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FACULTY OF CULTURE AND SOCIETYTE ARA KETE ARONUI
SCHOOL OF EDUCATIONTE KURA MĀTAURANGA
STUDY GUIDEHE MAHERE KŌNAE AKO
Bachelor of Arts (Education)Bachelor of Arts (Children and Learning)
EDUC608Educational Psychology
2020Paper coordinator
Dr John Milne Lecturer School of EducationOffice: AR201 Phone: (09) 921-9999, Ext 7953 Email: [email protected]
© 2020 AUCKLAND UNIVERSITY OF TECHNOLOGY, School of Education Te Kura MātaurangaAll rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or otherwise, without prior written permission of the Auckland University of Technology.
He MihiKo Takarunga, ko Matukutūruru ngā maunga. Ko Waitematā, ko Manukau ngā whānga. Ko Ngā Wai o Horotiu te marae. E ngā iwi o te motu, nau mai, haere mai ki Te Wānanga Aronui o Tāmaki Makau Rau. Ko Te Kura Mātauranga e mihi atu nei, tēnā koutou katoa.
Te Tiriti o Waitangi (The Treaty of Waitangi)
In the School of Education, we recognise and respect Māori as tangata whenua and principal partners in Te Tiriti o Waitangi. All programmes in the School of Education align with AUT’s commitment in the AUT Directions to 2025 to “partner with Māori to achieve the benefits a university can provide with and for Māori” (AUT, 2017, p. 2). This is expressed in the programme goals and graduate profile and is embedded in the paper content. Partnership and participation are key to the intended pedagogies used in the School of Education. Many of the papers have a strong cultural basis, highlight culturally responsive pedagogies and include Te Ao Māori. Lecturers are respectful of the protection of cultural taonga of students. Embedded in the relationships in this programme are manaakitanga. For example, when the lecturer and students engage with paper content and each other, they uphold AUT values: tika (integrity), pono (respect) and aroha (compassion) to grow, innovate and learn as individuals and provide those same opportunities for all students.
Auckland University of Technology. (2017). AUT Directions to 2025. Auckland, New Zealand.
Descriptor
Faculty of Culture and Society TE ARA KETE ARONUI
Paper title Educational Psychology
Code EDUC608
Level 6
Points 15
Prerequisites
Corequisites
Learning Hours
Class contact 24 hours, plus 12 online
Non-contact study1 120 hours
Total 150 hours
Prescriptor Whakatūtanga he kupu whakatakiThis course provides an introduction to the role of psychology in the field of education and its influence on the shape of current models of learning. It includes coverage of cognitive development, and the impacts of social, emotional, and cultural factors on development. A range of behavioural, cognitive, constructionist and humanist approaches to learning will be introduced and related to childhood development.
Learning outcomes Ngā āhuatanga o te mahi akoIn completing this paper satisfactorily, students will be able to:
1. Analyse the effects of psychosocial factors on development 2. Describe and critique a range of theories of learning3. Demonstrate a critical understanding of theories of learning and how they relate to learning
in context
Indicative Content: Piagetian, Vygotskian, and information-processing theories of cognitive development
1 Including self-directed learning and independent study, assignment preparation, investigation and writing.
Western theories that have traditionally formed the basis for educational psychology (behaviourism, social learning theory, cognitivist and humanistic perspectives)
Inclusive theories that now form the basis of the current New Zealand curriculum documents, (e.g. Claxton, Dweck)
The impact of a range of factors (e.g. culture, socioeconomic status, individual) on development and learning
Motivation and engagement The impact of educational psychology on our understanding of learning
Learning and Teaching strategies:Lectures, group discussion and self-directed learning. A flipped classroom model will be used where students are expected to come to lectures fully prepared for deep discussion based on the reading that has been done prior to the session. Students will be expected to play a full part in sessions and contribute equally.
Supportive pedagogies will be used to encourage students towards assessment success.
Learning resources
Set texts Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.).
Melbourne, Australia: Cengage Learning.
Please read the relevant sections prior to each session.
Required reading Some sessions have other required reading. These will be made available electronically on AUTonline through course resources. You are expected to come to the teaching sessions fully prepared by reading and thinking about these.
Recommended reading Additional references may be given during or after sessions. Also, you will need to refer to other books and journals (available through the AUT Libraries).
Schedule of teaching
Lecture Venue: WB429
Time: Wednesday, 5:00 – 7:00pm
# Topic Online task
1
Appr
oach
es to
un
ders
tand
ing
peop
le a
nd
thei
r lea
rnin
g be
havi
our Introduction to Educational Psychology
Bronfenbrenner’s bioecological model Slides
2 Behaviourist views of learning Humanist approaches to learning
Conditioning:Padlet
3 Cognitivist explanations of learning Comparison of approaches
4
Appl
icati
on o
f app
roac
hes
Intelligence and creativity Intelligence padlet
Mid-semester break Mid-semester break
5 Motivation and engagement Motivation: Shared doc
6
Deve
lopm
ent o
f sel
f-reg
ulat
ed
lear
ning
A sense of self Development of a theory of mind
Contribute to discussion board(s) in Blackboard
7 Identity Social and Emotional development
Contribute to discussion board(s) in Blackboard
8 Metacognition, Executive Function and
Strategies for Learning Learning strategies
9 Models of self-regulated learning Your learning process
10
Cont
ext
Sociocultural factors Contribute to discussion board(s) in Blackboard
11 Assessing and supporting learning Assignment changes
12 Educational psychology in context 1. Readings shared doc 2. Padlet
Overview of teaching sessions
All AUTonline material is under Course Material unless stated otherwise.
Topic 1: Introduction to Educational Psychology/Bronfenbrenner
Topic overview What is educational psychology? What is its relationship to teaching and learning? Bronfenbrenner’s bioecological model Setting up for online components
Preparation - make sure you have access to this study guide for the topic and can view the readings on Course Resources
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 463-467). Melbourne, Australia: Cengage Learning.
Neal, J. W. & Neal, Z. P. (2013), Nested or networked? Future directions for ecological systems theory. Social Development, 22: 722–737. doi:10.1111/sode.12018
Rosa, E. M., & Tudge, J. (n.d). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. Journal of Family Theory & Review, 5(4), 243-258.
Online task AFTER class
Contribute a picture of your representation of Bronfenbrenner’s model to a side in the shared slideshow, and an explanation if you think it is necessary.
In the Blackboard journal, tell me a little about what you want to take from this class.
Topic 2: Behaviourist and Humanist Views of Learning
Topic overview
Behaviourism
Contiguity Classical conditioning (Pavlov, Watson) Operant conditioning (Thorndike, Skinner)
Humanism
Maslow Rogers The progressive education movement - Dewey
Preparation
Complete the Moore (2013) and Goodman (2014) readings, and if they confuse you – then the textbook ones as well.
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 219-228). Melbourne, Australia: Cengage Learning.
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 302-312). Melbourne, Australia: Cengage Learning.
Goodman, B. (2014) Paolo Friere and the pedagogy of the oppressed. Nurse Education Today, 34 (7), 1055-1056. doi: 10.1016/j.nedt.2014.03.018
Moore, J. (2013). Three views of behaviorism. Psychological Record, 63(3), 681-691. doi:10.11133/j.tpr.2013.63.3.020
Online task AFTER class
When has someone tried to condition you recently? You can include pictures, screenshots etc. Add to this padlet.
Topic 3: Cognitivist Explanations of Learning
Topic overview
Constructivism Social Cognitive theory – Bandura Learning styles
Preparation
Read! (and consider what is missing from the first two approaches (Behaviourism and Humanism) we have considered.)
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 252-270). Melbourne, Australia: Cengage Learning.
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 280-293). Melbourne, Australia: Cengage Learning.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1.
Bazzano, M. (2013). Back to the future: From behaviourism and cognitive psychology to motivation and emotion. Self & Society, 40(2), 32
Stemhagen, K. (2016). Deweyan democratic agency and school math: Beyond constructivism and critique. Educational Theory, 66(1-2), 95-109.
Online task AFTER class
Contribute to the shared document comparing the three approaches to learning and how they define learning and view the learner. This will help you ALL with the assignment.
Topic 4: Intelligence and Creativity
Topic overview
Understanding intelligence Giftedness/talent Creativity
Preparation
Complete the textbook reading and be prepared to discuss the implications for education of models and measures of intelligence, giftedness, and talent.
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 384-419). Melbourne, Australia: Cengage Learning.
Kornmann, J., Zettler, I., Kammerer, Y., Gerjets, P., & Trautwein, U. (2015). What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. High Ability Studies, 26(1), 75-92.
Schroeders, U., Schipolowski, S., Zettler, I., Golle, J., & Wilhelm, O. (2016). Do the smart get smarter? Development of fluid and crystallized intelligence in 3rd grade. Intelligence, 5984-95. doi:10.1016/j.intell.2016.08.003
Sternberg, R. J. (2019). Why the tall-poppy syndrome is becoming worse in the creative professions / Razones por las que el síndrome de la amapola alta es cada vez más acentuado en las profesiones creativas. Estudios De Psicologia. https://doi-org.ezproxy.aut.ac.nz/10.1080/02109395.2019.1655218
Online task BEFORE class and readings
What do you mean when you say someone is “smart”, “clever” or “intelligent”? Add YOUR opinion to this pad4let
Topic 5: Motivation and Engagement
Topic overview
What’s the difference? Theories of motivation Factors influencing engagement
Preparation
Consider what motivates and/or engages you in an educational context (past or present), and how that relates to theories of motivation.
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 340-377). Melbourne, Australia: Cengage Learning.
Cazan, A. (2015). Learning motivation, engagement and burnout among university students. Procedia - Social and Behavioral Sciences, 187(INTERNATIONAL CONFERENCE PSIWORLD 2014 - 5th edition), 413-417. doi:10.1016/j.sbspro.2015.03.077
Chowdhury, S., & Pychyl, T. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 1207-12. doi:10.1016/j.paid.2017.08.016
King, R. B. (2016). Gender differences in motivation, engagement and achievement are related to students' perceptions of peer—but not of parent or teacher—attitudes toward school. Learning and Individual Differences, 5260-71. doi:10.1016/j.lindif.2016.10.006
Kim, C., Park, S, Huynh, N., & Schuermann, R. (2017). University students’ motivation, engagement and performance in a large lecture-format general education course. Journal of Further and Higher Education, 41(2), 201-214. doi:10.1080/0309877X.2015.1070401
Leiker, A. M., Bruzi, A. T., Miller, M. W., Nelson, M., Wegman, R., & Lohse, K. R. (2016). The effects of autonomous difficulty selection on engagement, motivation, and learning in a motion-
controlled video game task. Human Movement Science, 49326-335. doi:10.1016/j.humov.2016.08.005
Perreault, M. E., & French, K. E. (2016). Differences in children’s thinking and learning during attentional focus instruction. Human Movement Science, 45154-160. doi:10.1016/j.humov.2015.11.013
Online task BEFORE class
In the document, list some things that motivate you in any setting, and identify whether they relate to behaviourist, humanist or cognitivist approaches.
Topic 6: A Sense of Self / Theory of Mind
Topic overview
Self-efficacy Self-concept Self-esteem Developing a “Theory of Mind” Cognitive development
Preparation
Read topic reading and consider the development of your own sense of self and what events or experiences may have impacted on that (this relates to assignment one).
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 155-165). Melbourne, Australia: Cengage Learning.
Huyder, V., Nilsen, E. S., & Bacso, S. A. (2017). The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school-age. Infant & Child Development, 26(6), n/a. doi:10.1002/icd.2027
Wellman, H. M. (2018). Theory of mind: The state of the art. European Journal of Developmental Psychology, 15(6), 728–755. https://doi-org.ezproxy.aut.ac.nz/10.1080/17405629.2018.1435413
Zhenlin, W., X. Christine, W., & Wai Yip, C. (2017). Young children's understanding of teaching and learning and their theory of mind development: A causal analysis from a cross-cultural perspective. Frontiers in Psychology, Vol 8 (2017), doi:10.3389/fpsyg.2017.00725/full
Online task AFTER class
In your Blackboard journal, describe a situation or experience (positive or negative) that had a significant impact on your sense of self and what the ongoing effects were/are.
Topic 7: Identity, Social, and Emotional Development
Topic overview
Identity - Erikson Developing an understanding of how the self and others interact Why does this matter for learning?
Preparation
Textbook reading
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 166-198). Melbourne, Australia: Cengage Learning.
Syed, M., & McLean, K. C. (2016). Understanding identity integration: Theoretical, methodological, and applied issues. Journal of Adolescence, 47109-118. doi:10.1016/j.adolescence.2015.09.005
Online task AFTER class
Continue your journal Where do you sit in Erikson’s stages? Are there any psychosocial crises you have yet to deal with or that you would like to revisit if you could? Why? This connects to assignment one.
Topic 8: Metacognition, Executive Function and Strategies for Learning
Topic overview
Knowing about thinking Controlling our thinking What learning strategies are effective?
Preparation
Read the text section below. How aware are you of your own cognition? Do you know if you are learning something well? How? What strategies do you use to help you learn?
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 271-275). Melbourne, Australia: Cengage Learning.
Marulis, L. M., Baker, S. T., & Whitebread, D. (2020). Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning. Early Childhood Research Quarterly, 50, 46–54. https://doi-org.ezproxy.aut.ac.nz/10.1016/j.ecresq.2018.12.017
Online task BEFORE class
In this document, list or describe all the strategies you use before, during and after a learning activity (e.g. reading an article etc.) to help you make sure you have learned something. Be specific.
Topic 9: Models of Self-Regulated Learning
Topic overview
Common components of models of SRL
Some models of SRL – particularly Winne and Zimmerman. Self-Regulated Action
Preparation
Try to draw a map/diagram of your learning process. Bring this with you and/or post it here.
Reading
Kauffman D., Lehman S., Schraw G., & Yu S. (2005). Self-regulated learning. Encyclopedia of Cognitive Science.
Online task AFTER class
Duplicate one of the templates (or use one of your own design) here and describe your process of self-regulation on a learning activity (e.g. reading an article, writing an essay etc.).
Topic 10: Sociocultural factors
Topic overview
Revisiting Bronfenbrenner Ethnicity, Language, and Culture Gender Socioeconomic status
Preparation
Ensure you read at least pages 494-509 from the textbook – what does this mean for the way we conceptualise learning?
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 467-509). Melbourne, Australia: Cengage Learning.
Nielsen, K. (2008). Gender, learning and social practice. Vocations and Learning, 1(3), 173-190.King, R. B. (2016). Gender differences in motivation, engagement and achievement are related to
students' perceptions of peer—but not of parent or teacher—attitudes toward school. Learning and Individual Differences, 5260-71. doi:10.1016/j.lindif.2016.10.006
van Egmond, M. C., Kühnen, U., & Li, J. (2013). Mind and virtue: The meaning of learning, a matter of culture? Learning, Culture and Social Interaction, 2208-216. doi:10.1016/j.lcsi.2013.06.002
Penney, D., & McMahon, J. (2016). High-performance sport, learning and culture: new horizons for sport pedagogues?. Physical Education & Sport Pedagogy, 21(1), 81-88.
Kumpulainen, K., & Renshaw, P. (2007). Cultures of learning. International Journal of Educational Research, 46(Cultures of Learning), 109-115. doi:10.1016/j.ijer.2007.09.009
Online task
Create another journal entry considering how you have experienced the education system to date – has it reflected your understanding of learning, or have you felt out of place at times? Why? How have you managed that? (Relates to assignment two)
Topic 11: Assessing and Supporting Learning
Topic overview
How do we assess learning as opposed to knowledge – and what’s the difference? What do we need to consider when assessing? How can assessment information be used to further learning?
Preparation
Think of a time when you have been assessed and actually found it helpful. What made it helpful?Think of a time that was less useful to you, why?
Reading
Duchesne, S., & McMaugh, A. (2019). Educational psychology for learning and teaching (6th ed.) (pp. 571-573, 577-580). Melbourne, Australia: Cengage Learning.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81.Elmore, R. F. (2019). The future of learning and the future of assessment. ECNU Review of
Education, 2(3), 328–341.Watling, C. J., & Ginsburg, S. (2019). Assessment, feedback and the alchemy of learning. Medical
Education, 53(1), 76–85. https://doi-org.ezproxy.aut.ac.nz/10.1111/medu.13645Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with
academic achievement. Assessment and Evaluation in Higher Education, 45(2), 224–238. https://doi-org.ezproxy.aut.ac.nz/10.1080/02602938.2019.1629390
Online task AFTER class
Thinking about assignment 1 or 2 for this paper (and assuming a perfect world), how else could we assess your learning? How could it be made better? Use this document.
Topic 12: Educational Psychology in Context
Topic overview
Behaviourist vs Humanist vs Cognitive approaches in a modern world How can we apply what we have learned in different contexts?
Preparation
Consider your future path, and/or how you might apply the knowledge you have gained from this course. Complete the online task below.
Reading
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43. doi:10.1002/piq.21143
Guey, C., Cheng, Y., & Shibata, S. (2010). A triarchal instruction model: integration of principles from behaviorism, cognitivism, and humanism. Procedia - Social and Behavioral Sciences, 9 (World Conference on Learning, Teaching and Administration Papers), 105-118. doi:10.1016/j.sbspro.2010.12.12
Krasner, L. (1978). The future and the past in the behaviorism-humanism dialogue. American Psychologist, 33(9), 799-804. doi:10.1037/0003-066X.33.9.799
Online task BEFORE class
Choose ONE of the readings and add your ideas to this shared document. Develop a brief (about 1 paragraph) scenario where you might be helping someone to learn
something within your chosen career (or make it up if you still don’t know!), and add it here.
Assessment
Assessment Aromatawai
Requirements In order to pass this paper, students are required to submit all assessments, and must achieve a combined mark of at least 50%.
Submission of assignments Students will submit all written components of assignments electronically to Turnitin. Assignments are due by 23.59pm on the due date. No assignment should be submitted directly to a lecturer.
AUT policy for submission of assessments in Te Reo Māori:
A student who has demonstrated an adequate standard of literacy in te reo Māori may be permitted to submit work for assessment in re reo, in accordance with University procedures and guidelines for assessment in te reo Māori (from the AUT Academic Calendar, General Academic Regulations, Part 5, Section 8).
A student who wishes to submit assessed work in te reo Māori must speak to their lecturer at the beginning of the course to determine how and if this might be done.
TurnitinWe expect that all individual assessment work by students is their own work. In order to protect the integrity of your individual work and the value of your qualification on graduation, the School of Education uses a software programme that detects plagiarism and copying from other works, including other students’ work and your own work if you have submitted it for another paper.
The purpose of introducing this software programme is to ensure that all students get academic credit for work that is their own, and that no credit is obtained for work which is someone else’s.
When you hand in your assignments (group or individual), you will also need to upload your work to Turnitin prior to the assignment deadline.
Extensions and late assignments
All assignment extension requests are completed online via Blackboard prior to the due date. The extensions coordinator will approve extensions up to a week. The evidence that the
student provides may be a written explanation or an appropriate uploaded document to support the application [e.g. note from a health professional/death certificate/proof of extenuating circumstances etc]. The paper coordinator may also upload evidence in the form of an email conversation to support this application. With a confirmed extension, the late policy does not apply. If a further extension is needed beyond the date of the original extension, please contact the programme leader.
No extension will be granted for a second assignment if the first assignment has not been handed in without approval from the programme leader. If the first assignment is not completed by the time the second assignment is due, without programme leader approval for an extension, then the first assignment will be marked as a DNC.
If one member of the group applies for an extension, then the extension would apply to the group for the group component. However, when a group member applies for an extension for an individual component, then the extension will apply to the individual only.
In the case of an assignment submitted after the due date, without a negotiated extension, a penalty will be incurred. The penalty will be as follows if the late assignment meets the assessment criteria for passing:
Assessed grade
1 Day late
Penalty
2 Days late
Penalty
3 days late
Penalty
4 Days late
Penalty
5 Days late
Penalty
After 5 calendar Days
A+ A A- B+ B B-
Not accepted
A A- B+ B B- C+A- B+ B B- C+ CB+ B B- C+ C C-B B- C+ C C- FailB- C+ Fail Fail Fail FailC+ C Fail Fail Fail FailC C- Fail Fail Fail FailC- Fail Fail Fail Fail Fail
Beyond a week, extensions will be referred to the programme leader via Blackboard. The coordinator actions this by clicking Y next to PL. This request must have supporting documentation uploaded such as a note from a health professional/death certificate/proof of extenuating circumstances etc.
In exceptional circumstances a student may present a valid reason for a late assignment without a prior extension. This matter should then be discussed by the lecturer with the Programme Leader who will decide on a response.
Any assignments not received at all or received more than 5 calendar days after the due date without a negotiated extension will not be marked, and a DNC will be recorded as the grade.
Assignments may be submitted prior to the due date but they will be graded after the due date.
Return of assignments
Assignment marks will be posted online generally within three weeks. For hard copy assignments, assignments will be returned in class.
Awarding a final grade for an assignment with discrete parts For assignments that have distinct parts, a mark is given for each part and weighted as noted in the Study Guide and approved by Board of Studies. The aggregate grade will be the final grade for the assignment.
Word limit Each assignment will have a word limit. To be within the word limit, your assignment may have a maximum of 10% under or over the word limit. If you have under or over this 10% limit, your assignment mark will be lowered.
Grading percentage as follows:
Grade Mark (%)Outstanding A+
A90 - 10085 - 89.5
Very good A-B+
80 - 84. 575 - 79. 5
Good/ competent BB-
70 - 74. 565 - 69. 5
Satisfactory C+C C-
60 - 64. 555 - 59. 550 - 54. 5
Unsatisfactory D 0 - 49. 5Competence-based assignments are marked as either PASS (P) or FAIL (F). A MERIT PASS (M) may be awarded.
Assessment schedule
Assignment number
LOs covered Form of Assessment Due date Weighting
1 2, 3 Essay or other negotiated form 11 May 50
2 1, 3 Essay and reflection 19 June 50
Assignment one Tuhingaroa Tuatahi
Due date: 11 MayWeighting: 50%Word count: 2000 words or equivalent (see assignment instructions)Topic: Theoretical approaches to learningLearning outcomes:
2. Describe and critique a range of theories of learning3. Demonstrate a critical understanding of theories of learning and how they relate to learning
in context
Compare and contrast theoretical approaches to learning and discuss how those approaches help us understand the learning process and learners.
Description:
Select ONE approach to learning and consider how that approach explains the learning process. This approach should be contrasted against at least one other.
You will need to demonstrate an understanding of the approach chosen, what that means for the conceptualisation of learning, and how the learner is viewed within that approach. You also need to contrast that to at least one other approach (i.e. How is the understanding of learning different, and what might that mean for the learner?).
Instructions:
This assignment can be approached in a number of ways (for example an essay, poster, or oral presentation). There is NO compulsion to produce an essay-style response. However, whichever format is selected, you must clearly demonstrate how you meet all the criteria in the associated rubric. If a text format is used, this must be referenced using APA referencing style, or (where a text format is not used) provide a transcript or completed outline sheet (which will be provided) indicating how and where these are demonstrated and including associated references using APA referencing. Regardless of submission format you are expected to undertake the same amount of research, and be able to reference that appropriately.
If a text format is used, that must be uploaded to Turnitin by 1pm on the due date. Where another format is used, the outline or transcript must be uploaded to Turnitin and the submission itself made in a form that cannot be altered subsequently (e.g. if a web page is used then that must be submitted as a web archive or similar that cannot be altered after the submission date and/or after the submission to Turnitin).
Submission requirements:
This assignment does NOT require paper submission. Submit your assignment or outline to Turnitin on or before the due date. Submissions that are not compatible with Turnitin (pdf or Word only) should be discussed with the lecturer at least 2 weeks prior.
EDUC608 Educational Psychology: Assignment 1 Semester 1 2020
Name: …………......………........... Marker: ……………………… Grade: ..................
Criteria A B C Fail1 Theoretical
approachesThorough comparisons made between two or more approaches and a coherent argument made for adoption and use of one or more approach in context.
Clear understanding of two or more approaches demonstrated though comparisons made of at least two approaches.
Clear understanding of one approach demonstrated with simple contrasts made with another approach, OR
Basic understanding of two approaches demonstrated through comparison.
Limited or no demonstration of developed understanding of the chosen theoretical approach AND/OR not contrasted with another.
2 Conceptualisation Extensive discussion of how our understanding of learning is informed by two or more approaches and thorough comparison of at least two approaches and their impact on learning and learners.
Demonstrates clear understanding of how learning is understood using two or more approaches AND how those approaches affect learners.
Basic discussion of how learning is understood using two or more approaches AND basic discussion as to how approaches affect learners.
Limited or no discussion of how learning is understood using two or more approaches AND/OR limited or no discussion as to how approaches affect learners.
4 Use of literature/ evidence of reading
Evidence of extensive and wide-ranging references to relevant literature.
Evidence of relevant literature beyond material suggested in Study Guide.
Evidence of some references to relevant literature.
No evidence of relevant literature being consulted.
5 Clarity of expression (incl. spelling, grammar & word limit)
Fluent communication style appropriate to the format. Clear structure enhances argument.
Grammar and spelling accurate
Language mainly fluent. Structure supports argument.
Grammar and spelling contain few errors.
Meaning apparent but language not always fluent.Structure clear.
Grammar and/or spelling contain errors.
Meaning unclear. Insufficient word count or content.
Grammar and/or spelling contain frequent errors.
Assignment two Tuhingaroa tuarua
Due date: 19 JuneWeighting: 50%Word count: 1500-2000 words.Topic: Educational psychology and the environmentLearning outcomes:
1. Analyse the effects of psychosocial factors on development 3. Demonstrate a critical understanding of theories of learning and how they relate to learning in context
Topic: What role do environmental factors play in the development of individuals’ ways of learning?
Instructions:
Describe and then reflect on your own past experiences in relation to how they may have impacted on the way you learn.
You should use a personal voice and demonstrate insight into your own background and how that has contributed to the person you are today and the way you learn best.
Make observations about, and draw conclusions about your learning by linking to concepts from EDUC608 (e.g. intelligence, identity, motivation, self-regulation, etc.). Consider how the context(s) you have experienced (e.g. ethnicity, language, culture, and other sociocultural factors such as family or schooling) have impacted on the way you learn.
You do not need references from literature when describing your personal experience. You will, however, need to use academic literature to support the observations that you are making or conclusions you are drawing about your personal experience in reference to educational theory or concepts covered in class.
You may use your own images, links to video etc. but if necessary you should include an explanation.
SUBMISSION REQUIREMENTS:Assignments should be submitted to Turnitin on or before the due date.
EDUC608 Educational Psychology: Assignment 2 Semester 1 2020
Criteria A B C Fail
1
Psychological factors
Thorough description of the interplay between individual psychological factors and how those impact on learning.
Clear description of a range of psychological factors related to learning and how they interact.
Demonstrates clear but basic understanding of some factors relating to learning.
Limited, disjointed, or no description of psychological factors related to learning.
2
Understanding(Reflection)
Insightful reflection of the influence of contextual factors on own development as a learner and how different contexts may have had a different influence.
Demonstrates clear understanding of the links between own childhood context and own development as a learner.
Basic connections made between own context and personal way of learning.
Limited or no demonstration of developed understanding of the influence of personal context on learning.
3
Use of literature/ evidence of reading
Evidence of extensive and wide-ranging references to relevant literature
Evidence of relevant literature beyond material suggested in Study Guide
Evidence of some references to relevant literature
No evidence of relevant literature being consulted
4
Clarity of expression
Fluent, accurate writing style. Few or no errors in:
GrammarSpellingGeneral expressionReferencingStructure
Language mainly fluent and meaning clear. Some errors in:GrammarSpellingGeneral expressionReferencingStructure
Language adequate. Errors in:
GrammarSpellingGeneral expressionReferencingStructure
Language inadequate or unclear. Frequent errors in:GrammarSpellingGeneral expressionReferencingStructure
Name: …………......………........... Marker: ……………………… Grade: ..................
He Mihi A greetingKo Takarunga, ko Matukutūruru ngā maunga Takarunga (Mt Victoria) and Matukutūruru (Wiri
Mountain) are the mountains (maunga of significance that stand near our North and South campuses)
Ko Waitematā, ko Manukau ngā whānga Waitematā and Manukau are the harboursKo Ngā Wai o Horotiu te marae Ngā Wai o Horotiu is the maraeE ngā iwi o te motu, nau mai, haere mai ki Te Wānanga Aronui o Tāmaki Makau Rau
To the people of the land, welcome to AUT
Ko Te Kura Mātauranga e mihi atu nei, tēnā koutou katoa
The School of Education issues its greetings to one and all
