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Module Title |
Learning and Psychology of Motivation
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Module Code |
ES209
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School |
School of Education Studies
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Online Module Resources
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Level |
2
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Credit Rating |
5
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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7 to develop student's understanding of the principal theories of learning
7 to assist students in developing an understanding of the causes and manifestations
of learning difficulties
7 to explore the relevance of contemporary educational research and practice as a resource in enhancing students motivation
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Learning Outcomes
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7 identify aspects of learning theory which will clarify their own practice
7 situate the behavioural manifestation in the context of understanding the nature of the learning
7 use relevant aspects of contemporary research to enhance their practice and facilitate students' motivation
7 make links between principles of good teaching practice and the process of including students with learning difficulties
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Indicative Time Allowances
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Hours
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Lectures |
30
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Tutorials |
5
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
40
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Total |
75
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Placements |
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Assignments |
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NOTE
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Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.
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Indicative Syllabus
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Learning
A further exploration of the main theories of learning, with particular attention to behaviourism and social constructivism
Intelligence
An overview of different ways of thinking about intelligence, in particular contrasting general with specific, and introducing the notion of multiple intelligences
Motivation
An examination of the relation between motivation and needs, including an introduction to the concept of hierarchies of needs
Learning Difficulties
Definitions and descriptions of a range of learning difficulties, analysing causes and manifestation, in particular relating educational achievement to relevant social and affective factors
Inclusive Learning
Principles of good teaching practice that facilitate inclusive learning
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| Assessment | | Continuous Assessment | 100% | Examination Weight | 0% |
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Indicative Reading List
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Essential:
Curson, L.B., (1997) 5th edition Teaching in Further Education: London Cassell
Gardner, H (1983) Frames of Mind: The Theory of Multiple Intelligences Paladin
Gardner H. (1993) Multiple Intelligences: The Theory in Practice. Basic Books
Hyland, A. (2000) Multiple Intelligences Cork. UCC Press
Lynch, Kathleen (1989) The Hidden Curriculum: Falmer Press
Lynch Kathleen (1992) Intelligences Ability and Education: Challenging Traditional Views Oideas, No 38, Spring 1992. PP 134-138
Supplementary:
Riley, K and Rustique - Forrester, E (2002) Working with Disaffected Students London:
Sizer, T, R.( 1992) Horace's School. Houghton Mifflin Company, New York
Weare, K (2002) Emotional Literacy in Schools. London :PCP
Snowman J., & Biehler R., (2000), Psychology Applied to Teaching, Boston, Houghton-Mifflin
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Programme or List of Programmes
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| BET | Bachelor in Further Educ. & Training |
| DET | Diploma in Education & Training |
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