Education Studies 1: How Children Learn

EV402 2013-14

Welcome ..... From the Team...

•Lis Bundock•Erica Evans•Denise Kingston•Sue Lynch•Rachel Marks•Pippa Totraku

What do we mean by Education?

Module Learning Outcomes:• Demonstrate an understanding of child development and

theories of learning, and describe how these are related to the strategies and approaches to teaching

• Explain knowledge of the principles of assessment and planning with particular reference to inclusive practice

• Identify the central elements of the legislative framework that influence the work of teachers.

(SEEC Level 4)

Three Key Themes

finding your way around ....

• The EV402 area on Studentcentral

• The Module Programme

• The Aspire Reading List

PASS(Peer Assisted Study Sessions)

• EV402 is the first year module that is supported by the PASS scheme

• You will have timetabled PASS sessions• Attendance at PASS sessions will support you

in your understanding of module content and in the development of your study skills

• For more information on PASS: http://www.brighton.ac.uk/ask/pass/what-is-pass/

EV402 assignment

A written essay demonstrating knowledge and understanding of the learning objectives of the module.

(2500 words)

To be submitted electronically on Wednesday 12 March 2014 by 4:30pm

. . . assignments should demonstrate an ability to:

• Demonstrate an understanding of child development and theories of learning, and describe how these are related to the strategies and approaches of teaching (LO1)

• Explain knowledge of the principles of assessment and planning with particular reference to inclusive practice (LO2)

• identify central elements of the legislative framework that influence the work of teachers (LO3).

Education ..... some questions ...

• What do we mean by Education?

• Why is Education important?

What do we mean by Education?

Education ..... some questions ...

• What is one of your most memorable learning experiences?

• Are there any common themes across your learning experiences?

Education is not preparation for life; education is life itself.

John Dewey

During sessions we will explore

questions such as:

Why do some pupils do better than others?

How do children

learn? How do

teachers support

learning?

Education Studies – What?

“Essentially, education studies is concerned with understanding how people develop and learn throughout their lives . . . It offers intellectually rigorous analysis of educational processes, systems and approaches.”QAA (2007) Benchmark Statement for Education Studies, London: The Stationary Office

PsychologyHow we learn and developPhilosophyPurpose of schools and educationSociologyAchievement and backgroundHistoryPolicies and impact of governments

What will you study?

Why do some pupils do better than others?

Why are these important ideas to Why are these important ideas to reflect on?reflect on?

“teaching is a highly complex and highly skilled activity which, above all, requires classroom teachers to exercise judgement in deciding how to act.”(Pollard, 2008, p. 5)

National Priorities1. Behaviour management

2. English as an additional language (EAL)

3. Special Educational Needs and/or disability (SEND)

4. Literacy: systematic synthetic phonics (SSP)

5. Mathematics: early mathematics skills

National Priorities1. Behaviour

management

2. English as an additional language

3. Special Educational Needs and/or disability

4. Literacy: systematic synthetic phonics

5. Mathematics: early mathematics skills

a) Children who have a learning need that requires some form of special provision and/or an mental or physical impairment which has substantial and long-term negative effects on their ability to do normal daily activities.

b) Children who do not speak English at home and/or do not use English as their main form of communication.

c) Children are taught the correspondences between sounds (phonemes) and letters. They identify and blend different letter sounds and letter combinations together (‘synthesise’ them) to make a word.

d) Children are taught about numbers and counting, space and shape, simple measurement and calculation, basic problem solving, mathematical language and recording.

e) Supporting children to learn effectively in the many contexts that exist in schools (e.g. indoor and outdoor classrooms, in corridors, on buses, on school trips)

National Priorities1. Behaviour management e) Supporting children to learn effectively in the

many contexts that exist in schools (e.g. indoor and outdoor classrooms, in corridors, on buses, on school trips)

2. English as an additional language (EAL) b) Children with EAL do not speak English at home and/or do not use English as their main form of communication.

3. Special Educational Needs and/or disability (SEND) a) Children with SEN have a learning need that requires some form of special provision and disabled people have a mental or physical impairment which has substantial and long-term negative effects on their ability to do normal daily activities.

4. Literacy: systematic synthetic phonics c) Children are taught the correspondences between sounds (phonemes) and letters. They identify and blend different letter sounds and letter combinations together (‘synthesise’ them) to make a word.

5. Mathematics: early mathematics skills d) Children are taught about numbers and counting, space and shape, simple measurement and calculation, basic problem solving, mathematical language and recording.

University of Brighton National Priorities Website

• Managing behaviour and discipline• English as an Additional Language (EAL) • Special Educational Needs and /or Disability

(SEND)

www.brighton.ac.uk/education/nationalpriorities

How can you make the most out of your learning?

• Be an active learner• Discuss • Question• Reflect• Network• Draw on your

experience

'The principle goal of education is to create men and woman who are capable of doing new things, not simply repeating what other generations have done.’

Jean Piaget

Read, Read, Read! • Do not limit your reading to the

module reading list.• Visit the library. Use the online database to access

journal articles. Make use of the Open Learning Centre.

• Reading academic writing will support the development of your own academic writing.

• Keep notes about what you have read. Summarise ideas in your own words.

• Talk about what you have read. This will support your understanding.

Aspire Reading List

• Compiled by the module team to support your independent study

• Includes articles, chapters, and research linked to the topics explored during the module

For Support with Aspire contact

the library:AskFalmer@brigh

ton.ac.uk01273-643569

“How do I use the Aspire reading list?”

• The module programme identifies weekly key readings which you must prepare, during your non-contact time, prior to your seminar group sessions

• You will discuss the readings with your informal reading groups during non-contact time

• Bring notes on your reading to each seminar session

You must come to module sessions fully prepared to discuss

the chapters/articles you have read.

Pre-Course Tasks

• During module sessions we will revisit the ideas that you have been engaging with in the pre-course tasks (i.e. TLRP 10 Principles; SEND task)

• Bring your responses to the pre-course task 1 (TLRP Poster) to your first group session next week.

ReflectionThink about last week, your induction week: Ask

yourself• How did it go?• What effect did I have on others?• What effect did the week have on me?• How did it make me feel?• How could I have improved it if I found myself

in a similar situation again?• How will I use the knowledge I gained in the

future to ensure that I get the best out of my studies ?

Being a professional

For next time ....• Familiarise yourself with the Module Programme

and Aspire Reading List

• Complete the reading required for the session and consider what else you might read

• Locate your room for your seminar group as per the list

• Bring your pre-course task 1 (TLRP poster) to your first group session

Seminar Groups:

1E1 Denise Kingston E424 Mon 9-111E2 Erica Evans E512 Mon 9-

111P1 Lis Bundock D511 Mon 9-111P2 Pippa Totraku B406 Mon 9-111P3 Sue Lynch E235 Mon 9-111P4 Rachel Marks B503 Mon 9-11

We look forward to

meeting you all at our first

group session next week!