
- UCAS course code
- C812
- UCAS institution code
- M20
Course unit details:
Exploring psychology in the classroom
Unit code | EDUC13042 |
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Credit rating | 10 |
Unit level | Level 1 |
Teaching period(s) | Semester 2 |
Offered by | School of Environment, Education and Development |
Available as a free choice unit? | No |
Overview
The unit centres on school as an environment in which psychology can be used in different ways, by different people, for different reasons. Students are encouraged to reflect on how/where/why psychology can be used in schools and how this data can be captured and examined.
Students will be presented with a pathway through the unit to facilitate virtual and/or physical options to ‘visit’ various aspects of school. Options will depend on accessibility and availability of school placements and/or student’s own preferences and needs. The pathway choices are (as far as possible) equivalent, address the same ILOs, and are interchangeable on a week by week basis.
For both the physical and virtual strands, students will be supported in accessing forms of classroom observation, interviews with staff, and document analysis of in-situ policy documents.
School ‘visits’ are ‘sandwiched’ by seminars that orientate students towards the purposes of the unit, which is to develop students own reflection and enquiry skills in relation to the application of their own understanding of established Psychological frameworks.
Aims
Familiarise students with the school environment and it’s systems with an emphasis on responses to individual differences through a Psychological framework.
Learning outcomes
Category of outcome |
Students will be able to: |
Knowledge and understanding |
Identify how and when Psychological principles are applied in Education.
|
Intellectual skills |
Reflect on one’s own learning and be able to articulate what has been learnt
|
Practical skills |
Conduct brief interviews, observations and document analysis
|
Transferable skills and personal qualities |
Demonstrate suitable conduct and behaviour within a professional (i.e. school) environment
|
Syllabus
Week | Session/ strands | |
1 | Whole group content session:Nature of schools policy | |
2 | Whole group content session: Tools and assessment (how to conduct observations) | |
3 | Whole group content session: Tools and assessment (how to conduct interviews) | |
4 | Whole group content session: Selecting strands for independent enquiry | |
5 | Reading week | |
6 | Physical placement | Virtual: document analysis |
7 | Physical placement | Virtual: Recorded class observations |
8 | Physical placement | Virtual: Recorded or live interviews |
9 | Physical placement | Virtual: Recorded or live interviews |
10 | Whole group content session: Debrief | |
11 | Whole group content session: Review |
Teaching and learning methods
The approach adopted in this unit is primarily one of self-reflection and experiential learning in context. This will be supported and guided through the use of face to face seminars and guided use of online material. Students are to reflect on their understanding of Psychological frameworks introduced in the session (e.g. Vygotsky’s principles of scaffolding) and how they see these principles being applied in the school context.
Blackboard will be used as a blended learning environment where students can build their assignment by referencing their own understanding against established psychological theories.
Assessment methods
Assessment task | Length | How and when feedback is provided | Weighting within unit |
Students are to collate data using documents produced in class in order to accompany a reflexive portfolio which documents their understanding and experiences of how schools utilise psychology. Students are to compare and contrast their own understanding in reference to established psychological theories. | 1,500 | Criterion-referenced peer assessment | 100% |
Feedback methods
Criterion-referenced peer assessment (utilising online tools)
Recommended reading
Aubrey, K., & Riley, A. (2015). Understanding and Using Educational Theories. London: Sage.
Gray, C., MacBlain, S. (2015). Learning Theories in Childhood 2nd Edition. London: Sage
Yeomans, J., & Arnold, C. (2006) Teaching Learning and Psychology. London: David Fulton
Study hours
Scheduled activity hours | |
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Lectures | 8 |
Placement hours | |
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Placement | 24 |
Independent study hours | |
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Independent study | 68 |
Teaching staff
Staff member | Role |
---|---|
Garry Squires | Unit coordinator |
Michael Wigelsworth | Unit coordinator |
Additional notes
Activity | Hours Allocated |
Staff/ Student contact | 2 * group seminars @ 2 hours 4 * drop in sessions @ 1 hour 8 |
Placement or virtual school experience | 24 |
Private study, reading and assignment preparation | 60 |
Preparation for sessions | 8 |
Total Hours | 100 |