Registry
Module Specifications
Archived Version 2008 - 2009
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| Module Aims | |||||||||||||||||||||||||||||||||
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To develop an awareness of, and appreciation for the presence of diverse learning styles/ needs and the variety of ethnic cultural backgrounds in today’s learners.To develop students’ understanding of the principle theories of learning.To develop an understanding of how learners develop mentally, physically, emotionally and socially.To assist students develop an understanding a range of what causes and the mainfestations of learning difficulties. To explore the relevance of comtemporary educational research and practice as a resource in enhancing students’ motivation.To assist students in becoming a critically reflective practitioner (active teacher/learner)
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| Learning Outcomes | |||||||||||||||||||||||||||||||||
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To identify aspects of learning theories which will clarify their own practice. To be able to explain and summarise different stages of development mentally, physically, emotionally and socially and link them to their own teaching practice. Appreciating and having an awareness of the diverse learning styles, needs and the variety of ethnic cultural backgrounds in today’s learners.Recognition and an appreciative knowledge of multiple intelligence and accomodating thier presence within the learning environment.. Students will be expected to be able to guide their students into appropiate use of technology to assist their learning.
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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. | |||||||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||||||
| Introduction to Psychology in EducationPsychosocial, Cognitive Development & Behavourism Learning TheoriesHumanisitic approaches to learningRecognition & Appreciation of Diverse Learning stylesAppreciating the concept of Multiple Intelligence Motivation; Theories & ApplicationCultural & Socio Economic DiversityAppreciation of Special Needs & Learning Difficulties in Inclusive settings Use of Information and Communication Technology (ICT) & Information and Learning Technology (ILT) in Project /Research work | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
| Essential: Snowman, J., McCown, R., & Biehler, (2009). Psychology Applied to Teaching, 12th edition. USA: Houghton Mifflin Company. Woolfolk, A., Huighes, M., & Walkup, V. (2008). Psychology in Education, 1st edition. London, England: Pearson Longman.Petty, G. (2004). Teaching Today, 3rd edition. UK: Nelson Thornes Ltd.Spalton, E. (2004). The Special Needs Handbook, 2nd edition. UK: First & Best in Education Ltd.Dare, A., & O’Donovan, M. (2002). Good Practice in Caring for Young Children with Special Needs, 2nd edition. UK: Nelson Thornes Ltd.Rose, D. H., & Meyer, A. (2002), Teaching Every Student in the Digital Age; Universal Design for Learning, 1st edition. Virginia, USA: ASCD.Rogers, J. (2007). Adults Learning, 5th edition. London, England: McGraw. Hill Companies.Knowles, M. S., HoltonIII, E. F., & Swanson, R. A. (2005). The Adult Learner, 6th edition. USA: Elsevier Inc. Butterworth-Heinemann.Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching, 8th edition. USA: Pearson. Curzon, L., B. (2005). Teaching in Further Education 6th edition. UK: Continuum.Gardner, H.(2006). Multiple Intelligences: New Horizons 2nd edition. NY: Basic Books.Reece, I., & walker, S. (2004). Teaching, Training and Learning 5th edition. UK: Business Education Publishers Ltd.King, F. (2006). Spcial Education in Irish Classrooms; Apractical Guide 1st edition. Dublin, Ireland: Primary ABC. Wood, D. (2004). How Children Think and Learn 7th edition. UK: Blackwell Publishing.Armitage, A., Bryant, R., Dunnill, R., Hammersley, M., Hayes, D., Hudson, A., & Lawes, S. (2002). Teaching and Training in Post-Compulsory Education 4th edition. UK: Open University Press. | |||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| ET | BSc in Education & Training | ||||||||||||||||||||||||||||||||
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