Department of Education, Unit Catalogue 2009/10 |
ED50325: Primary education: aspects of learning |
 Credits:
| 12 |
| Level:
| Masters |
| Period: | Modular (no specific semester) |
| Assessment:
| CW 100% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description: | Aims: To build on the teachers' own training and experiences to analyse: * how children's learning strategies change through the primary schooling phase; * how classroom organisation and practice can reflect and support such change; * how children are supported in their learning in the classroom and in the home. Learning Outcomes: By the end of the course students will be able to: a) demonstrate their theoretical understanding: * of the differing accounts of pupil learning within the primary age range; * the influence of studies of language development on the development of learning theory; * the impact of motivation and individual learning styles on pupil learning; b) use their understanding to present a rationale for: * key aspects of classroom organisation; * the selection of teaching styles and the curriculum content; * the involvement of parents in the learning process. Skills: Key Skills 1. Make critical use of the literature of the field of Education (T/F/A). 2. Make critical use of professional experience in the field of Education (T/F/A). 4. Analyse, interpret and critique findings and arguments (T/F/A). 9. Demonstrate self-direction and originality in tackling and solving problems (T/F). 10. Evaluate research and variety of types of information and evidence critically, also making informed judgements in the absence of complete data (T/F/A) 12. Contribute to professional debate in the field of education (F). 13. Act autonomously in planning and implementing tasks at a professional level (F). 14. Communicate their conclusions clearly to specialist and non-specialist audiences (T/F). 15. Evaluate their own academic and professional performance (T/F/A). 16. Manage change effectively and respond to changing demands (F). 17. Manage time, prioritise workloads and recognise and manage personal emotions and stress (F). 18. Develop new or higher level skill, for example in information technology (T/F/A). Content: * Models of learning, in particular those developed by Piaget, Vygotsky, Bruner and Wood. * Social constructivist accounts of learning including the concepts of zone of proximal development, 'the more capable other' and 'hand-over'. * The impact of language on the learning process. * Children's induction into classroom life through a study of the concept of 'coping strategies' developed by Pollard and Woods. * Independent learning skills and differences in learning strategies of boys and girls. * Peer groups and their contribution to learning * Conflicting classroom roles for teachers including the dual role of manager and teacher. |