ES116 EDUCATIONAL PSYCHOLOGY: LEARNING AND DEVELOPMENT (7-12)

Transcription

1 ES116 EDUCATIONAL PSYCHOLOGY: LEARNING AND DEVELOPMENT (7-12) This sample unit outline is provided by CHC for prospective and current students to assist with unit selection. Elements of this outline which may change with subsequent offerings of the unit include Content, Required Texts, Recommended Readings and details of the Assessment Tasks. Students who are currently enrolled in this unit should obtain the outline for the relevant semester from the unit lecturer.

2 Unit Name Educational Psychology: Learning and Development (7-12) Unit Code Awards Core/Elective Pre/co-requisites Mode Weighting ES116 Bachelor of Education (Secondary) Bachelor of Arts/Bachelor of Education (Secondary) Core Nil Internal 10 credit points Delivery/Contact hrs Class contact Engagement with unit materials readings Assignment preparation Total Teaching Staff Unit Rationale Learning Outcomes: Wendy Jarrott-Smith (Unit Coordinator) Angela Pratt 42 hours 35 hours 63 hours 140 hours Human learning and development are dynamic processes which occur across the lifespan and are facilitated by interactions between our human nature, both collectively and individually, and our nurture, within sociocultural and historical contexts. A deep understanding of the many facets of human development will not only equip educators to optimise their own learning potential but to more thoroughly understand those learners whom they will encounter in secondary (Years 7-12) classrooms and contexts. Through an analysis of different theories which highlight human development across the life-span, this unit will equip preservice teachers with basic understanding of the nature, processes and principles of human development, as well as assist them in helping to recognise their own level in the developmental sequence. Preservice teachers will explore the various contours of the human person: cognitive, social, emotional, spiritual, moral, relational and volitional, developing conceptual understandings through which they will be able to appreciate and acknowledge the multifaceted and complex nature of human development. This unit pays particular attention to the specific learning characteristics and needs of learners in early and late adolescence, including the specific needs of Indigenous students. The unit thus assists preservice teachers to be mindful of these characteristics and needs as they prepare to teach Years 7-12 children. Preservice teachers will be encouraged to develop a distinctively Christian rationale for individual development which will respect the essential uniqueness, dignity and value of both cultures and individuals. On completion of this unit, preservice teachers will have provided evidence that they have: 1. Explored, defined and explained the meaning and significance of culture, learning, development, context and education in Years 7-12 school contexts and classrooms. 2. Investigated perspectives on learning and development from educational psychology and consider the consequences of these for education in the secondary school (Years 7-12). 3. Described and appreciated both traditional and modern Indigenous Australian cultures and lifestyles and how these relate to and impact upon Years 7-12 learners and their developmental processes and needs. 4. Described and appreciated their own personal developmental and educational heritage. 5. Analysed and investigated a range of developmental theories and evaluated these in relation to a Biblical view of the whole person. 6. Identified the major aspects and phases of maturation in cognitive, social, emotional, physical, spiritual, moral and volitional development, as described in various developmental theories and analysed these processes in the light of their own personal journey. 7. Written at an appropriate tertiary standard (with special attention to correct grammar, punctuation, spelling, vocabulary, usage, sentence structure, logical relations, style, referencing and presentation).

3 Professional Standards for Queensland Teachers: The learning opportunities provided in this unit contribute to the development of the following Professional Standards for Queensland Teachers: 3. Design and implement intellectually challenging learning experiences. 7. Create and maintain safe and supportive learning environments. 10. Commit to reflective practice and professional renewal. Successful completion of this unit will provide significant evidence about the following Professional Standards for Queensland Teachers: 4. Design and implement learning experiences that value diversity. 6. Support personal development and participation in society. Christian Teacher Practitioner Standards: 1.0 Committed to understanding and applying a distinctive yet wide-ranging Christian worldview in all aspects of their life, character, scholarship and profession. 4.0 Skilled professionals demonstrating a comprehensive knowledge base and higher order thinking that informs all aspects of their pedagogy, curriculum, professional relationships and practice. 6.0 Learner-focused and committed to developing contextually relevant, safe, supportive and stimulating learning environments that are inclusive, socially just, intellectually challenging and sensitive to sociocultural imperatives. 7.0 Reflective professionals who are praxis oriented and committed to ongoing transformation, personal and professional renewal and development within their learning communities. Content: Week Topic Introduction to educational psychology - Behavioural, cognitive, developmental, social cognitive and constructivist perspectives Development across the domains - The Phases of Life - from infancy to senescence - Cultural influences on learning and development for indigenous students Learners in secondary contexts - Psychosocial development across the secondary school years investigating Erikson - Physical development of secondary school - Domains of development for indigenous learners Learning and learners in early adolescence; years - Cognitive development (Formal Operational stage) - Physical, mental and societal changes during puberty - Peer pressure on the early adolescent - Spiritual development (Synthetic-Conventional faith) - Social and Emotional development transitions from childhood to adulthood Learning and learners in late adolescence; years - Cognitive development (Formal Operational stage) - Spiritual development (Individuative-Reflective faith) - Development of abstract thinking abilities - Moral development; global awareness and concern - Maturation of identity and ability to develop personal relationships - Questioning of norms and authorities

4 Set Text Requirements: Peterson, C 2004, Looking Forward through Childhood and Adolescence, Pearson, Sydney. Recommended Readings: Allen, KE & Marotz, LR 2007, Developmental Profiles: Pre-birth Through Twelve, 6 th edn, Wadsworth, Belmont, CA. Brown, DF & Knowles, T 2007, What Every Middle School Teacher Should Know, 2 nd edn, Heinemann, Portsmouth, NH. Clark, MM & Tucker, S (eds.) 2010, Early Childhoods in a Changing World, Trentham Books, Stoke-on- Trent, UK. Cook, JL & Cook, G 2005, Child Development: Principles and Perspectives, Pearson, Boston. Harrison, N 2008, Teaching and Learning in Indigenous Education, Oxford University Press, Melbourne. Hoffnung, M, Hoffnung, RJ, Seifert, KL, Smith, RB, Hine, A, Ward, L & Quinn, A 2009, Lifespan Development: First Australasian Edition, John Wiley & Sons, Milton, QLD. Loreman, T 2009, Respecting Childhood, Continuum, London. McCartney, K & Phillips, D (eds.) 2008, Blackwell Handbook of Early Childhood Development, Wiley- Blackwell, Malden MA. Partington, G (ed.) 2005, Perspectives on Aboriginal and Torres Strait Islander Education, Thomson Learning Australia, Southbank, VIC. Phillips, J & Lampert, J 2005, Introductory Indigenous Studies in Education: The Importance of Knowing, Pearson Education, Sydney. Puckett, MB, Black, JK, Wittmer, DS & Petersen, SH 2008, The Young Child: Development from Prebirth through Age Eight, 5 th edn, Prentice Hall, Upper Saddle River, NJ. Rice, FP 2001, Human Development: a Life-Span Approach, 4 th edn, Prentice-Hall, Upper Saddle River, NJ. Trawick-Smith, J 2009, Early Childhood Development: A Multicultural Perspective, 5 th edn, Prentice Hall, Upper Saddle River, NJ. Van Hoose, J, Strahan, D & L'Esperance, M 2001, Promoting Harmony: Young Adolescent Development and School Practices, enlarged edn, National Middle School Association, Westerville, OH. Sigelman, CK & Rider, EA 2008, Life-Span Human Development, 6 th edn, Wadsworth Publishing, Belmont, CA. Woolfolk, A & Margetts, K 2007, Educational Psychology: Australian Adaptation, Pearson Education Australia, Sydney. Assessment: Assessment Item Topic/s Learning Outcomes assessed PSQT CTPC Week Due Weighting Examination (2000 words) Examination on perspectives from educational psychology on learning in secondary contexts 1-7 4p1; 4p4; 4k1; 4k5; 6p2; 6p4; 6p5; 6k1 4.1; 4.4; 6.3; 7.4 Week 8 50% Personal Development Scrapbook (2000 words) Prepare a scrapbook (digital or other) that tracks, describes and analyses your personal development, in the light of the topics covered throughout the unit with specific emphasis on your secondary school years p8; 4k2; 4k8; 4k9; 6p1; 6p2; 6k2; 6k3 1.6; 6.3; 7.4 Week 15 50%

5 Unit Overview: This unit is the first in a strand of differentiated Education Studies for preservice teachers in secondary courses. It provides preservice teachers with a foundational understanding of child development which underpins the professional work of educators in secondary (Years 7-12) contexts. As such, it introduces preservice teachers to the developmental contexts of secondary school classrooms and contexts, including the needs of the multicultural and Indigenous student, and investigates these from a number of developmental perspectives.