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EDUC6735

Learners, Learning and Teaching

10 Units

This course examines concepts and theories from educational, social, and developmental psychology as they pertain to teaching and learning. The course provides opportunities for pre-service teachers embarking on a teaching career in primary and secondary schools to develop their understanding of how students learn and how teachers can help students to learn. The course also examines learning in a social context, demonstrating how the complex social nature of schools impacts on students development and academic achievement.

Faculty Faculty of Education and Arts
School School of Education
Availability Semester 1 - 2014 (Callaghan Campus)
Objectives

Upon completion of this course, students will be expected to demonstrate an understanding of: 1. typical developmental trends (physical, intellectual, and social) in students as they move through primary and secondary school; 2. individual variation, that not all students exhibit similar developmental trends; 3. current theories of learning and ways in which teachers can assist students to learn; 4. how teachers can encourage their students to self-regulate their learning; 5. how students’ skills, interests, and prior knowledge impact on their learning; 6. how students vary in the way they approach learning; and 7. the social nature of schooling and the ways in which social interaction in schools and in the broader community can help or hinder learning.

Content
  • Physical development
  • Cognitive/intellectual development (theories of Piaget, Vygotsky, and the Information Processing Model including self-regulation)
  • Personal, social, and moral development (theories of Erikson and Kohlberg, self-concept, moral behaviour, aggression and bullying, emotional development)
  • Individual differences in intelligence
  • Individual differences in learning styles
  • Effect of socio-economic status on achievement
  • Motivational aspects of learning (including different approaches to motivation, beliefs about ability, attributions for success and failure, and how the teacher can structure the learning environment and achievement tasks to enhance students’ motivation to learn)
Replacing Course(s) n/a
Transition n/a
Industrial Experience 0
Assumed Knowledge N/A
Modes of Delivery Flexible Delivery / Student Centred Learning
Teaching Methods N/A
Assessment Items
  • Essays / Written Assignments - 1. Individual essay on the Information Processing Model (40 marks). 2. in-class test on course content (30 marks) 3. Group or individual presentation (up to 4 per group) - using YouSeeU software - uploaded on to Blackboard site (15 marks) 4. Group or individual presentation (up to 4 per group) - produce a Glog Blog with graphics) (15 marks)
Contact Hours
  • Lecture: for 1 hour(s) per Week for Full Term
  • Tutorial: for 1 hour(s) per Week for 12 weeks
Course Materials None listed
Timetable 2014 Course Timetables for EDUC6735

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