module specification

PC6055 - Psychology of Learning and Education (2018/19)

Module specification Module approved to run in 2018/19
Module title Psychology of Learning and Education
Module level Honours (06)
Credit rating for module 15
School School of Social Sciences
Total study hours 150
 
61 hours Guided independent study
39 hours Scheduled learning & teaching activities
50 hours Assessment Preparation / Delivery
Assessment components
Type Weighting Qualifying mark Description
Coursework 100%   3000 word essay
Running in 2018/19
Period Campus Day Time Module Leader
Spring semester North Wednesday Morning

Module summary

Educational environments interact with individuals’ unique genetic profiles and neurobiology, leading to wide individual differences in learning ability, motivation, and achievement. The module will provide new insights into the origins of individual differences in education traits such as cognitive abilities (e.g. IQ) and learning difficulties (e.g. dyslexia); motivation and personality; behavioural and emotional problems; social functioning and academic achievement. The module will also examine factors that influence both typical and atypical neurodevelopment (to the extent that those factors are linked to educational performance). Finally, the module will provide an overview of the learning deficits that individuals with learning disabilities (e.g. Specific Language Impairments disorder) experience.

Prior learning requirements

PC5006 Cognitive and Developmental Psychology

Syllabus

Topics such as developmental dyslexia, reading comprehension impairment, specific language impairment, mathematics disorder, developmental co-ordination disorder, attention-deficit hyperactivity disorder, and autism.

The understanding, impact and treatment of these developmental difficulties in educational settings is covered in the syllabus as well. LO1,LO2,LO3,LO4

Balance of independent study and scheduled teaching activity

Acquisition of knowledge of the subject matter of this module will be promoted through lectures and lecturer-led workshops (36 hours) and through the guided use of student-centred learning resources (114 hours).

Learning outcomes

On successful completion of this module students will be able to:
1. Critically evaluate theoretical and empirical evidence regarding the role of genetic, biological and environmental factors on education, learning abilities and disabilities.
2. Conduct literature reviews and critically evaluate that literature.
3. Explain in a concise format the significance of interdisciplinary cross-cultural research in understanding the development of education traits
4. Describe the learning deficits that individuals with various learning disabilities experience; and to construct theoretical models of intervention programmes aiming at   eradicating disadvantage in children with learning difficulties.

Assessment strategy

Summative assessment will be via an essay coursework report of 3000 words (100%).

Bibliography

CORE
Cole, T., Daniels, H., & Visser, J. (Eds.). (2012). The Routledge international companion to emotional and behavioural difficulties. Routledge.

Hulme, C. & Snowling, M. (2009) Developmental Disorders of language, learning and cognition. Oxford: Blackwell/Wiley


Other material will be quoted by the lecturer for special topics.