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Module

EDU8049 : Learning and Social Environment

  • Offered for Year: 2024/25
  • Module Leader(s): Dr Richard Parker
  • Lecturer: Dr Wilma Barrow, Dr Tim Cox, Dr Emma Miller
  • Other Staff: Dr Fiona Boyd, Dr Rachel Hayton
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 30
ECTS Credits: 15.0
European Credit Transfer System

Aims

In developing the professional repertoire of educational psychologists in training we include here the understanding and assessment of the teaching and learning environment, children’s development, learning styles and approaches. In relation to children’s development we will consider their cognitive, emotional, social and communication abilities all within a situational context / an ecological framework. We will introduce good models of teaching and classroom management techniques that are found in a range of educational settings. As the first module on this professional training programme the module introduces effective psychological assessment, intervention and evaluation within these learning environments. In developing the skills of applying evidence to practice it also introduces research methodology and critical reading and writing.

This module provides an opportunity to consider conceptual and theoretical aspects of professional issues. In the assignment students are required to focus on the application of research within one of the following:

• The development of learning through play;
• The development of literacy;
• The development of language and social communication;
• The development of social interaction.
• The development of cognition

Outline Of Syllabus

Child development and other key areas of psychology
Pedagogical approaches
Social and physical learning environments
Observation: methods and techniques
Introduction to group and individual intervention
Assessment: theory and methods
Research methodology
Critical academic reading and writing
Knowledge of Educational Systems
Ethics and professional responsibility

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion303:0090:00N/A
Guided Independent StudyDirected research and reading145:0045:00N/A
Scheduled Learning And Teaching ActivitiesPractical63:0018:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops373:00111:00N/A
Guided Independent StudyStudent-led group activity93:0027:00N/A
Guided Independent StudyIndependent study91:009:00N/A
Total300:00
Teaching Rationale And Relationship

Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay1M1004,000 - 5,000 words
Assessment Rationale And Relationship

Written formative and summative feedback is given to each student. Students are then required to indicate how they have addressed points for development.

Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.

Reading Lists

Timetable