EDUC 7018 - Psychological Theories of Education
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code EDUC 7018 Course Psychological Theories of Education Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Assessment Reports 10%, Group presentation 20%, Essay (750-1000 words) 25%, Essay (2500-3000 words) 45% Course Staff
Course Coordinator: Dr Robert Matthews
Dr Robert Matthews
Senior Lecturer
School of Education
The University of Adelaide
Adelaide 5005
South Australia
Australia
Phone: +61 8 831 30488
E-mail: robert.matthews@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1 Draw out links between neuroscience, psychology and education 2 Discuss various psycholgical and neuroscientific views for their implications for learning and behaviour 3 Demonstrate an understanding of how emotion and attention can affect learning and motivation 4 Discuss and apply constructivist understandings to classroom practice 5 Analyse the validity, and usefulness, of educational interventions which claim to be based on various neuroscientific and educational psychological findings 6 Summarise the learning theory of an assigned educational psychologist and their application in the classroom 7 Summarise the learning theory of an assigned aspect of neuroscience/cognitive psychology and its application in the classroom University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 5, 6, 7 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
4, 5, 6, 8 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
5, 6, 8 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
3, 6, 9 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2, 5, 8 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
7 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 4, 10 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
A course reader will be supplied online through the MyUni system.Recommended Resources
All of the following readings will be downloadable from MyUni
Additional Neuroscience Readings:
NEUROPLASTICITY
Neuroplasticity Jacob
Neuroplasticity whole child approach
MEMORY:
Memory and the Brain Download Memory and the Brain, Chapter 2 of Schwartz, B. L. (2016).
Memory: Foundations and Applications. United States: SAGE Publications.
Unit plan for High School Psychology - has good applications (cite as url: https://www.apa.org/ed/precollege/topss/lessons/memory.pdf)
Enhanced memory as a common effect of active learning.
Learning and memory under stress: implications for the classroo
DIET
Nutrition and Brain Health
Diet and the Brain (Florida)
Brain foods - the role of diet in brain performance and health
EMOTIONS AND LEARNING
The brain emotions and learning Download The brain emotions and learning(reference this as a website - link at bottom of first page)
MOTIVATION
motivation and neuroscience Harvard working paper
LANGUAGE
Neuroscience of Language Development
Learning a Foreign Language in Adulthood using Principles of Neuroscience
EARLY CHILD
Neuroscience, Play and Early Childhood Education: Connections, Implications and Assessment
ADOLESCENT DEVELOPMENT
The Adolescent Brain: A second window of opportunity
GENDER DIFFERENCES
Is the Brain the Key to a Better Understanding of Gender Differences in the Classroom?
Sex/Gender Differences in the Brain and their Relationship to BehaviorDownload Sex/Gender
CREATIVTY
Neuroscience of creativity
Additional Educational Psychology Readings
Classroom Management Part 1:
Classroom Management Overview
Jacob Kounin Classroom Management
Classroom Management Part 2:
Classroom Management Theorists (including Bill Rogers)
Chapter showing diagram of corrective strategies by Levin and Nolan given in lectures.
More Recent Publications:
Classroom management practices commonly used by secondary school teachers: results from a Queensland survey
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcome
A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Todayâs ClassroomsOnline Learning
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Learning & Teaching Activities
Learning & Teaching Modes
Face to face seminars. This is a 9 week semi-intensive course.
All seminars are recorded and streamable/downloadable from echo 360 on MyUni.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload Total Hours 2 x 2-hour lecture/seminar/workshop per week 36 hours per semester 4 hours assigned reading and reporting per week 36 hours per semester 5 hours personally selected reading per week 45 hours per semester 5 hours assignment preparation per week 45 hours per semester Total = 162 hours per semester Learning Activities Summary
Week Lecture Topic 1 Introduction. Brain plasticity/Behavioural psychology 2 Memory and Learning/Cognitive psychologists 3 Diet and exercise for brain health and learning. 4 Brain and Language learning / Vygotsky 5 Emotion, attention and learning / sustaining motivation in the classroom 6 Differentiated approaches to classroom practice. 7 Sleep and memory / Creativity 8 Classroom managment Part I 9 Classroom management Part II -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Word Count Neuroscience: Report on a selected aspect of neuroscience in its application to education. Report 40% 2,000 Educational psychology: Report on a selected theory psychological theory in its application to education. Report 60% 3,000 Assessment Related Requirements
Use provided materials in addition to your own research.Assessment Detail
Assessment Task 1:
Neuroscience and education report: Write a report on a selected aspect or specified topic of neuroscience relevant to education.
2000 Word 40% weighting
Recommended topics:
Brain Plasticity and Learning
Memory and Learning
Diet and a healthy brain
Adolescent brain and learning
Language learning (and or second language learning).
Emotion, Motivation and Learning
Assessment Task 2:
Psychological theory report: Write a report on a psychological theory relevant to education.
3000 Word 60% weigthing
Recommended Topics:
Behavioural approaches (CA: use of praise and reward/punishment to build desired behaviours/learnings)
Information processing (CA: memorization techniques (I have materials))
Jean Piaget (CA: application concrete/formal operations)
Lev Vygotsky (CA: scaffolding or ZPD (zone of proximal development))
Motivation (CA: motivational strategies in lesson design)
Strategies for Managing Classroom Practice Part 1 (CA: preventing and responding to low-level misbehaviour)
Adolescent or life-long development (CA: age-specific developmental strategies)
Csikszentmihalyi’s work on Creativity and Flow. (CA: a lesson designed to stimulate creativity).
Strategies for Managing Classroom Practice Part 2 (CA: preventing and responding to chronic misbehaviour)
Any other by negotiation.Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
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- Student Grievance Resolution Process
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