Module title: Introduction to Educational Psychology

SCQF level: 08:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: PSY08105
Module leader: Hilary Tait
School School of Applied Sciences
Subject area group: Psychology
Prerequisites

n/a

2019/0, Trimester 2, FACE-TO-FACE,
Occurrence: 001
Primary mode of delivery: FACE-TO-FACE
Location of delivery: SIGHTHILL
Partner:
Member of staff responsible for delivering module: Hilary Tait
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
One two-hour interactive lecture per week. Around five of the lectures will provide spotlights on some of the key specific educational needs that educational psychologists deal with (LO1) and the remaining lectures will cover the educational philosophies within which they may work (LO2), psychological theories which may underpin their work (LO3) and the controversies of inclusion (LO4).
Two two-hour tutorials will be scheduled to accommodate the student group presentations (see summative assessment) and a further one-hour tutorial will provide support for the written summative assignment.
A one-hour presentation skills session will be included near the beginning of the module to support the summative group oral presentation.



Formative Assessment:
Each week, students will submit to Turnitin a short account (around 500 words) of one key theme that has been covered in lectures or pursued through independent self-directed reading. Extension of each of these topics will put students in a good position to maximise their potential in the summative assessments. At least one self-selected reading will underpin each formative writing assignment (LO1, 2, 5). A combination of tutor, self-, peer- and generic feedback will be given on these assignments.

Summative Assessment:
A 15 minute group oral presentation worth 20% of the module’s marks (LO1, 2, 5). This is expected to build on one of the specific educational needs covered in the spotlight lectures, though a self-selected exceptionality may be chosen in discussion with the module leader.
A 2000 word essay worth 80% of the module’s marks (LO3, 4, 5). This will focus on the controversies surrounding inclusion versus segregation of children with specific educational needs.


Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 22
Face To Face Tutorial 5
Independent Learning Guided independent study 167
Face To Face Groupwork (Independent Study) 5
Face To Face Practical classes and workshops 1
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Oral Presentation 20 1,2 & 5 7 HOURS= 0.15, WORDS= 0
Essay 80 3,4 & 5 13 HOURS= 0, WORDS= 2000
Component 1 subtotal: 20
Component 2 subtotal: 80
Module subtotal: 100

Description of module content:

Internationally, inclusion is the current prevailing policy in education. This module will include issues and controversies relating to the inclusion of children with specific educational needs (such as Autistic Spectrum Disorder, Down’s Syndrome, Attention Deficit Hyperactivity Disorder and giftedness) in mainstream education. It will also explore some differing pedagogical approaches and philosophies (‘alternative education’) such as Steiner and Montessori. Psychological theories relevant to educational psychology (such as operant conditioning, constructivism, cognitive and social development) will be covered.

Learning Outcomes for module:

Upon completion of this module you will be able to
LO1: Demonstrate knowledge of a range of specific special educational needs.
LO2: Demonstrate knowledge of a range of pedagogical approaches and philosophies.
LO3: Apply relevant psychological theories to issues relating to the inclusion of children with special educational needs.
LO4: Discuss controversies inherent in educational inclusion.
LO5: Develop oral and written communication skills.

Indicative References and Reading List - URL:
PSY08105 Introduction to Educational Psychology