Educational psychology

obligatory courses

The aim of this course is to provide students with knowledge about learning and its psychological connections. It could help students to understand pupils’ needs and skills better. The aims of this course are to provide language teachers with a background to a number of topics in educational psychology which will assist them in their day-to-day practice in teaching a language.

1. Pupil learning:

- understanding how: learners acquire language skills

- understanding that a child`s physical, social, emotional, moral, and cognitive development influence learning

- using student`s strengths as a basis for growth, and student`s errors as an opportunity for learning

- using pupil`s thinking and experiences as a resource in planning instructional activities

2. Individual needs and learner autonomy:

- understanding and identifying differences in approaches to learning and performance, including varied learning styles and multiple intelligences

- being aware of areas of possible exceptionality in learning, including learning disabilities, and special physical or mental challenges, gifts and talents

- have knowledge about the process of second language acquisition

- identifying and designing instruction appropriate to the individual pupil`s stages of development, learning styles, strength, needs

3. Instructional strategies:

- understanding how the first language can support additional language learning

- using multiple teaching and learning strategies to engage children in active learning opportunities that promote the development of linguistic abilities, critical thinking, problem solving

4. Learning environment:

- understanding human motivation

- knowing how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations

- establishing peer relationships to promote abilities

- using motivational strategies that are likely to encourage continuous development of individual learner abilities

- analyzing the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work

5. Planning instruction:

- understanding learning theory and student development and knowing how to use this knowledge in planning instruction to meet curriculum goals

6. Assessment of learning:

- understanding the characteristics, uses, advantages, and limitations of different types of assessment

- implementing students` self-assessment activities to help them identify their own strengths and needs and to encourage them to set promote student growth and to maximize student access to learning opportunities

7. Communication:

- understanding communication theory, language development, and the role of language in learning

8. Reflection and professional development:

- collaboratively using professional colleagues within the school and other professional arenas as supports for reflection, problem-solving, and new ideas, actively sharing experiences, and seeking and giving feedback

Books:

1. O`Donnell A., Reeve J., Smith J. (2012). Educational psychology. Reflection for action. Third Edition. John Wiley and Sons, Inc.

2. Robson S. (2012). Developing thinking and understanding in young children. An introduction for students. Second Edition. Routledge Taylor and Francis Group. London and New York.

3. Slavin R. (2012). Educational psychology. Theory and practice. Eleventh edition. Pearson.

4. Williams M., Burden R. (1997) Psychology for language teachers: a social constructivist approach. Cambridge University Press.

5. Wilson D., Conyers M. (2013). Five big ideas for effective teaching. Connecting mind, brain and education research to classroom practice. Published by Teachers College Press, Columbia University.

6. Woolfolk A., Hughes M., Walkup V. (2012). Psychology in education. Second edition. Pearson.

Articles:

1. Arens A.K., Yeung A., Nagengast B., Hasselhorn M. (2013). Relationship between self-esteem and academic self-concept for German elementary and secondary school students. Educational Psychology, 33,4,443-464.

2. Aston H.J., Lambert N. (2010). Young people`s view about their involvement in decision-making. Educational Psychology in Practice, 26,1,41-51.

3. Brown E., Henderson L. (2012). Promoting staff support in schools: solution circles. Educational Psychology in Practice, 28,2,177-186.

4. Brown E.L., Powell E., Clark A. (2012). Working on What Works: working with teachers to improve classroom behavior and relationships. Educational Psychology in Practice, 28,1,19-30.

5. Bruggink M., Goei S.L., Koot H.M. (2014). Teachers` perceptions of students` additional support needs: in the eye of the beholder? Educational Psychology, http://dx.doi.org/10.1080/01443410.2014.958436

6. Chamberlain S. (2012). “Maybe I`m not as good as I think I am”. How qualification users interpret their examination results. Educational Research, 54,1, 39-49.

7. Docherty R. (2014). A complete circuit: the role of communication between class teachers and support staff and the planning of effective learning opportunities, 30,2,181-191.

8. Ewen M., Topping K.J. (2012). Personalized learning for young people with social, emotional and behavioral difficulties. Educational Psychology in Practice, 28,3,221-239.

9. Fox M. (2009). Working with systems and thinking systemically – disentangling the crossed wires. Educational Psychology in Practice, 25,3,247-258.

10. Macready T. (2009). Learning social responsibility in schools: a restorative practice. Educational Psychology in Practice, 25,3,211-220.

11. O`Hara D. (2011). The impact of peer mentoring on pupils` emotional literacy competencies. Educational Psychology in Practice, 27,3,271-291.

12. Spinath B., Eckert Ch., Steinmayr R. (2014). Gender differences in school success: what are the roles of students` intelligence, personality and motivation? Educational Research, 56,2,230-243.

13. Stankov L., Morany S., Lee Y.P. (2014). Confidence: the best non-cognitive predictor of academic achievement? Educational Psychology, 34,1,9-28.

14. Sugden E.J. (2013). Looked-after children: what supports them to learn? Educational Psychology, 29,4, 367-382

Providing basic knowledge about:

- Social, emotional, cognitive, moral and language development

- Theory of learning (behavioral, cognitive)

- Motivation and motivation to learn

- Individual differences and learners with special needs

- Learning environments and learning from peers

Helping students to acquire competences necessary to:

- Supporting pupils in learning process

- Taking into account the rules of development stages

- Motivating pupils to learn

- Supporting pupils in creating good learning environments

Students may be absent from two lectures, each next absence will have to be justified by a medical certificate end compensated for in a way agreed on with the lecturer.

In order to complete the course:

- Student may not be absent from more than 2 lectures, unless they have compensated from them,

- Students need to prepare three homework exercises

Completion with a grade – the average of grades from three homework exercises. Active participation during lectures is also very important.