
- UCAS course code
- C812
- UCAS institution code
- M20
Course unit details:
Cognition & Learning: implications for school
Unit code | EDUC23022 |
---|---|
Credit rating | 20 |
Unit level | Level 2 |
Teaching period(s) | Semester 2 |
Available as a free choice unit? | Yes |
Overview
This unit revisits the areas covered in “The Brain Goes to School” and develops the ideas further by building on the concepts from neuropsychology using information processing theory. This leads to cognitive models explaining Attention; Perception; Learning; Memory; Thinking and meta-cognition; Problem solving and decision-making’; and Language.
The focus is on understanding how these cognitive processes are used by typical and atypical learners in educational settings.
Pre/co-requisites
Unit title | Unit code | Requirement type | Description |
---|---|---|---|
The Brain goes to school | EDUC13031 | Pre-Requisite | Compulsory |
Aims
The unit aims to:
- Provide coverage of the BPS qualifying exam syllabus core area of cognitive psychology
- Show how an understanding of cognitive psychology helps to explain learning in the classroom.
Teaching and learning methods
Interactive sessions (e.g. including class or group discussion and debate, case/scenario based learning, and other approaches to learning and teaching)
Group or home based workshop activities to explore aspects cognitive psychology relevant to school based learning
Knowledge and understanding
Demonstrate a systematic understanding of key issues and concepts in cognitive psychology (e.g. working memory, multimodal stores, central executive).
Critically analyse and evaluate relevant literature in the areas of cognitive psychology.
Examine, interpret and apply topics in cognitive psychology to educational settings and contexts.
Explain, in cognitive psychological terms, aspects of perception, attention, learning and memory, and their significance in developmental and educational contexts
Intellectual skills
Discuss and debate chosen topics in neuropsychology and critically evaluate their strengths and limitations of their underpinning research.
Apply and critically evaluate neuropsychological theory in relation to education
Practical skills
Design and carry out workshop exercises to explore aspects memory and relate this to school based learning.
Transferable skills and personal qualities
Take charge of their own learning and undertake self-directed study to produce a credit-bearing assignment (see below) Written communication
Oral communication (contributing to discussion and debate)
Working with others (group work)
IT skills (word processing, accessing electronic databases and library facilities, managing references)
Assessment methods
Assessment task Assessment task How and when feedback is provided How and when feedback is provided Students are to produce a reflective lab report from the workshop activities to consider how cognitive processes can be applied to learning in the classroom. 3000 Written feedback (utilising Turn-it-in), within University guidelines.
Students are also required to complete an online 'mid term quiz', as indicated on Blackboard
Feedback methods
Written feedback (utilising Turn-it-in), within University guidelines
Recommended reading
General texts
Ward, J. (2015) The Student's Guide to Cognitive Neuroscience (3rd Ed) London: Psychology Press
Developmental cognitive neuroscience: an introduction - Mark H. Johnson, Michelle De Haan 2015
Temple, C. M. (1997). Cognitive neuropsychology and its application to children. Journal of Child Psychology and Psychiatry, 38, 27-52
Attention
Petersen, S. E., & Posner, M. I. (2012). The attention system of the human brain: 20 years after. Annual Review of Neuroscience, 35, 73.
Fernandez-Duque, D. & Johnson, M. L. (2002) Cause and effect theories of attention: the role of conceptual metaphors. Review of General Psychology, 6, 153-165. doi: 10.1037//1089-2680.6.2.153
LaBerge, D. L. (1990) Attention. Psychological Science, 1, 156-162. doi: 10.1111/j.1467-9280.1990.tb00188.x
Sarter, M., Givens, B. & Bruno, J. P. (2001) The cognitive neuroscience of attention: where top-down meets bottom-up. Brain Research Reviews, 35, 146-160. doi: 10.1111/j.1467-7687.2010.01013.x
Scerif, G., (2010). Attention trajectories, mechanisms and outcomes: at the interface between developing cognition and environment. Developmental Science, 13, 805-812. doi: 10.1111/j.1467-7687.2010.01013.x
Perception
Sacks, O. (1985) The Man Who Mistook His Wife for a Hat. Picador: London Learning
Memory
Chapter 9 of Ward, J. (2015) The Student's Guide to Cognitive Neuroscience (3rd Ed) London: Psychology Press.
Bristow, J., Cowley, P. and Daines, R. (1999) Memory and Learning: A practical guide for teachers. This book gives lots of examples of how an understanding of memory can be used in planning learning.
Gathercole, S.E & Alloway, T.P. (2008) Working memory and learning: A practical guide for teachers. London: Sage
Alloway, TP (2011) Improving working memory: Supporting students learning. London: Sage
Bristow, J., Cowley, P. & Daines, R. (1999) Memory and Learning: A practical guide for teachers. London: David Fulton Publishers
Buzan, T. (1974) Use your head. BBC Publications - see also Use your memory, and Master your memory
Study hours
Scheduled activity hours | |
---|---|
Practical classes & workshops | 30 |
Independent study hours | |
---|---|
Independent study | 170 |
Teaching staff
Staff member | Role |
---|---|
Ola Demkowicz | Unit coordinator |
Additional notes
Activity | Hours Allocated |
Staff/ Student contact | 30 hours over 10 weeks |
workshops and seminars | As above |
Private study, reading and assignment preparation | 170 |
Total Hours | 200 |