southampton

Module overview

This module looks at learning and development and the theoretical models that underpin these. By focusing on core areas of skills development (e.g. language, literacy, intelligence), and considering the role of the adult in reducing cognitive load and in mediating learning, the module ensures that you have a sound underpinning knowledge of typical child and adolescent development, as well as an understanding of how to intervene with children and young people to support learning and development. It runs alongside the Psychology in the Professional Practice 1 and Consultation, Assessment and Intervention 1 modules where the key knowledge and skills are put into practice in your field placements. Part way through the module you will select a topic on which to write a 4,000 word essay which considers this topic with regard to learning and development and explores the practical implications for educational psychologists.

Learning and Teaching

Teaching and learning methods

The core content in this module is covered through problem based learning sessions with some taught sessions used to complement key learning. These sessions are supplemented by a programme of phased skill development on placement with a Field Tutor. Aspects of the seminar and field work in this module will focus on and relate closely to PSYC6071 Emotional and Behavioural Development, Psychology in Professional Practice and Consultation, Assessment and Intervention

Study time
Type	Hours
Workshops	175
Independent Study	25
Total study time	200

Resources & Reading list

Textbooks

Frederickson, N., & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity. Maidenhead, UK: Open University Press.

MacBlain, S. (2014). How Children Learn. London: SAGE Publications.

Woolfolk, A. (2013). Educational Psychology. London: Pearson.

Petty, G. (2009). Evidence based teaching. Cheltenham: Nelson Thornes Ltd.

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.

Muijs, D., & Reynolds, D (2018). Effective teaching. London: SAGE publications.

Long, M., Wood, C., Litttleton, K., Passenger, T. & Sheehy, K (2010). The Psychology of Education. Abingdon, Oxon: Routledge.

Willingham, D (2009). Why don't students like school?. San Francisco: Jossey Bass.

Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Society for the Teaching of Psychology.

Cline, T., Gulliford, A., & Birch, S. (Eds.). (2015). Educational Psychology: Topics in Applied Psychology. Hove: Routledge.

Assessment

Assessment strategy

In the event of a trainee failing the assessment, the trainee is required to liaise with the first marker and submit either a substantially revised, or a new piece of work. Resubmission is within an agreed timescale, usually with a six week limit. Trainees can only re-submit a piece of work once, and resubmitted work is capped at a low pass

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Critique	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Critique	100%

Cognitive Elements of Learning 1