Module: Psychology applied to Teaching & Learning

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Psychology applied to Teaching & Learning
Module Code	ED8017 (ITS) / EDU1179 (Banner)
Faculty	DCU Institute of Education	School	Human Development
Module Co-ordinator	Maeve Dupont
Module Teachers	-
NFQ level	10	Credit Rating	10
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module explores psychological theories of learning and behaviour with a specific focus on their application in an educational context. Students will be equipped with a critical awareness of the relevance of psychological theories for understanding and optimising pupil learning. engagement behaviour. and relationships. Attention is also devoted to developing an understanding of parent-teacher relationships (particularly parents of students with special educational needs) and how such relationships might be strengthened so as to enhance pupil and parents’ learning and well-being.

Learning Outcomes

1. Build on their prior learning and life experiences and actively seek out opportunities to develop professionally.
2. Develop a critical awareness of the relevance of psychological theories for understanding and managing: pupil engagement, learning, behaviour; and relationships (including parent-teacher relationships.
3. Develop an informed understanding of how to apply psychological principles to optimise pupils’ classroom experience
4. Engage in independent thought and constructive reflection through an exploration of their role as teachers in contemporary societies.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	21	No Description
Independent Study	229	No Description
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Psychological theories and research

Information processing theories of cognitive development

Behavioural learning theory in the classroom

Cognitive behavioural theory applied to educational contexts

Ecosystemic theory in the classroom

Psychology of prejudice in children

Collaborating with parents

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Students will be required to draw on their knowledge of psychological theories (and professional experience) in order to evaluate/make sense of a classroom situation. They will critically analyse relevant literature in order to suggest how to address identified concerns and overcome or minimise the impact of barriers to success.	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Slavin, R.: 2013, Educational psychology : Pearson new international edition pdf ebook : theory and practice., Pearson Education, Limited,
Aronson, E., Wilson, T.D. & Sommers, S.: 2021, Social Psychology, 10th, Pearson, Essex,
Seligman, M.: 2000, Conducting effective conferences with parents of children with disabilities: A guide for teachers., London, The Guilford Press,
Bigler, R., Wright, Y.: 2014, Child Development Perspectives, The Society for Research in Child Development,

Other Resources

None