Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Psychology of Teaching and Learning
Module Code	ES418
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Paul King Semester 2: Paul King Autumn: Paul King
Module Teacher	Paul King
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The purpose of this module is to examine the relationship between research in educational psychology and it's practical application to secondary education. In this module students will develop knowledge, skills and an understanding for how the insights and practice from educational psychology contribute to the teaching and learning environment of the second level school. The module will address a variety of learning theories, the strategies evolving from the application of these theories as well as the insights from contemporary understandings of how intelligence is constructed in a learning setting. Developments and practice in faciltating learner motivation will also be explored. Students will be expected to attend lectures and contribute to lecture activities.

Learning Outcomes

1. Identify a systematic understanding of the knowledge and concepts in the field of educational psychology in order to develop a range of principles governing the practice of teaching and learning.
2. Scrutinise and reflect on the norms governing adolescent development including the physical, cognitive,personal, emotional, social and moral factors.
3. Critique aspects of presented learning theories from the research in the field of educational psychology to clarify their own practice.
4. Select complex and advanced strategies from the field of educational psychology to enhance and motivate student learning and develop these new skills to a high level.
5. Take significant responsibility to lead and initiate activity in the planning and designing of lessons which takes cognisance of current research on views of intelligence.
6. Identify a critical awareness of new insights and the contributory factors supporting and nurturing student wellbeing and resilience.

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecturer-supervised learning (contact)	24	No Description
Moodle discussion	20	No Description
Independent learning time	80	No Description
Total Workload: 124

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative syllabus.
Foundational principles of education psychology / Aspects of adolescent lifespan development / Principles and practice of behaviourist approaches to learning – classical & operant conditioning, reinforcement, applied behaviour analysis/Principles and practice of cognitive approaches to learning – neuroscience and the learning brain, Piaget'sstage theory, Vygotsky'stheory /Bandura & self efficacy/ contribution and critique of Cognitive & Social Constructivism./Approaches to motivation – intrinsic v extrinsic, learned helplessness, REBT/ Concept of Intelligence – definitions, application to teaching and learning/ Factors indicative and supportive of adolescent wellbeing in the school context.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date
Assignment	Students will be required to present an assignment detailing their vision of practice as a teacher in light of the identified learning outcomes.	100%	Sem 2 End

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Woolfolk, Anita.: 0, 2007. Educational psychology (10th ed). Boston, MA: Allyn &,
Santrock, John.: 0, 2006. Educational Psychology (3rd ed) UK: McGraw Hill Education.,
Long, Martyn.: 0, 2006. The psychology of education .New York : Routledge Falmer.,
Ormrod, Jeanne Ellis.: 0, 2008. Human Learning. Upper Saddle River, NJ : Pearson Merrill Prentice Hall,
Powell, Russell A. et al.: 0, 2005. Introduction to Learning and Behavior 2e. Belmont , CA Thomson/Wadsworth,
Domjan, Michael.: 0, 2005. The Essentials of Learning and Conditioning. 3ed. Belmont, CA : Thomson/Wadsworth,
Mentis, M. T.: 0, 2008. Mediated Learning Teaching, Tasks, and Tools to Unlock Cognitive Potential. Thousand Oaks, CA : Corwin Press.,
Franken, Robert E.: 0, 2007. Human Motivation. 6e. Australia;Belmont,CA: Thomson/Wadsworth.,
McLean, Alan.: 0, 2003. The Motivated School. London : Paul Chapman.,
Kornhaber, Mindy L. et al.: 0, 2004. Multiple Intelligences: Best Ideas from Research and Practice. Boston, Mass. ; London : Pearson Education/Allyn and Bacon.,
Tilstone, Christina and Rose, Richard. (eds).: 0, 2003. Strategies to promote inclusive practice. London : RoutledgeFalmer.,