ED1BPT: Psychology and Theories of Learning

Module code: ED1BPT

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Mr Ilan Dwek, email: i.g.dwek@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will explore our current understanding of the learning process, drawing upon theories arising from the fields of educational psychology such behaviourism, constructivism and psychoanalysis. Particular pedagogical and andragogical concepts will also be explored, including but not limited to the theory of cognitive development (Piaget), multiple intelligences (Gardner), growth mindset (Dweck), social cognitive theory (Bandura), experiential learning (Kolb), learning through play (Vygotsky, Montessori, Frobel), learning through environment and multi-cultures (Te Whariki), learning power (Claxton, Freire), transformational learning (Mezirow), communities of practice (Lave and Wenger), education through nature (Comenius, Frobel, Te Whariki) and contemplative pedagogy (Barbezat and Bush).

Aims:

To establish independent, well-informed views on the nature of teaching and learning process and to possess a reflective understanding of the dispositions conducive to successful learning.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Explain the contribution made by key theorists in learners’ cognitive development
   Support and critique a pedagogical / andragogical approach as drawn from research literature
2. Discuss their understanding of the learning processes and implications for practice.
3. Demonstrate their skills of working both independently and as part of a team, and to link theory and practice.

Module content

The focus is upon learning theories and their implications on pedagogical and andragogical practice for educators across all age groups. In particular, the module addresses:
Ìý

• Behaviouristic approaches to learning (e.g. Skinner, Thorndike)
• Constructivism and learning (e.g. Comenius, Vygotsky, Bruner, Piaget)
• Psychoanalysis and learning (e.g. Freud, Isaacs, Winnicott)
• Innovative concepts in learning (e.g. Gardner, Dweck, Claxton, Bandura,Ìý Freire)
• Implications of learner identity for educators (Lave and Wenger)
• Early Childhood Learning – bi-culturalism (Te Whariki Approach)
• Learning through play (Frobel,Ìý Montessori)
• Pedagogy of the Oppressed (Freire and Boal)

Structure

Teaching and learning methods

This module will be delivered in interactive sessions, which include lecturing, discussion, practical activities, blended learning, provided through Blackboard and student-led research-based presentations. Sessions will require some pre-reading, and students should be prepared to contribute their views and work collaboratively in order to make presentations.

Study hours

At least 18 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

A 750-word essay looking at one theorist only to be submitted the week following the break-up for Easter vacation.

Reassessment

Additional costs