

The NCCA assures that the TUs provide a high quality educational experience

and that the TUs meet the criteria set out by the NCCA [CITATION Nat08 \n

\t \l 6153 ]. Therefore, confirms the idea of PDST (2021), that both students and

teachers benefit from a well-planned TU as shown in the table (see Table 3.)

[CITATION PDS21 \t \l 6153 ].

Benefits for Teachers Benefits for Students

 Creates a more unified  More perspective on certain
perspective topics
 Promotes professional co-  Establishing connections
operation & discourse between subjects
 Clarification of teaching &  Initiates transferable
learning objectives thinking skills
 Goes beyond the constraints of  Promotes collaborative
subject focus learning
 A more collaborative  Fosters co-operation rather
environment than competition
 Develops mixed ability teaching  Allows for the exploration
strategies of wide range of issues
 Facilitates portfolio development/  Facilitates active teaching &
assessment learning
 Accommodates different
levels of ability
 Work as a team

13
Table 4-Teaching & Learning- Adapted from the NCCA Draft Handbook for schools 2008.

Table 3.-Benifits of TUs- adopted from PDST.ie 2021

In the NCCA draft handbook for schools (2008) titled ‘Developing Transition

Units’ which can be found on the NCCA website, it gives detail of five key skills

(see Figure 1) that have been identified as important assisting senior cycle

students to become more effective learners. The NCCA draft handbook (2008)

states,

As students encounter the five key skills through transition units and
across the senior cycle curriculum, they begin to develop the knowledge,
skills, attitudes and values that will enable them to become more effective
learners [CITATION Nat08 \p 14 \t \l 6153 ].

Type of Teaching & learning TY Unit

Develop positive beliefs about Speak their language, clear
learning. communication, trust, let the
students make decisions and build a
positive relationship with students
and parents
Learn in ways that suit their own Assessment, discussions, observing
strengths and needs and determining their current
knowledge, skills, and attitudes
Develop a range of learning Student-led classroom with the aid
strategies of visualization of information,
differentiation, inquiry-based
instruction, and the implementation
of technology in the classroom
Make connections across learning Socrative questioning/higher order
thinking. Getting students to reflect
and critically analyse their learning.
Influencing students to get their
intellectual, creative, and emotional
development in motion
Develop a commitment to Encourage and demonstrate
improving learning. commitment to students learning
and personal development,
classroom management to ensure a
secure and comfortable
environment for the students
Be willing to engage in new Embrace new technology,
learning situations experiment with different teaching
styles, and highlight your own
dedication, willingness, and
eagerness to new learning
Develop reflective practice Students review their process,
thoughts, actions, and decisions
while completing the model boat
Figure 1-TU Five
andKey Skills-of boatbuilding
research
Curriculumonline.ie

14
One should note here that the more effective students become as learners, the

more responsible and aware they become of their own learning. As students

become more responsible and aware of their learning, they become less depended

on the teacher which in turn develops the students into independent learners. The

five key skills should be characterised by the teacher to promote teaching and

learning that encourages the following as demonstrated in the table below (see

Table 4).

In my research in the development of different types of TUs, one noted that

there is significant area for improvement. In the NCCA draft handbook (2008), it

provides an infographic (see figure 2),

in this infographic, one can observe that there is no reference to technical subjects

in the segments provided. In light of this I propose that in the segment of area of

15
study ‘top-up and tasters’ where the description of study states “Bridging learning

gaps; stimulating interest in Leaving Certificate courses”[CITATION Nat08 \p

19 \t \l 6153 ], that the study of technical subjects be included in examples of

transition units, either be Construction Studies or Engineering. This may be

included under the title of model making, manufacturing technology, design and

manufacturing or other. This proposal is demonstrated below (see figure 3).

4 Philosophical Underpinnings of an Interdisciplinary Transition Year Unit

In order for any TY unit or better known as a module to be successful, it needs

to be underpinned by a robust philosophy of education and educational theory.

Joseph A. Moynihan (2015) writes,

Transition Year, with its focus on active learning and experiential learning,
combines the best of both these worlds in terms of how students learn. They
have the benefit of the teacher in the classroom while, at the same time,
having substantial access to the many more experienced or more
knowledgeable others within the school or the wider community [CITATION
Jos151 \p 205 \t \l 6153 ].

The selected theories underpinning this unit are: Multiple Intelligence (MI)

developed by Howard Gardner, with a focus on Kinesthethetic Motor Imagery

16
(KMI) one of eight intelligence theory’s developed by Gardner, and

Constructionism, a pedagogy developed by Seymour Papert. These will be

explored respectably next.

4.1 Multiple intelligence

Multiple intelligence is a theory that Howard Gardner developed in the late

1970’s and early 1980’s. In 1997, Gardner argued that humans have different

intellectual strengths and that not all humans learn the same way [CITATION

How97 \t \l 6153 ]. Gardner’s theory is based on evidence from a wide range of

sources, disciplines, and research tradition [CITATION MIO20 \t \l 6153 ].

Gardner (1997) stated that if we as humans had the same frame of mind and only

one frame of intelligence, then we as educators could teach and assess all students

in the same way and that would be fair to all. However, when we realise that all

humans have different frames of minds, different intellectual strengths, treating

everyone with the same frame of mind is actually being unfair to the students as it

only facilitates one frame of mind and intellectual learning style [ CITATION

How97 \l 6153 ].

An intelligence gives the ability to problem solve within a relevant setting or

community [CITATION MIO201 \p 9 \t \l 6153 ]. Armstrong explains how

Gardner looked to broaden the scope of human potential by mapping the wide

variety of abilities that we have as humans by grouping them into eight

comprehensive intelligences [CITATION Tho181 \t \l 6153 ]. They are (see

Figure 4):

17
 Figure 4- Source: Simplypsychology.org-Michele Marenus-09-06-2020

Prof. Dr. Zeki Kaya, Prof. Dr. Ugur Demiray and Assist. Prof. Dr. Ilknur Istifci

(2013) state that students can achieve more academically through education based

on MI theory where they can be more effective, use materials voluntary by

themselves, speak and discuss freely, learn by seeing and doing, and use their

undiscovered intelligence fields. In today’s society where individual differences

come into play, more attention should be given to the theory MI so that it can

support the students’ individuality, which in turn, will make the learning more

pleasant to students’ [CITATION Pro13 \p 33 \t \l 6153 ].

Eleme Bodily- Interpers

Musical Spatial
nts kinesthetic onal
Coordinating Listening Collabora Visualisi
your mind to to the ting with ng the
hand. Used rhythm of their lines and
when cutting the saw peers and shape of
TY to a line. and plane others their
while outside of individua
outco cutting the l boat
through classroo model
mes the m. when
material laying out
to ensure the
correct battens.
use.

18
 For technical teachers of both junior and senior cycle students, MI theory can

be an important factor in the classroom, where teachers have to accommodate

different learning styles of students. A good example of this is the noise a power

tool (Sander, planner, drill etc) does when put under pressure, in comparison to a

power tool that is being used correctly. A power tool that is being used correctly

has a contentious pitch/rhythm while a power tool that is being forced or used

incorrectly has a pitch/rhythm that ramps up and done. This may sound as

common knowledge for an individual that is musically intelligent but may be a

struggle for a student that has no sense of rhythm. This can be also expressed in

the making of the Hooker model when students are using hand tools (see Table 5).

When you use for example a handsaw, you as the educator are listening for the

sound of the saw while in use. You are listening is the sound of the cut a smooth
Table 5. Elements of MI theory in TY module
and contentious or is the sound of the saw halting and jaggedly.

While above the various intelligences are explored, here I focus on Kinesthetic

Intelligence (KI), since it is the dominant intelligence type relating to

boatbuilding. KI is best described by Thomas Armstrong (2018) when he states

that KI is a one of eight intelligence (see figure 1, p.15) that uses the individual

whole body to express ideas and feelings and ability in using hands to produce or

transform artefacts such as a craftsperson, sculptor, mechanic or a surgeon would.

Armstrong further explains KI comprises of “specific physical skills such as

coordination, balance, dexterity, strength, flexibility, and speed, as well as

proprioceptive, tactile, and haptic capacities” [CITATION Tho182 \p 3 \t \l

6153 ]. This form of intelligence is widely used in the technical classroom as

students use their body to coordinate and balance their structure to use a tenon

saw while sawing a component. Flexibility and speed is practiced when

19
completing working drawings as students need to adjust their bodies at different

stages in drawing while ensuring accuracy at a swift pace. These are skills that

students will practice during the model-making module.

In the proceedings of the scientific conference of Academia, Fortelor et al

(2017), KI includes the ability of expression of the body in solving problems

through physical activity. Individuals that have developed KI have an excellent

eye to hand coordination, an important factor where the fineness of movements

are important [CITATION Flo17 \p 231 \t \l 6153 ]. Again, this is an important

factor in Wood Technology (WT) and in Construction Studies (CS) as there is a

major emphasis on precision of eye to hand coordination from the aspects of

marking out process to the making (cutting joints, chiselling mortices). This is

significant in the development of the Galway Hooker model as, the process of

laying out the outline of the ‘backbone’ requires eye to hand coordination.

Students use and develop the KI skills as they outline the shape of the model boat

and apply their design to the shear of the hull. Students will furthermore

coordinate their bodies, flexibility and strength abilities when dealing with small

fine components.

When conducting research for this article, I reflected on the gender differences

in the uptake of woodwork-related subjects, where males traditionally dominate. I

questioned whether gender has an effect on KI. In an article co-written by Gulap

Shahzada, Umar A. Khan and Safdar R. Ghazi (2015), the authors state that a

study was conducted on Mckenzie’s Intelligence scale based on Gardner’s MI. It

stated that male students measured higher on the scale of bodily KI and

naturalistic intelligences over their female counterparts while the same study

stated that female students achieved a higher grade in verbal/linguistic,

20
interpersonal and intrapersonal intelligences. The authors further state that there

was no significant difference were found between students on logical, visual,

musical and existential intelligences, but however suggested that teachers should

provide an environment that all intelligences of both gender may develop

[CITATION Gul15 \p 1 \l 6153 ].

KI ought not to be seen in isolation. D. O. Ramadian, B. Y. Cahyono and N.

Suryati (2019) state that one method that teachers can improve students learning is

by adapting to a Visual, Auditory, Kinesthetic (VAK) learning model. The authors

explain that a VAK approach combines motivation, engagement and cognitive

processing habits in which aids the use of metacognitive skills such as self-

evaluation and situation analysis[CITATION Oki19 \p 143 \l 6153 ]. Adrian

Cooke (2018), suggests that “VAK model is the most appropriate approach to take

when developing such a practical teaching pack”[CITATION Adr18 \p 20 \l

6153 ].

To illustrate this point, students’ in the technical classroom use visual skills to

read working drawings and see components dimensions, Auditory skills are used

when students listen and contribute (vocally) in group work and planning of

projects assigned to them. Kinesthetic skills are used by touching and doing, all of

these skills are exercised in the technical classroom on a daily basis. In a journal

article by T. Rick Whiteley (2007), the author explains the learning outcomes of

KI within the VAK model. Kinesthetic learners process information best through

physical activity and emotions therefore prefer an active learning approach

involving tactile activity (touching) and movement [CITATION TRi07 \p 5 \l

6153 ]. The VAK learning model is a common learning strategy that can be seen

in all practical classroom across Ireland and further afield. As technical educators

21
we provide an active classroom where students engage in tactile activities on a

daily basis as students feel and observe different wood species, grain, sandpaper

grit, try square, saw etc. For example, this model of learning can be implemented

while technically drawing a lines plan (see Appendix 4) adapted from Pat Tanner,

with permission of the Galway Hooker model [CITATION Pat21 \t \l 6153 ].

Students will construct a lines plan of the model where they will explore different

pencil weight/pressure to produce construction lines (light weight-light line), to a

finished line (heavy weight/pressure-heavy line-clearly visible). Students will then

convert drawings into physical components to produce the shape of the model

boat, where they can touch and engage in active learning in the design and

construction of the model boat.

Having examined MI theory, we now investigate constructivist theory-

specifically constructionism.

4.2 Constructionism

Constructionism is a pedagogy developed by Seymour Papert (1928-2016):

South African born and leader of artificial intelligence and the constructionist

movement in education. As Jean M. Griffin (2019) explains, Papert’s

constructionism theory involves experiential learning where students engage in

exploration, create artefacts that are personal and meaningful and share them with

others. A pedagogy that focuses on analysing, skill building and problem solving [

CITATION Jea19 \l 6153 ]. This is an approach that will reflect the making of

the Galway Hooker model as students will be asked to actively engage with one

another to research and investigate the cultural heritage of boatbuilding in South

Connemara and the status that this indigenous vessel have/had in the region.

22
 Constructionism can easily be confused with Constructivism, a theory mainly

developed by Lev S. Vygotsky, John Dewey, Jerome S. Bruner and Jean Piaget.

As stated by Antje Mays (2015), Constructionism is a branch off to

constructivism. Constructionism builds on the bases of learning by making where

learners actively engage and explore needed information which they make their

own through reflection and practical hands-on learning activities [ CITATION

May20 \l 6153 ]. It is important to add that the similarities of constructionism and

constructivism may be due to, as stated by Edith Ackermann “Papert worked with

Piaget in Geneva in the late 1950’ies and early 1960’ies”[CITATION Edi21 \p

4 \t \l 6153 ]. Certainly, it is evident that both theories show similarities, however,

as stated by Richard Dunphy (2019),

It is reasonable to argue that the most substantial difference between

constructionism and constructivism is the way in which individuals construct
their own knowledge. Piaget believed that knowledge is created by internal
mental functions such as thinking, attention and perception whereas Papert
believes that knowledge is best constructed when making physical objects,
(learn-by-making) such as computer program or sandcastle [CITATION
Ric191 \p 15 \t \l 6153 ]

23
 Having introduced constructionism as an educational theory that can inform the

Table 6 - Week 1 - Module Planning Grid

TY unit development, let us next systematically work through the weekly

planning grid to see how the module unfolds. A planning grid is a detailed scheme

of work that includes and integrates curriculum, learning intensions/outcomes,

teaching methodologies and assessment processes and methodologies (see

Appendix 3). As displayed below (see Table 6), week 1 of commencement, is an

introduction to the module where students get the opportunity to get acquainted

with subject matter beginning with a documentary serious (Bádoirí) aired on TG4

in 2019 (See the full planning grid in Appendix 3, and relevant teaching resources

in Appendices 2, 4, 6, 7 and 8).

Students will be asked to conduct research of the traditional Galway Hooker and their

history in which they will create posters and presentations based on their learning.

Table 7 - Week 2 - Module Planning Grid

24
 Week 2 (see Table 7), students engage with a traditional

boatwright/boatbuilder in a question and answers interview where they will

discuss the training received by him/her compared to the training of past

boatbuilders. Students will work actively together as a group and discuss issues

they have in reading and working to a working drawing which focuses on

Table 8 - Week 3 - Module Planning Grid

analysing and problem solving.

In week 3 (see Table 8), Students engage in building skills be commencing

marking components and demonstrating the importance accurate measurement

and precision in model making.

S, McCarthy, K. L. Dickson, J. Cranney, A. Trapp and V. Karandashev (2012)

state that “(t)eaching from a constructionist perspective requires us to be aware of

the relativistic, relational and contextualized construction of both knowledge and

reality”[ CITATION She12 \l 6153 ]. Theory and practice need to be seamlessly

integrated. Peter Skillen (2020) states, making has a strong connection to Papert’s

constructionism, Piagets’s constructivism, Vygotsky’s social constructivism and

John Dewey’s experientialism, constructionism does not purely the act of

constructing, constructionism relies on evident thinking and conversation

[ CITATION Pet20 \l 6153 ]. As this module progresses students will be

instructed accordingly of stages to follow (See Appendix 3 for planning grid). It is

reality that the traditional terminology in the Irish language associated to the

Galway Hooker are diminishing alongside the traditional methods of boatbuilding

25
in Ireland. In a survey conducted by Millward Brown Survey on behalf Conradh

na Gaeilge in 2019 where 2,000 individuals were surveyed both North (Northern

Ireland) and South (Republic of Ireland). The results were astonishing as only

34% in the republic understood Irish and 30% felt comfortable speaking Irish. The

survey continued to ask individuals in the republic should Irish remain as core

subject up to Leaving Certificate and the results were as follows: 64% in favour

and only 11% answered no with the 25% unsure [ CITATION Kan20 \l 6153 ].

This indicates that Irish is considered valuable in today’s society and is a part of

our heritage as a nation and considerable care and conservation should be given to

our language, culture and heritage. As part of the development of this TY model

making module, the author has added a list of Irish terminology that is translated

to English in order to assist the educator to conserve and protect our ancient

language and terminology that is vastly disappearing among young adolescence

(see Appendix 2).

The theory of constructivism by Lev Vygotsky (1896-1934) must be mentioned

but due to limitations of the brief, discussion will be kept to a minimum. As stated

by Noel Sheehy (2004), Vygotsky saw language not simply as a tool whereby

mental activity of an individual, the parent or teacher in this case, interacts with

the child/student. It is a tool that has shaped cultural change and it is fundamental

to the environment given to both adults and adolescence [CITATION Noe04 \p

240 \t \l 6153 ]. Charlotte Hua Liu and Robert Matthews (2005) writes that, the

mastery of language is not just producing grammatically correct text, but

producing appropriate speech required by situational and communicative

demands. Language is the foundation of our verbal and higher mental thinking,

language provides interaction between individuals [CITATION Cha05 \p 394 \t \l

26
6153 ]. In view of these facts, and my own point of view is that this module

development could be used as a pilot action research study in a Gaelscoil to

promote, protect and safeguard our language, culture and heritage.

5. Conclusion and Recommendations

The main aim of this dissertation was to develop an interdisciplinary Galway

Hooker model-making module for TY students to enrich their motor skills and

enhance heritage knowledge.

Having conducted a literature analysis study of the Galway Hooker in term of

its origins and heritage, there is no significant evidence as to where the Galway

Hooker originated from. Having delved deeper into research and interviews with

local historians, it has been established that there is very little to no existence of

recorded history of the Galway Hooker with only folklore to communicate its

heritage.

Investigations and guidelines were reviewed relating to the NCCA in a bid to

best develop a TY unit. A major role to be considered for the academic year of

2020/21 is Covid-19 and the implication’s and restrictions it has on fulfilling this

module. In a press release by the Minister for Education Norma Foley TD on the

7th January 2021, Foley confirmed that all schools would remain closed to

students from January 11th on foot from the public health advice [CITATION

Dep211 \t \l 6153 ]. As stated by the PDST (2020), planning for TY in the

academic year 2020/21 will impact students’ ‘opportunity to gain work experience

and restrict external and internal visits as well as external learning activities

[CITATION AnR202 \p 2 \t \l 6153 ]. My intention was to develop, implement

and evaluate a cross-disciplinary TY unit (as indicated above), however due to

27
unanticipated Covid-19 restrictions, it was only possible to develop it for use at a

later stage.

Due to social distancing and cross contamination, group work restrictions, I

believe that the Galway Hooker model would be best conducted in groups of four

to distribute tasks and responsibilities. As stated by Eva Hammar Chiriac (2011),

knowledge is developed through a social constructive perspective where learning

is formed in a social context of communication and interactions with their

peers[CITATION Eva11 \p 9 \l 6153 ].

In the development of this TY unit which is focused on the origins and heritage

of the Galway Hooker, the author has concluded that a strong knowledge of the

maritime terminology must be obtained before conducting this TY unit. Irish as a

first language would be preferable but not necessary as the module can be taught

as an interdisciplinary module and Irish class integrated to advance Oracy skills.

Boatbuilding skills are not essential as the module leader can work from working

drawings provided. However, a high level of competency of skills in making and

teaching strategies is required to achieve the Galway Hooker model.

In the development of this TY unit, the author conducted a thorough

investigation into Educational theories and studies, following from the

investigation of constructionism, the author explored the KI and its importance in

the technical classroom. where eye-to-hand coordination is a major factor as well

as ensuring a tactile and movement activity is catered for in each lesson.

Following further investigation in the research of this article, the author noted that

there is very little effort made by the NCCA in developing TUs to promote

technical subjects. The author has proposed that changes which can be found on

28
page 16, figure 3. The author further proposes that the developed unit be

implemented in a Gaelscoil in the context of a pilot action research study.

After examining two theoretical theories of multiple intelligence with the focus

on kinesthetic intelligence (one of eight), and constructionism. The arguments the

author has presented, suggest that constructionism is most fitting the development

of this TY module. This form of teaching is the most common practice and

observation in the technical classroom, where students learn in an experimental

manner by developing knowledge by making. A theory developed by Seymore

Papert. A constructionism approach will provide a student-centred environment

where they will work actively together as a group and discuss issues they have in

reading and working to a working drawing which focuses on analysing and

problem solving as constructionism relies on evident thinking and conversation.

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NCCA. (2021, 03 09). NCCA.ie/en/senior-cycle. Retrieved from NCCA.ie:

https://ncca.ie/en/senior-cycle/programmes-and-key-skills/transition-year

OASIS, M. (2020, 10 27). www.multipleintelligenceoasis.com. Retrieved from

squarespace: https://www.multipleintelligencesoasis.org/a-beginners-

guide-to-mi

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OASIS, M. (2020, 10 27). www.static1.squarespace.com. Retrieved from MI

OASIS:

https://static1.squarespace.com/static/5c65be2cfb22a5044c764343/t/5c6c7

12fa4222f0b0b72c829/1550610735671/In+a+nutshell+MINH.pdf

PDST. (2020, 10 24). Professional Development Services for Teachers. Retrieved

from PDST.ie: https://pdst.ie/sites/default/files/Section%201%20-

%20Planning.pdf

PDST. (2021, 03 09). pdst.ie/node/2947. Retrieved from pdst.ie:

https://www.pdst.ie/node/2947

Perry, R. (2008, 10 1). On Creative Thinking in the Classroom. Forum thoughts

to share, p. 1.

Plekhanov, A. (1992). The pedagogical theory and practice of Maria Montessori.

Russian Social Science Review, 79-91.

Roberts, J. W. (2016). Experimental Education in the College Context: what it is,

how it works, and why it matters . New York: Routledge.

Sabhain, P. S. (2019). The Centrality of the Galway Hooker to Dwelling in the

Island and Coastal Communities of South West Connemara. Galway: NUI

Galway.

Scott, R. J. (2004). The Galway Hookers, Sailing work boats of Galway Bay.

Limerick: A.K. Ilen Company.

Sheehy, N. (2004). Fifty Key Thinkers In Psychology. London: Routledge.

Skillen, P. (2020, 11 16). www.questconference.ca. Retrieved from Google

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content/uploads/2019/01/2015SkillenArticle.pdf

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Skills, D. o. (2020, 09 16). education.ie. Retrieved from education.ie:

https://www.education.ie/en/Publications/Inspection-Reports-Publications/

State Examinations Commission. (2020, 10 25). Coimisiún na Scrúduithe Stáit-

State Examinations Commission/Examiners_report. Retrieved from

www.examinations.ie/archieve/examiners_report/LC_Const_Studies_2009

.PDF:

https://www.examinations.ie/archive/examiners_reports/LC_Const_Studie

s_2009.pdf

Survey, K. M. (2020, 11 05). Conradh na Gaeilge. Retrieved from cnag.ie:

https://cnag.ie/images/28DF2019_Ce%CC%81ard_e%CC%81_an_Sce

%CC%81al_RP.pdf

Suryati, O. D. (2019). The Implementation of Visual, Auditory, Kinesthetic

(VAK) Learning Model in Improving Students' Achievement in Writing

Descriptive Texts. English Language Teaching Educational Journal

(ELTEJ), 142-149.

Tanner, P. (2021, 03 11). www.tradboats.ie/projects/west/typical-galway-

hooker/linesplan.pdf. Retrieved from www.tradboats.ie:

http://www.tradboats.ie/projects/west/typical-galway-hooker/linesplan.pdf

Tight, M. (2004). Key Concepts in Adult Education and Training 2nd Edition.

New York: Routledge.

Together, T. E. (2021, 03 09). teacherseducatorstogether.weebly.com/#. Retrieved

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Tully, D. (2006). Audit of Maritime Collections. Dublin: The Heritage Council.

38
Vancea, F. (2017). The Body Intelligence- Description and Measurement.

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instruction to students' cognition, motivation, and achievement. Elsevier,

411-423.

7. Appendices

Appendix 1

Figure 1- Ireland map- Google images, 19th Oct 2020

39
 Knee – Glún
Apron – Naprún
Lacing – Lásáil
Bailing bucket – Galún taosctha
Mainsail – Seól mór
Bailing hole – Poll a’ruma
Mast – Crann
Ballast – Ballasta
Mast step – Ceaptró
Beam – Seas
Oakum – Ócum
Beam Shelf (stringer) – Rongail/ stringer
Planking – Stracaí
Boatbuilder – Saor bád
Rake – Ráca
Boom – Bum
Rope – Téad
Bow/ stem – Ball
Rowboat – Bád iomartha
Caulking – Corcáil
Rudder – Stiúr
Cleat – Cléit
Ruddar post – Posta Stiurach
Sail – Seol
Sheer – Lag bhórd
Dead wood – Maide ceangail
Shrouds – Scriudaí
Fore deck – Deic tosaigh
False stem – Graidhp
Forestay – Stoith an tseóil tosaigh
Staysail – seól tosaigh
Frames – Framaí nó Easnacha
Stepping beam – Clord an bhallasta
Gaff – Gaif
Tacking (sailing) – Tornáil
Garboard- Straca iochtair nó Garboard
Tack – ar leath-bhórd
Gunwale – Slat bord
Tiller – Halmadóir
Heel – Sáil
Tumblesome – Boilsc
Keel – Cíle
Weatherboard – Clar aimsire

40
Appendix 2
Nautical terminology translated from English to Irish to aid the facilitator in the

heritage aspect of this TY unit

41
Appendix 3

1
2
3
4
Appendix 4

5
6
Appendix 5

7
Title of Transition Unit

Galway Hooker Heritage Model

Area of Study

The area of study comprises of two categories in the Transition Unit (TU) chart. They are:

1. Creativity.
2. Local and Global Citizenship

Overview

Creativity.

As described in the segment box of the category, students will express creativity and imagination. This is done by getting students

creating individual Galway Hooker (scaled) model while also imagining the construction methods used by their ancestors.

Local and Global Citizenship.

Students will learn how to become an active citizen and understand social, environmental, and economic issues at local, national, and

global level by investigating economic growth and change in society and industry.

8
 Combining these two TU will develop student’s creativity and reflective skills as they will reflect on traditional craftsmanship compared

to modern techniques of construction. This is beneficial to students contemplating progressing from Wood Technology at junior cycle, to

Construction Studies at senior cycle. Students will also develop their design abilities as they will practice a design led project. This method

is beneficial to students progressing to senior cycle Design Communication Graphics (DCG). Finally, enhancing student’s imagination and

questioning skills, these skills can be beneficial to students progressing in history or Social, Environmental and Scientific Education

(SESE).

Related learning

1. Transition from wood technology to construction studies (junior cycle to senior cycle). Equip students kinesthetic skills (fine motor skills)
to prepare students for a practical career i.e. apprenticeship, engineering, education, furniture manufacturing etc.
2. Students will explore their culture and heritage. This will be explored as culture and heritage defines a nations identity and will be done
so to create an interdisciplinary module of the technical subjects and the subject of Social, Environmental and Scientific Education
(SESE), which consists of three subjects, they are Science, Geography and history.

Summary outline of unit

 Week 1 of commencement is an introduction to the module where students get the opportunity to get acquainted with subject matter
beginning with a documentary serious (Bádoirí) aired on TG4 in 2019. Students will be asked to conduct research of the traditional

9
 Galway Hooker and their history in which they will create posters and presentations based on their learning.
 Week 2, students engage with a traditional boatwright/boatbuilder in a question and answers interview where they will discuss the

training received by him/her compared to the training of past boatbuilders. Students will work actively together as a group and discuss

issues they have in reading and working to a working drawing which focuses on analysing and problem solving.

 In week 3, Students engage in building skills be commencing marking components and demonstrating the importance accurate

measurement and precision in model making. As stated by S, McCarthy, K. L. Dickson, J. Cranney, A. Trapp and V. Karandashev

(2012), “(t)eaching from a constructionist perspective requires us to be aware of the relativistic, relational and contextualized construction

of both knowledge and reality”[ CITATION She12 \l 6153 ].

 Week 4 sees students setting up the frames/ribs (shape templates). This allows students the scope to be creative and readjust the frames in
order to create their own design to the boat as previously explored in the early learning of the TY unit of how previous boatbuilders
formed the shape of the hull using their visual-spatial intelligence, one of eight multiple intelligence.
 Week 5, students visits a working boat yard and investigate the process and time that is necessary to construct a Galway Hooker. Students
will record and document their findings which will be used as a group presentation at the end of the TY unit.
 Week 6, students will experiment with different materials in order to plank the Galway Hooker boat model. Students will also use
mathematical equations in order divide equal plank sizes to cover the hull.
 Week 7, students commence planking. This will involve students using their kinesthetic intelligence by creating accurate cut planks
where attention to detail is essential.

10
  Week 8, students research different fastening techniques and glues. This is essential if students pursue construction studies into senior
cycle.
 Week 9, students complete the Galway Hooker model.
 Week 10, students present their findings from research conducted of the heritage and culture of the Galway Hooker and history of
boatbuilders in the Connemara region.

Breakdown of unit

Transition unit is planned to be timetabled over a 10-week timeline with two double periods per week. Each period consists of 40 minutes.

However, due to housekeeping, this time is reduced to 30 minutes. This approximately adds to 27 hours class time, the remaining 21 hours of the

45 hours will be used for guest speakers, independent research, group activities inside and outside the classroom.

Aims

 conduct a literature study of the Galway Hooker in terms of origins and heritage.
 to help students discover, through participation, cultural heritage that defines them as a community.
 Develop motor skills while reinforcing numeracy, literacy, graphicacy and literacy.

Learning outcomes

On completion of the TU the student should be able to:

11
 1) Identify the importance of the traditional craft before road infrastructure
2) Investigate relevant literature resources
3) Evaluate their learning and process

Key skills

During the process of this TU, students will encounter all five key skills across the senior cycle curriculum. They will develop knowledge and

skills to process and manufacture an artifact that are obtained from the transition from Wood Technology (WT) to Construction Studies (CS).

Students’ will obtain attitude’s and values that will obtain their interests to become more effective learners by developing positive beliefs to

engage in new learning and learning situations.

1) Communicating
Students’ will develop good communication skills by using a variety of media/platforms, interview and research techniques when

investigating the origins and heritage of boatbuilders in the South Connemara region.

2) Being personally effective

Students will develop this key skill by planning and setting targets/goals for themselves. This will be achieved by setting timelines and

assignment upload dates to further proceed in the TU project.

3) Working with others

Working with others is vital skill to learn at an early stage. It is vital as students will progress to work experience and working life in later

years, teamwork and collaboration is a fundamental aspect of all work environments. This will be achieved by group presentations,

12
 collaboration in the construction of the Galway Hooker model boat. Social skills will be developed by investigation and research in the

context of interviews.

4) Critical and creative thinking

This skill will assist students become more skilled in higher order reasoning and problem solving. This will be achieved by students

creating and designing jointing and fastening methods to complete the model boat. Students will also be given the opportunity to design

and influence the shape of the Galway Hooker model boat.

5) Information process
Students will be become efficient learners in an information intensive environment by accessing and evaluating, selecting, and recording

information. This will be achieved by interviews, literature review and establishing the correct/valid resources.

Teaching approaches

During the course of this TU, a variety of teaching approaches will be conducted.

1. Project work and research

Students will be immersed in a project activity where they will conduct research in the construction of a Galway Hooker and the

boatbuilders that constructed them.

2. Visiting speakers and seminars

13
 A boatwright talk of his/her experience as a boatwright. Students will also get the opportunity to question and investigate lectures of the

International Boatbuilding Training College (IBCT) Portsmouth.

3. Study visits and field trips

Students will experience the construction of a Galway Hooker boat by visiting a working boat yard.

4. Activity based learning

Students will encounter an active based learning experience of manufacturing an artifact by constructing the model boat while also

incorporating the use numeracy, literacy, graphicacy and oracy. This will be achieved by working from working drawing and

collaboration.

5. Group work, pair work

This is a vital role of this project as students will be asked to complete a group presentation on the history of boatbuilders in the South

Connemara region and the vessels differentiation.

Assessment approaches

Formative Assessment

Students will be provided with feedback and guidance during the course of the TU. This will be achieved by self-assessment and peer review.

This may be achieved using a rubrics sheet which encourages students to reflect on their learning and take on more responsibility.

Adding to the formative assessment process, students will engage in the following,

14
1. Entry and exit cards. This provides an excellent opportunity to investigate student’s knowledge at the start of class, by starting with a
quick question about the previous lesson while students are getting settled in class. Exit cards are no longer restricted to pen and paper.
Exit cards can be assessed with online platform tools like Padlet, Polly, Poll Everywhere, Microsoft Forms, Google Classroom’s Question
tool etc. This method is effective whether you are assessing at the bottom or top of Bloom’s taxonomy.
2. Quizzes and polls can be used to further investigate your student’s knowledge. Quizzes and polls such as Socrative and Quizlet or
classroom activities such as Kahoot, Quizalize, Plickers can assist the teacher get a better understanding of students’ knowledge. As these
methods are designed by the teacher, the level of complexity can be determined by the teacher.
3. Flipped classroom. This method is beneficial as the students become the expert and teach the topic at hand to their peers and the teacher.

Summative Assessment

Summative assessment will occur at the end of each stages of construction and research. This will be done administer students’ progress

and evaluate their learning. This form of assessment proves to be beneficial to the teacher as he/she may need to change their teaching

approach to accommodate the students learning styles. Assessment may be carried out in the form of the following.

1. End of unit or stage tests

2. Final presentation and portfolios
3. Project grading
In order for summative assessment to be successful, students will be rewarded a certificate of completion to award their hard work.

An example of the certificate is shown below.

15
16
17
Evaluation

This TU is in the process of development and will be evaluated after feedback is received from the NCCA and acting principals and head of

technical departments.

Resources

  (2017) Psychomotor Assessment in Teaching and Educational Research published by Athens Journal of Education- Volume 4, Issue 2- Pages 169-
178. This academic journal explores the relationship between the body and its surroundings in a school environment through structured observation. In
addition, it also explains the results of how features of everyday life and classroom activity may help guide teaching for the recovery, development
and psychomotor skills that is needed in a practical classroom. [ CITATION Ila17 \l 6153 ]
 Ruthann Perry (2008), On Creative Thinking in the Classroom published by Forum thoughts to share. In this periodical journal, Perry discusses the
importance of being creative in the classroom and how she as an Art teacher refuses to buy readymade kits from education companies as they took the
students creativity opportunity away. She further explains to how she gives real-life examples of sports stars and famous musicians on how they
persevered, kept practicing, and never gave up on their dreams. I believe this mindset a valuable part to include in my dissertation and transition year
module as it is important that students realise that it is okay to make mistakes [ CITATION Rut08 \l 6153 ].
 Eric Frangenheim (2018), Reflections on Classroom Thinking Strategies: How to Create your Thinking Classroom with 42 Practical and Engaging
Thinking Tools (with Mr Majola’s Question). This book gives examples on how to get your students to think and explore for themselves. The author
explains how we as educators have the responsibility to create a thinking and learning environment for our students, encouraging the students to think
for themselves and to take charge of their own learning. In addition, the author further explains how the students might be disengaged due to lack of
positive appraise from parents, mentors, and other idols in their life. This book also establishes how to incorporate Blooms taxonomy into the higher
order thinking classroom from applying three thinking skills which are Analyse, Evaluate and Design which are paramount to Wood Technology,
Graphics and Design, Communication Graphics (DCG). [ CITATION Eri18 \l 6153 ].

18
 Gerald L. Gutek, Patricia A. Gutek (2016), Brining Montesorri to America: S. S. McClure, Maria Montesorri, and the campaign to publicize
Montessori Education. This book gives a detailed insight into the life of Maria Montesorri and the origins of her teaching methods. In my dissertation,
I will closely examine Maria Montessorri and her methods as I find it most appealing to my teaching style (learn by doing/making) and preferred
learning ability. [ CITATION Ger161 \l 6153 ].
 Jay W. Roberts (2016), Experimental Education in the college Context: what it is, how it works, and why it works. This book discusses experimental
education and explains the theory and practice together. The first chapter is broadly catalogued of active learning, integrated learning, project-based
learning, and community-based learning. In chapter two of this book, the author explains the difference between several methodologies and
approaches from his twenty years of experience of teaching [ CITATION Jay16 \l 6153 ].
 A. Plekhanov (1992), The pedagogical theory and practice of Maria Montessori. This academic journal gives details of Maria Montessori’s methods
of teaching based on her methodology by handing out different materials to develop the students senses of touch, weight, size, sight, hearing, rhythm
and later asked to insert the different shapes and sizes of material into the most suitable spaces which in turn exercised the students psychosensory
skills [ CITATION APl92 \l 6153 ].
 Peter Cunningham, Ruth Heilbronn (2016), Dewey in our time: Learning from John Dewey for transcultural practice. In this book the authors
examines John Dewey’s work and gives an insight into Dewey’s work and pedagogical theory. It explains how we as educators should create
educative experiences not only for students, but also for the teachers as intellectuals and initiators of pedagogical theory. This book further explains
how teachers are conceived as artists, intellectuals, and experimenters in which we as educators have the duty to develop the growth and knowledge
development of our students. I believe this book and the research of John Dewey’s work is fundamental to my dissertation as I, as an educator will
experiment and attempt to develop student’s knowledge and inspire them to contemplate on taking the subjects of Wood Technology and Graphics as
subjects for the leaving certificate.
 Curriculumonline.ie (2020), National Council of Curriculum and Assessment (NCCA). I will use the NCCA website as a guide and a reference to
develop my dissertation module using their templates and guidelines to fulfil the Department of Education’s specifications [CITATION Nat202
\n \l 6153 ].
 Inspection reports and publications (2020), Department of Education and Skills. I believe these publications will play sufficient role in my
dissertation as an educator and a module developer as we can learn key skills that have been recommended for approval in other schools nationwide
(schools name will remain anonymous for discretion). In order for my dissertation module to be successful and students to develop their education and
knowledge we will explore forms of teaching, learning and assessment that have been questioned and how we as educators may approve in these areas
of education [CITATION Dep205 \n \l 6153 ].

19
 Plato’s Philosophy of Education and the common Core debate (2015). In this conference paper, the author Madonna Murphy of University of St.
Francis gives us an insight of ancient Greek philosophy and the relevance in today’s society. It also portrays how Plato was the first to suggest equal
education for men and women. A very important aspect to my dissertation as I will try and persuade female students to take the subjects of
construction studies and DCG after this beginner module course [CITATION Mad15 \n \l 6153 ].
 A Guide to teaching in the active learning classroom: History, Research and practice (2016). I believe this book will help me deliver my dissertation
module as the book explains the importance of active learning in the classroom. It gives opinions how to layout your classroom from the typical
traditional approach of teaching with one focal point to the more active classroom with posters and projectors spread across the room to enhance more
engagement within students creating a more active learning environment [CITATION Pau16 \p 18 \l 6153 ].
 Playful Learning and Montessori Education (2013). In this academic journal, the author explains the difference between free play and guided play and
how playful learning is a constructivist child/student centred learning approach. This is a method I look forward to approaching in my future teaching
as it gives me, as the teacher an opportunity to ask open ended questions exploring “discovery learning” and didactic instruction [CITATION Ang13
\p 138 \l 6153 ].
 Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement (2010). In this journal it gives us
an insight into educational reforms and key points into the theory of learning through an active and constructive practice. As we will explore in my
dissertation and the principles of how an active approach to learning through making will enhance students learning, the author of this journal
(Youyan Nie, Shun Lau, 2010) best explains by stating “Learning is not passively receiving knowledge but an active process of constructing
meaningful representations of knowledge”[CITATION You10 \p 412 \n \l 6153 ].
 Andragogy and the Socratic Method: The Adult Learner Perspective (2003). In this journal it gives us examples of the Socratic method in adult
education and how they may relevant to young adult students. It further goes on to explain how students actively and co-operatively develop
knowledge and ability to understand a topic if they had received the information passively. The journal further goes onto explain how two Socratic
strategies (Elenchus, Aporia) could engage students and help the teacher liberate the students of their cognitive egocentrism [CITATION DrE03 \p
6 \l 6153 ].
 Piaget’s Theory of Cognitive Development (2006). This is a journal that gives an insight into Jean Piaget (1896-1980) theory of Cognitive
development and the four stages of cognitive development which are:
1. Sensorimotor
2. Pre-operational
3. Concrete operational

20
 4. Formal operational

In this journal, it explains how Piaget theory set the foundations for constructivist learning [CITATION WHu03 \p 2 \l 6153 ]. When

conducting this module, I believe this journal will assist and prepare me for my dissertation as to what expect from students at the four different

stages as stated above.

 www.heritagecouncil.ie/Projects/heritage-in-schools-scheme (2020). On this website, it gives you Aims & Objectives of the heritage in school
scheme. The website gives examples of why it is important to encourage greater awareness in schools of Ireland’s rich built and cultural heritage. It
gives you details of experts in your area across the island of Ireland and provides support in aims and objectives of the Social, Scientific and
Environmental Education (SESE) curriculum and additional educational tools and resources for teachers. I believe this will be beneficial to my
dissertation as I will implementing an appreciation for the uniqueness of our culture and developing knowledge of our local heritage [CITATION
The201 \n \l 6153 ].
 Traditional Boats of Ireland Project, Ár mBáid Dúchais (2008). This is a book that was published of a combined effort of Irish individuals who were
passionate about the rich diversity of our maritime traditions and many vessel/crafts throughout the island of Ireland. This book contains surveys
conducted on traditional skills and knowledge that is commonly used in the technical classroom i.e. Hand tools, materials, defects etc. Therefore, this
book will be invaluable to my module and students to conduct research as there is a free online version of the book which you can access the different
regions of Ireland. Along with the different regions of Ireland, it gives you a brief history on the type of craft you are investigating which will
contribute to students independent learning [CITATION Crí08 \n \l 6153 ].
 Constructivism in Theory and Practice: Toward a better Understanding (2000). In this book, the author explains the constructivist view of human
learning of knowledge acquisition emphasizing knowledge construction instead of knowledge transmission and recording information explained by
others. The author further explains how Moshman (1982) identified three types of constructivism: exogeneous, endogenous and dialectical
constructivism. I believe that this book will help my dissertation and module as it will be based on constructivism theory by developing knowledge
through an active construction process rather than traditional instruction [CITATION Jam00 \n \l 6153 ].
 Constructivism Learning Theory: A Paradigm for Teaching and Learning (2015). In this journal article the author gives us an introduction to the
Constructivism approach/theory and explains to the reader how the theory may be applied. “The theory suggests that humans construct knowledge and
meaning from their experiences”[CITATION DrB20 \p 66 \n \l 6153 ].

21
 Ackermann, E., 2001. Piaget’s constructivism, Papert’s constructionism: What’s the difference.  Future of learning group publication,  5(3), p.438. In
this journal article, the author gives us a detailed explanation to the difference between Piaget’s constructivism and Papert’s constructionism.
Piaget’s constructivism offers students a window into what they are interested in and what they are able to achieve at different stages. The author
further explains how Piaget’s theory suggests students shouldn’t abandon an idea because they are told so by either an expert, teacher that they’re
wrong. Papert on the other hand focuses more on the art of learning or learning to learn and “making things” in learning. Papert’s theory of
constructionism is focused in how learners engage in a conversation and how these conversations engage students in self-directed learning and
ultimately facilitate the construction of new knowledge [CITATION EAc01 \n \l 6153 ].
 Modeling Theory in Science Education (2004). This book consists of twenty years of work developing modelling theory as a pedagogical theory for
teaching and learning science at all levels. Originally a theory of science identifying model making to be fundamental in the process of scientific
inquiry which in turn promotes experimental learning. Appropriate activities are designed for students to develop different rational and realistic
perspectives. I believe this method/theory will pay a major role in this module as students will learn through the making of the Galway Hooker
model [CITATION Mod04 \n \l 6153 ].
 Journal of physiology-Paris: How Kinesthetic Motor Imagery work: A predictive-processing theory of visualization in sports and motor expertise
(2015). In this journal, the author explains Kinesthetic Motor Imagery (KMI) and its importance to acquire and refine motor skills. This article gives
an insight of how sport science and cognitive neurophysiology can be bridged. I believe this article will be of benefit to my dissertation as students
will be using their kinesthetic motor skills as they try and “eye” the shape of the curves and lines of the model Galway Hooker [CITATION
KRi15 \n \l 6153 ].
 Evidence-based Training methods: A guide for Training Professionals (2019). In this book, the author focuses on learning styles and basic modes of
communication from Graphics, text and audio. The author also recaps on teaching procedures and building critical thinking skills and ends with an
updated chapter on games and evidence-based guidelines as to apply instructional design and development. It also explains what it means to be a
kinesthetic learner. This book will help both the reader and I to get a better understanding of visual learning and concept of Kinesthetic learner.
[CITATION Rut19 \n \l 6153 ].
 Multiple Intelligences in the classroom (2018). In this book, the author explains the different categories of multiple intelligence and the background
of its origins. I believe this is an important book to develop my TY module and to learn as an educator how to accommodate different types of
learning and intelligences [CITATION Tho18 \n \l 6153 ].

22
Appendix 6

Online resources (YouTube clips) of Húicéiri (Hookers) Part 1, 2 and 3.

23
24
Appendix 7

25
Appendix 8

SolidWorks drawing to introduce and assist students in the use of SolidWorks and the visualisation of 2D to 3D.

26
Appendix 9

27