DEPARTMENT OF EDUCATION

EDUC105 Education: The Psychological Context

Semester 1 (Internal)2011

Unit convener: Dr. Wayne Leahy

Please read this unit outline carefully at the start of semester to save yourself unnecessary emails . It contains important information. If anything in it is unclear, please consult one of the teaching staff in the unit.

ContentsLECTURE OUTLINE SEMESTER 1...............................................................................................3

ABOUT THIS UNIT...........................................................................................................................4

CREDIT POINT VALUE....................................................................................................................4

TEACHING STAFF............................................................................................................................5

DEPARTMENT OF EDUCATION OFFICE....................................................................................5

CLASSES.............................................................................................................................................6

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS......................................7

TECHNOLOGY USED AND REQUIRED......................................................................................9

EXPECTED LEARNING OUTCOMES........................................................................................10

GRADUATE CAPABILITIES DEVELOPED...............................................................................11

TEACHING AND LEARNING STRATEGY.................................................................................12

TUTORIAL TIMETABLE...............................................................................................................13

ASSESSMENTS................................................................................................................................15

READINGS FOR MAJOR ESSAY.................................................................................................19

OTHER IMPORTANT ASSESSMENT INFORMATION............................................................23

LECTURE INTRODUCTIONS AND RECOMMENDED READINGS.....................................24

PLAGIARISM...................................................................................................................................30

GRADE DISTRIBUTION SNG.......................................................................................................30

CRITERIA FOR AWARDING GRADES FOR ASSESSMENT TASKS.....................................31

APPEALS AGAINST GRADES......................................................................................................31

STUDENT SUPPORT SERVICES..................................................................................................32

CHANGES MADE TO PREVIOUS OFFERINGS.......................................................................35

ASSIGNMENT FEEDBACK........................................................................................................36

ESSAY COVER SHEET INTERNAL STUDENTS ONLY...........................................................37

LECTURE OUTLINE SEMESTER 1

Wk Lecture Date Topic Lecturer

Module 1 Theories of Development

1 1 21/2 Introduction to the unit and overview of Educational Psychology W. L

2 22/2 Child development over time W. L

2 3 28/2 Adolescence W. L

4 1/3 Cognitive development I (Piaget) W. L

3 5 7/3 Cognitive development II (Piaget) W. L

6 8/3 Cognitive development III (Vygotsky) W. L

4 7 14/3 Language Development W. L

8 15/3 Major Assignment Preparation W. L

5 9 21/3 Moral development A. M

10 22/3 Social development A. M

6 11 28/3 Review Lecture J. D

12 29/3 Module 2 Theories of LearningBehavioral Explanations of Learning A.M

7 13 4/4Prerecorded lecture-ignore announcementsNO LECTURE ATTENDANCE REQUIREDConstructivist Views of Learning

P.V

14 5/4Prerecorded lecture – ignore announcements NO LECTURE ATTENDANCE REQUIREDA Direct Instruction Approach

P.V

9/4 to 25/4 Mid Semester Break

8 25/4 PUBLIC HOLIDAY MONDAY - NO LECTURES OR TUTORIALS THIS WEEK

9 15 2/5 Humanistic Explanations of Learning A.M

16 3/5Module 3 Classroom ApplicationsStudents with Special Needs L. F

10 17 9/5 Intelligence and Learner Differences W. L

18 10/5 Problem Solving W. L

11 19 16/5 Critical Thinking W. L

20 17/5 Social Perspectives (gender) W. L

12 21 23/5 Social Relationship Dimensions W. L

22 24/5 Creating Learning Environments J. D

13 23 30/5 Unit overview, assignment feedback and exam session information W. L

ABOUT THIS UNIT

This Unit is intended as an introduction to the field of Educational Psychology. This field of inquiry combines major theories from the disciplines of psychology and education and applies these to the context of teaching and learning.

The central focus of this Unit is human development. Development and learning are influenced by a range of factors, such as language, cognitive, personal, social, emotional, and physical development. Social and cultural influences also play a significant role in students’ learning experiences, as do school-based factors including teachers’ classroom management practices and their skills in motivating students to learn. These issues are introduced in this unit and are explored in greater depth in subsequent EDUC and TEP units at 200 and 300 levels.

During this semester, you will benefit most from the Unit if you apply yourself to thinking critically about the issues presented. As an individual studying the psychology of education – and as a future educator – you will have an important role to play in shaping future thought and practice in the field of education and in the minds of those you teach. Hence, in studying this Unit, always consider the wider implications of your reading and discussions with lecturers, tutors and peers. The Unit textbook and curriculum will help you in this task by providing opportunities to reflect on your learning. We hope that as a result of taking this Unit, you will learn about the psychology of learning and teaching, and just as importantly, we hope you will also learn more about yourself as a learner and thinker.

CREDIT POINT VALUE

This is a single semester (half-year), 3-credit point unit. The number of credit points that a unit is worth is determined by the number of hours a student is expected to spend each week attending lectures and tutorials, reading and preparing assignments. For a single semester unit, students are expected to spend three hours per credit point each week (see University Handbook). You should spend an average of 9 hours per week (3 credit points x 3 hours = 9 hours weekly) on EDUC105 study (including lecture and tutorial attendance).

TEACHING STAFF

Unit Convener Dr. Wayne Leahy C3A 930.

You will receive a much quicker response if you contact me by email wayne.leahy@mq.edu.au than phone however if there is an urgent enquiry,

leave a message on 9850-8672.

Contact Times:Tuesday and Wednesday 11-1.30pm. For other times, please make an appointment.

Times subject to change. Any changes will be updated on the EDUC105 Website.

This unit involves over 550 students, therefore it is appreciated if these

consultation times are respected.

TutorsTo be announced. Your tutor is your first point of contact. Tutors will inform you about their contact details and consultation times during the first tutorial.

DEPARTMENT OF EDUCATION OFFICE

The administrative support officer for EDUC105 is:

Ms. Marisa Pongan, Phone/Voicemail: 9850 8654 Telephone and drop in time: Mondays 10 – 11 am.Email: marisa.pongan@mq.edu.au

Ms. Pongan should be contacted for enquiries related to:

Study materials (e.g. Unit Outlines)Tutorial arrangementsSubmission /collection of assignmentsSemester dates /timetablesClass venuesProcedural information

EDUC105 is a large unit with hundreds of students. Please assist us by respecting the consultation times. Email queries will be responded to within two working days.

The Department Office is open for enquiries from 9 am – 5 pm Monday to Friday.

CLASSES

There are two one hour lectures each week (see p.3), which are also on iLecture.

There is one compulsory tutorial per week.

See p.13 for Tutorial program. The timetable for tutorial classes can be found on the University web site http://www.timetables.mq.edu.au/

EDUC 105 UNIT TIMETABLE

LECTURES

Monday 9.00 am X5B Macquarie Lecture Theatre

Tuesday 9.00am X5B Macquarie Lecture Theatre

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS

Required TextWoolfolk, A., and Margetts, K. (2010). 2nd ed. Educational Psychology. Frenchs Forest NSW, Pearson Education: Australia.

You are expected to read, as a minimum, the sections listed in the study guide. The pages listed are those specifically linked to lecture content and it should be noted that further reading around the set pages is usually helpful to student understanding. Earlier editions are available, but there will be differences in both page numbers and in the extent of coverage on some topics. If you choose to access an earlier edition it is your responsibility to ensure you have read all the relevant sections.

The textbook is available at the University Co-op Bookshop. Students are strongly advised to obtain their own copies of the prescribed texts. The companion website (if you purchase the 2010 edition) http://www.pearson.com.au/myeducationlab is a useful resource for studying this unit.

The textbook can be supplemented by further reading so that you can obtain a wider understanding of issues. Additional reading texts (below) are provided. You can consult the relevant sections in these texts about the main topics we cover in this unit of educational psychology eg. Piaget, constructivism, intelligence etc. You could select from the following list or browse along the library shelves among similar call numbers. Most of the following are general texts; others provide more specialised information.

Please note that they are not available on the BLACKBOARD website because of copyright issues.

Additional ReadingsBerk, L. (2003). Child Development. Boston: Allyn & Bacon.

Eggen, P. and Kauchak, D. (2004). Educational Psychology windows into classrooms. (6th ed.). New Jersey: Pearson Education.

Krause, K-L., Bochner, S., Duchesne, S. & Mc Maugh, A. (2010). Educational Psychology for learning and teaching. South Melbourne: Thomson.

McDevitt, T.M. & Ormrod,J.E. (2010). Child Development and Education. New Jersey: Pearson.

McInerney, D. M., & McInerney, V. (2006). Educational Psychology: Constructing Learning (2nd ed.). Sydney: Prentice Hall.

Ormrod, J.E. (2008). Educational Psychology: Developing Learners. New Jersey: Pearson

Santrock, J. W. (2004). Child Development. Boston: Mc Graw Hill.

Slavin, R. (2000). Educational psychology: Theory and practice (5th ed). Boston: Allyn and Bacon.

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B. & Biehler, R. (2009). Psychology Applied to Teaching, Milton Queensland: John Wiley & Sons.

Some useful journalsBritish Journal of Educational PsychologyChild DevelopmentContemporary Educational Psychology Educational PsychologistJournal of Educational PsychologyLearning and InstructionJournal of Cognition and Development Developmental Psychology Suggested texts for academic writing and assignment preparation

O’Shea, R. (2007). Writing for Psychology. South Melbourne Victoria: Thomson.

Findlay, B. (2006). How to Write Psychology Research Reports and Essays. Frenchs Forest, NSW: Pearson Education Australia.

These texts are written in a reader friendly format and are recommended for students who are new to university study and academic writing.

NOTE: You are not required to buy O’Shea or Findlay texts. They are intended as guides for your report writing and use of the APA referencing system throughout your study in the Department of Education. The above texts can be purchased at the University Co-op Bookshop. A special price is offered for the purchase of the Woolfolk & Margetts text with the Findlay text. Limited copies of these texts may be held in the Reserve section of the Library.

TECHNOLOGY USED AND REQUIRED

The technology used is the Macquarie University student website. You will need access to a computer and the internet.

There are a number of computers in the Computer Labs, C5C Rooms 211, 213 and 217. Most local libraries are also now linked to the Internet.

The web page for this unit can be found at: http://learn.mq.edu.au/ on the CE6 Blackboard site.

Students will need to use their student username and password to log in and then choose EDUC105 from their My Online Units menu. Students will have access from February 18th, the Friday before classes begin in Semester 1.

The site supports the unit, but essentially provides no new material. Lecture slides will normally be posted on iLecture before the lecture. You will also need to complete online quizzes on this site.

Any notices given in the lecture will also be posted on the Convener’s Messages page. Please regularly check the Convener’s Messages page for updated messages. This will save you unnecessary emails.

You are also encouraged to use the Discussions forum for discussions related to unit content.

Please do NOT contact the Unit Convener or Tutors regarding technical support for your computer access as they do not have the expertise. CONTACT Macquarie University Library Student IT Help Desk. Phone: 9850 4357, Email: support@library.mq.edu.au

EXPECTED LEARNING OUTCOMES

During the course of this Unit, you will have opportunity to develop skills, and knowledge in several areas. By definition, learning also has an impact on your attitudes and values. Listed below are some of the key aims of the Unit in regard to your learning.

As a result of studying EDUC105 you will have the opportunity to develop:

• an insight into factors within the learner and their environment that play a role in human development;

• the ability to critically reflect on relevant issues and theories on pedagogy in teaching and learning;

• an understanding of the basic theoretical concepts in the field of educational psychology; and

• an understanding of some applications of educational psychology in classroom contexts

• the ability to explore educational ideas and issues through research and critical analysis

• basic academic literacy skills in implementing a sustained and written argument • knowledge of a range of appropriate and engaging resources and materials to

support students’ learning

You will have an opportunity to expand on the following during on campus days and through your independent course work activities by developing:

• foundation skills of literacy, numeracy and information technology;• demonstrate current knowledge and proficiency in the use of information technology

skills and effective use of the internet• self-awareness and interpersonal skills, including the capacity for self-management; • collaboration and leadership;• communication skills for effective presentation and cultural sensitivity; and• creative thinking skills to imagine, invent and discover.

As a participant of the University’s learning community you will additionally be developing:

• teamwork skills in tutorials

These following competency generic skills will be developed in the major essay assignment including:

• planning research;• confidence in tackling the unfamiliar problem of locating, assembling, analysing and

synthesising information on a specific topic, using academic references and information technology;

• presenting a coherent argument and discussion in written form using appropriate referencing strategies

GRADUATE CAPABILITIES DEVELOPEDAs a participant of the University’s learning community you will additionally learn:

1. Discipline Specific Knowledge and SkillsOur graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

2. Critical, Analytical and Integrative ThinkingWe want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

3. Problem Solving and Research CapabilityOur graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

4. Creative and InnovativeOur graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

5. Effective CommunicationWe want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

6. Engaged and Ethical Local and Global citizensAs local citizens our graduates will be aware of indigenous perspectives and of the nation’s historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

TEACHING AND LEARNING STRATEGY

Lectures are held in Macquarie Theatre Mondays and Tuesdays at 9.00 am.The Unit lectures are audio-streamed and you can listen to each lecture through the EDUC105 homepage link in iLecture. An introduction to each lecture appears in this Unit Outline.

*** The lectures take their main topic area from the textbook and page numbers are listed for each lecture as a reference. These topics will be expanded upon and are a guide only. Lectures are not intended to be a page by page reading from the textbook. Students are expected to exercise research skills and explore other readings on the topics independently. However the exam will only be on content from 1. The lectures and 2. Woolfolk and Margetts (2010).

Tutorial Timetable

Required reading refers to Woolfolk and Margetts (2010). You should ensure that you prepare in order to benefit from tutorial discussions.

Week beginning Tut No. Discussion Topic Reading References from Woolfolk textbook

Wk 1: Feb 21 No tutorials

Wk 2: Feb 28 1 Intro to unit

pp. 17-19

(Bring your unit outline for questions)

Wk 3: Mar 7 2 Development pp. 25-37

Wk 4: Mar 14 3 Piaget pp. 38-49

Wk 5: Mar 21 4 Vygotsky pp. 50-58Wk 6: Mar 28 5 Language development pp. 59-65Wk 7: Apr 4 6 Moral development pp. 89-100 Mid Semester Break

Wk 8: Apr 25Public Holiday MondayNo lectures or tutorials this week.

Wk 9: May 2 7 Diversity in the classroom

pp. 149-151

Wk 10: May 9 8 Intelligence and Learner Differences

pp. 132-137

Wk 11: May 16 9 Student Learning and Problem Solving

pp. 309-319

Wk 12: May 23 10 Student Evaluation Form and exam information

Wk 13: May 30Final

Lecture Mon No tutorials

TUTORIALS

The aims of tutorials are to:

• promote group discussion and facilitate team work; • develop your skills in a range of areas, including academic research, critical

analysis, and problem solving; and • help you to reflect on your learning in this unit.

• Tutorial attendance is compulsory. Tutorials comprise a 50 minute session each week. Classes begin at five (5) minutes past the hour.

• IT IS COURTEOUS TO TURN OFF YOUR MOBILES AND DO NOT USE THEM. IF THE TEXTING OR CALL IS IMPORTANT LEAVE THE TUTORIAL ROOM.

• You will have enrolled in a tutorial group online during the enrolment period. Please see the Ms. Pongan if assistance is needed with enrolling in a tutorial.

• If you miss your tutorial, you should visit another tutorial in the same week and inform the tutor who will email your tutor.

• If you need to arrange a permanent change in tutorial time, you may do this online. No changes to tutorial groups will be accommodated after Week 2.

• Excessive absence from tutorials may lead to exclusion from the Unit (see University Handbook). If you miss more than 2 tutorials without supporting documentation, you have not satisfactorily completed the unit.

• You are expected to participate in the tutorial and to have read the Woolfolk textbook reading as listed for each tutorial as outlined in the Tutorial Timetable. Tutorials include a variety of activities designed to supplement some of the content from the weekly lectures. You will also receive information on the unit, assignments and examination preparation.

ASSESSMENTS

There are four pieces of assessment: 1. An online library task and online writing task, 2. An online multiple choice test, 3. A major essay and 4. An examination.

Task Weight Due Date

Linked Unit Outcomes from Unit Outline

Linked Graduate Capabilities

Brief Description

1. On Line Library

10/3 vii) Demonstrate knowledge of a range of appropriate and engaging

1, 2, 3 Self paced modules to read on library

Task

and

5 %

resources and materials to support students’ learning

ix) Demonstrate current knowledge and proficiency in the use of information technology skills and effective use of the internet

research skills followed by a short multiple choice quiz

On Line Writing Task

17/3 viii) Develop foundation skills of literacy, numeracy and information technology;

1, 2, 3 Self paced modules to read on academic literacy writing skills followed by a short multiple choice quiz

2. Major Assignment (Essay)

40 % 27/4 v) Develop the ability to explore educational ideas and issues through research and critical analysis

vi) Develop literacy skills in implementing a sustained and written argument

xv) Develop planning of research

xvi) Develop confidence in tackling the unfamiliar problem of locating, assembling, analysing and synthesising information on a specific topic, using academic references and information technology

xvii) Develop presenting a coherent argument and discussion in written form using appropriate referencing strategies

1, 2, 3, 5 1000wd essay based on major themes from first 7 weeks of lectures. Linking theory with practice

Task Weight Due Date Linked Unit Outcomes Linked Graduate Capabilities

Brief Description

3. On Line Multiple Choice Quiz

15 % 18/5 i) Develop an insight into factors within the learner and their environment that play a role in human development

iii) Develop an understanding of the basic theoretical concepts in the field of educational

1, 2, 3, 4, 5

30 multiple choice questions on content up to and including Wk 10

psychology; and

iv) Develop an understanding of some applications of educational psychology in classroom contexts.

4. 2 hr Exam

40 % During University Exam period

i) Develop an insight into factors within the learner and their environment that play a role in human development

ii) Develop the ability to critically reflect on relevant issues and theories on pedagogy in teaching and learning

iii) Develop an understanding of the basic theoretical concepts in the field of educational psychology; and

iv) Develop an understanding of some applications of educational psychology in classroom contexts.

1, 2, 3, 4, 5, 6

3 essay type questions and 5 short answer questions on content of unit

All of these assessment components are compulsory.

The assessment tasks below are presented in order of due dates.

Online Task 1. Generic skills I: Information Skills Online and related quiz

Date Due: Thursday 10/3 (Week 3) Satisfactory / Unsatisfactory

The online self-paced modules are intended for developing your library research skills and are part of the generic skills training in the unit. The first of these four modules is compulsory and counts toward this assessment. It is closely linked with your major assignment and will help you in finding references more effectively and efficiently. The module can be accessed online – through the EDUC105 website by selecting the relevant icon. After studying the module, complete the Information Skills Online Quiz (icon on EDUC 105 homepage) to obtain the value for this assessment. You may complete the quiz as many times as you like. You must receive a score of at least 95% to pass this task. This task is available from week 1, and you may complete it at any time before the due date. Due to this flexibility, extensions to this task are not possible. You are strongly encouraged to complete the remaining three Modules as they contain information that will be relevant and required in other units. If you do not have access to a personal computer, the test may be completed in the Computer Labs (C5C Rooms 211, 213 and 217).

Note of caution: Please save a copy of your answers for future reference. Failure to attempt these quizzes will affect your completion of this unit. Please do not leave this quiz to the “last day”.

Online Task 2. Generic skills II: The Macquarie Writing Gateway.

Date Due: Thursday 17/3 (Week 4) Satisfactory / Unsatisfactory

This task is compulsory and is related to learning generic skills in academic study. It provides skills in academic literacies such as using correct referencing styles and structuring essays and reports. To satisfy the requirement of this task you must read through the three parts of the Writing Gateway (click icon on the EDUC105 homepage) then answer the questions in the quiz (click on related icon on EDUC105 homepage). You must receive 95% to pass this task. You can attempt the quiz as often as you like and your highest score counts towards the assessment. This task is available from week 1, and you may complete it at any time before the due date. Due to this flexibility, extensions to this task are not possible.

Important note: In order to register for this task you must access it from the EDUC105 home page. If you do not have access to a personal computer, the test may be completed in the Computer Labs (C5C Rooms 211, 213 and 217).

Note of caution: Please save a copy of your answers for future reference. Failure to attempt the quiz will affect your completion of this unit. Please do not leave this quiz to the ‘last day’.

MAJOR ASSIGNMENT Due Date: Wednesday 27/4 Weighting: 40%Length: 1000 words

The written assignment in the unit concerns theories of cognitive development and related classroom applications, presented as case studies. Chapter Two of Woolfolk and Margetts (2010) discusses theories of cognitive development and their implications for teaching and learning.

Based on your reading of Chapter 2 and associated research literature, complete one of the case studies presented below. You may choose any one option (A or B) that is of interest to you.

Write your case study in an academic essay format following instructions in the Unit Outline, lectures and tutorial session and the recommended books on academic writing. The Woolfolk & Margetts companion website may be of help in preparing for this task.

Option A: Case study addressing Primary level education

Learning Centres

Every Thursday Anna sets up a number of learning centres for the children in her composite Year 1 and 2 class. These change regularly. For example, a mathematical centre catered for the interests and abilities of Troy who is a gifted child who loves to be challenged. The children had been working on a space topic. Using a calculator, Troy was able to estimate the distance between planets. The task, involving very high numbers and vast differences, absorbed and extended Troy. Tim likes to tinker with things, so Anna set up a centre where children could discover how things work. It included a broken sewing machine, a typewriter and an old bar heater. Tim made a

skateboard from the heater!

Hilly is a Down’s Syndrome child who loves art. Anna planned for classical music to accompany the fingerpainting.

Others prefer to use blocks. “A lot of the younger children are into game making at the moment, so they will do that,” reports Anna. “The learning centres give the children a chance to consolidate something. For example, Katy might go to her handwriting and sit there and practise for a while. It also gives the chance for the children who may want to extend themselves.” Anna finds it works well.

Case Questions to assist your analysis

• Cite examples from the scenario which indicate that Anna is familiar with both Piaget's and Vygotsky's theories of cognitive development.

• On the basis of the description of Anna's classroom, to what degree do you believe it is appropriate for the cognitive development of Year 1 and 2 children? Why?

• What cognitive skills are the students developing in each area of Anna's classroom?

At which of Piaget's stages of cognitive development do you think Anna's students are likely to be functioning? Why? What, if anything, would you change or do differently than Anna? Why?

Option B: Case study addressing Secondary level education

Pat’s math problems. Secondary level.

Pat is a year 7 student who is having difficulty in maths classes. He stares blankly at the test paper that asks him to compute fractions such as 5/7 and 9/12 as percentages. He cannot remember at all how to determine whether 4/5 is larger or smaller than 5/8, so she makes a guess. He hopes that, with some luck, he might manage in the class.

On the weekend, Pat is watching his older brother Peter, play a match of soccer at the season finals. At a critical moment in the game, Peter is given the chance to take a penalty kick. Pat says to his mother, “Look, Peter scored 9 out of 11 goals last weekend; he is close to an 80% shooter so he should be able to make this penalty”. When his brother scores a goal, Pat looks down at the statistics sheet he’s been keeping on his brother’s team percentages and updates the statistics.

On Monday, his maths teacher overhears Pat recount the events of the soccer game to his class mates at group time. The detail in Pat’s recount of his statistical record keeping causes his teacher to pay attention. The teacher decides to try an intervention to assist Pat’s learning.

Case Questions to assist your analysis

• Is the inconsistency between Pat’s performance on school test problems and in working with soccer goal statistics a problem for Piaget’s stage theory? That is, if Pat is at a particular stage of reasoning, shouldn’t he be able to deal with the school maths problems as successfully as the soccer ones? Discuss.

• How might Vygotsky explain the role of other people in shaping Pat’s maths skills in the two contexts? Explain the theory and substantiate any suggestions.

• How might a teacher assist Pat in improving his skills in maths? Suggest some classroom interventions.

Structuring your essay

Your assignment should be structured according to essay format, with the following headings.

Introduction Begin your essay with an introduction to the topic stating its significance for teaching (1 short paragraph)

Review of Literature Describe the supporting theories by referring to other references

Analysis Describe and ‘solve’ the case by answering the case questions. Embed your answers into paragraphs /essay format

Discussion Apply theoretical concepts to substantiate your claims and suggestions.

Conclusion Provide a succinct conclusion of your case scenario and present implications for teaching and learning.

References Provide a list of references following the prescribed APA referencing style.References are listed on a separate sheet at the end of your assignment.

(Remember to back up your answer with references. Do not just relate facts. Use analysis in your argument eg direct comparison/criticism.

Samples of essays will be electronically checked for plagiarism.

Look at the Essay Feedback sheet at the end of this Unit Outline to see how you will be graded.

Successful completion of this assignment will allow you to demonstrate:

• The ability to explore educational ideas and issues through research and critical analysis• Literacy skills in implementing a sustained and written argument

READINGS FOR MAJOR ESSAY

The following references have been placed on Reserve and E-reserve in the Library. However, there are plenty of other sources on this topic and these are simply suggestions to help you to start on your reading. You are NOT expected to consult all these references.

You are expected to refer to a minimum of FOUR references one of which must Woolfolk and Margetts (2010). There is no upper limit to the number of references. However, the more references beyond four, used well, will likely increase your standard of essay and thus grade. Journal articles should be included.

You could select from the following list or browse along the library shelves among similar call numbers. Most of the following are general texts; others provide more specialised information. These books below also have multiple copies.

Berk, L. (2003). Child Development. Boston: Allyn & Bacon.

Eggen, P. and Kauchak, D. (2004). Educational Psychology windows into classrooms. (6th ed.). New Jersey: Pearson Education.

Krause, K. L., Bochner, S. & Duchesne, S. (2006). Educational Psychology for learning and teaching. South Melbourne: Thomson.

Krause, K. L., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Educational Psychology for learning and teaching. South Melbourne: Thomson.

McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (2nd ed.). Sydney: Prentice Hall.

Santrock, J. W. (2004). Child Development. Boston: Mc Graw Hill.

Slavin, R. (2000). Educational psychology: Theory and practice (5th ed.). Boston: Allyn and Bacon.

Journal articles These articles can be found on E-reserve.

• Flavell, J. H. (1996). Piaget’s legacy. Psychological Science, vol. 7, issue 4. p 200-203.• Hansen, C. C., & Zambo, D. (2005). Piaget, meet Lilly: Understanding child

development through picture book characters. Early Childhood Education Journal. Vol.33 (1 ). pp. 39-45.

• Lourenco, O., and Machado, A. (1996). In defence of Piaget’s theory: A reply to 10 common criticisms. Psychological Review, Vol. 103, issue 1, pp. 143-164.

• Labinowisc, E., (1980). The Piaget primer. Thinking, learning, teaching. (pp.19-21, 73, 83, 93). Menlo Park, CA: Addison-Wesley Publishing Company.

• Piaget, J., (1976). Piaget’s Theory. In Inhelder, B., & Chipman, H.H. (Eds). Piaget and his School: a reader in developmental psychology. (pp. 11-23). New York: Springer-Verlag.

• Shayer, M. (2003). Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget. Learning and Instruction. Vol.13 (5), pp. 465-485.

• Tabak, I.; Baumgartner, E. (2004). The Teacher as Partner: Exploring Participant Structures, Symmetry,and Identity Work in Scaffolding. By: Cognition & Instruction, Vol. 22, Issue 4, p. 393.

• Tudge, J. (1990). Vygotsky, the zone of proximal development. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 155-172). Cambridge: Cambridge University Press.

• Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development. Foundations of Constructivism. (5th ed). (Pp. 111-117.) New York: Longman.

Other Books on Reserve Shelf • Karpov, Y. V. (2005). The Neo-Vygotskian Approach to Child Development. Cambridge:

Cambridge University Press. • Kozulin. A., Gindis, B., Ageyev, V.S., Miller, S. M. (Eds.). (2003). Vygotsky’s Educational

Theory in Cultural Context. Cambridge: Cambridge University Press.

Note: E-reserve does not hold articles which are available through the Library’s subscription to online electronic journals. You are expected to use your library research skills to locate and print such articles from online journals.

Procedural Notes for the Essay

The Department Office is open for enquiries from 9.00 am – 5 pm Monday to Friday.

Internal students will submit one hardcopy AND one electronic copy using the Blackboard one-line submission facility called “Drop Box”.

The hardcopy essay must be submitted with the Assignment Cover Sheet. Photocopy this from page 37. Your essay will not be marked unless the certification is signed and dated. Do not submit assignments in any other kind of folder. Please no plastic folders!

Please submit your hardcopy essay in Assignment Box 1 (for all 100-level units) located outside the sliding door of level 3 (main entrance) or on level 8 next to lifts in building C3A.

Essays should be typed on one side of an A4 page, with a margin of at least 2.5cm.

Use 1.5 or double line spacing not single space.

All essays should represent your own work. Plagiarism is an offence and will be penalised (see Section on Plagiarism). Random samples of essays will be electronically checked.

Ensure that your essay meets the requirements outlined on the front of your Assignment Cover Sheet.

It is important the essay is submitted by the due date. However, if, due to illness or other unavoidable disruption, it cannot be submitted on time, an application for an extension should be made before the due date to your tutor. Extension forms are available in the Department office, C3A828. The Department office contact is Ms. Pongan at 9850-8654.

Unless an extension has been granted PRIOR TO THE DUE DATE and the extension form is attached to the essay, a late penalty will be applied. The late penalty increases with the length of time the essay is late. 1 mark will be deducted for each working day the essay is outstanding.

No essays will be accepted for marking after others have been returned tostudents. If an extension has been given to a time after the return of marked work, an alternative topic will be set.

For this essay, if you wish, it is acceptable to use headings within the text.

The Department of Education subscribes to the American Psychological Association (APA) referencing guidelines. You are expected to adopt these in your assignments. Use APA for referencing. Eg. the author and year of publication are cited in the body of the text with the complete reference listed in your Reference section. You do not use footnotes for references. Students who are unsure of correct referencing procedures may collect a handout from the Department Office (C3A828) and APA guidelines will be on the Blackboard website.

You must adhere to the stated word limit (+ or – 10%). Essays which exceed the word limit will not be marked. References, tables and appendices are not included in the word limit.PUT THE NUMBER OF WORDS IN YOUR ESSAY ON THE FRONT PAGE (USE WORD COUNT).(Samples of essays are checked electronically for plagiarism).

Despite the most careful procedures, occasionally essays are lost. For your own protection, students are advised to keep a copy of essays. Students are advised to submit their essay in person and not to rely on a third party to submit their work for them.

Leave a sufficiently wide margin for comments, and attach the signed cover sheet to the essay and the criteria sheet.

Marked assignments can only be returned by week 10 or 11 due to the large number of students.The Department Office (C3A829) is open for essay collection during the following times:Monday – Thursday 10 am – 2 pmFridays 10 am – 12 pm.

Please note that these times will be strictly adhered to. Essays will NOT be handed out outside these times.

Any queries or appeals about an essay grade should be made to the original marker within one week of the marked essay being returned. If still unsatisfied, this should be made in email writing to the unit convener immediately. You will need to submit a clean, unedited copy of the essay together with the marked copy and a covering letter to the Department of Education Office (C3A 829). Clearly mark the envelope for the attention of Dr Wayne Leahy.

NOTE: You will receive a grade not a numerical mark for your essay. A total adjusted mark (SNG) will be given with your final grade for the overall unit.

ON LINE QUIZ

Date Due: Wednesday May 18

This self-paced quiz comprises multiple choice questions based on lecture and textbook materials up to and including Week 10. The quiz will be available online on the 12/5. Please read the quiz instructions carefully. You must access this quiz through the EDUC105 Blackboard CE6 environment. You may complete the quiz at any time that suits you before the due date. Due to this flexibility, extensions to this task are not possible (unless there are extremely difficult and verifiable circumstances). Please ensure that you are not late with submitting your quiz. If you do not have access to a personal computer, the test may be completed in the Computer Labs (C5C Rooms 211, 213 and 217), your local Library or a public internet café. Grades will be posted on Blackboard on 24/5.

All relevant information will be presented on the EDUC 105 homepage, in lectures and in tutorials. YOUR GRADE (BY STUDENT NUMBER) WILL BE PUT UP ON BLACKBOARD A WEEK AFTER THE QUIZ.

FINAL EXAMThe final exam will be held during the mid year examination period.

The examination is two hours in length plus 10 minute reading time and comprises a combination of short answer and essay questions which are based on Woolfolk & Margetts (2010) readings and lecture content.

The rationale of the exam is to evaluate by a rigorous format the student’s overall knowledge

about specific topic areas in Educational Psychology covered in the set readings and lectures.

Past copies of the examination are NOT held in the Library.

The University Examination period S1 2011 is in June.

The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations. http://www.timetables.mq.edu.au/

You are expected to present yourself for examination at the time and place designated in the University Examination Timetable.

SPECIAL CONSIDERATIONThe only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at http://www.reg.mq.edu.au/Forms/APScons.pdf

There will be only ONE (1) Supplementary Examination time. It will be scheduled TBA following the official EDUC105 examination date.

You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is, the final day of the official examination period.

OTHER IMPORTANT ASSESSMENT INFORMATION

• Students must attempt all of the assessments. All assessment tasks must be completed and submitted on time in order to satisfy course requirements.

• Tutorial attendance is compulsory and you are expected to remain in your designated tutorial group in order to be awarded a participation grade.

• No assignment grades will be released over the telephone. Please do not phone Department of Education Office staff for this information.

• If you have queries about your assignment grades, you should consult your tutor in the first instance.

•

LECTURE INTRODUCTIONS AND RECOMMENDED READINGS

Preparing for lecturesEach lecture requires some associated reading, usually from the Woolfolk & Margetts (2010) textbook. The lectures and required readings, together with any additional material covered, comprise the content of the Unit. The assignments and final examination will be based on this material.

What happens if I miss a lecture?All lectures are audio streamed and you may listen to them on the web by visiting Blackboard for EDUC105 (https://learn.mq.edu.au/) (the site is password protected). Lecture PowerPoint slides for each lecture are on Blackboard also. Lectures are usually available twenty minutes after their live completion.

The lecture contents supplement the Woolfolk and Margetts 2nd ed. (2010) textbook. Please review the key terms for all chapters that are included in the lecture series.

WEEK 1Lecture 1Introduction to the unit and overview of Educational PsychologyLecturer: Wayne Leahy

This lecture will commence with a brief overview of the Unit and its organisation. It will be followed by an overview of Educational Psychology. This lecture aims to introduce you to the discipline of Educational Psychology as it applies to the learning and teaching context. We will examine the focus of knowledge and directions in educational psychology and a rationale for exploring this field will be presented.Required reading: Woolfolk and Margetts, pp 12-22; Your Unit Outline.

Lecture 2 Child Development Over TimeLecturer: Wayne Leahy

This lecture is first in a series that introduces the development of the learner. It introduces the concept of development and discusses several key principles. It uses the examples of both motor and brain development and their relevance for the teaching/learning process.Required reading: Woolfolk and Margetts, pp. 25-37.

WEEK 2Lecture 3 Adolescence

Lecturer: Wayne LeahyLecture 3 is concerned with “the self” and adolescents. Required reading: Woolfolk and Margetts, p. 77-83.

Lecture 4 Cognitive Development I: PiagetLecturer: Wayne Leahy

Lecture 4 is concerned with the work of Jean Piaget, a Swiss biologist and psychologist whose explanations of how children learn have had tremendous influence on education. Piaget presents an explanation of the way in which children make sense of their experiences, and the processes underlying the developmental changes that can be observed in their thinking. He proposes four stages of cognitive development which have important implications for teachers and classrooms.Required reading: Woolfolk and Margetts, pp. 38-49.

WEEK 3Lecture 5 Cognitive Development II: Piaget

Lecturer: Wayne LeahyPiaget’s life long career in researching cognitive developmental aspects from birth to adulthood has changed the ways in which teaching is shaped today. In lecture 5, we explore some of the most significant implications of Piaget’s research and provide examples of effective classroom methodology and applications.Required reading: Woolfolk and Margetts, pp. 38-49.

Lecture 6 Cognitive Development III: VygotskyLecturer: Wayne Leahy

Lecture 6 provides an introduction to the socio-cultural theory on cognitive development formulated by the Russian psychologist Vygotsky and his followers. Vygotsky’s theory emphasises the role of the social environment and language in the development of thought. His main contribution to the field lies in his notion of psychological tools (language, concepts, signs and symbols) that enable the formation of mental processes in the developing mind. In this lecture we will explore some of the “Vygotskian” concepts and their relationship to learning and development.Required reading: Woolfolk and Margetts, pp. 50-58.

WEEK 4Lecture 7 Language Development

Lecturer: Wayne LeahyLanguage development is an integral part of human development as it is a tool through which an individual receives and expresses emotions, ideas and thoughts. In this lecture we will look at some of the key terms and theories that explain language development. Required reading: Woolfolk and Margetts, pp. 62-65.

Lecture 8 Major Assignment PreparationLecturer: Wayne Leahy

This lecture will take you step by step through the assignment preparation process. Required reading: O’Shea (2007) pp. 13-23 (available on E-reserve). You will benefit most from the session if you have read and given some thought to the assignment topic and instructions and the guidelines given in this Unit Outline. Collect the “APA Ref. Guide” from the Department Office (sent to X1 students, and also available online).

WEEK 5Lecture 9 Moral Development

Lecturer: Anne McMaughThis lecture covers theories of moral development, including those of Kohlberg and Gilligan. Issues pertaining to moral behaviour and reasoning, moral dilemmas and the argument regarding the teaching of values in schools will be raised. This potentially controversial topic has significant implications for teachers in today’s schools.Required reading: Woolfolk and Margetts, pp. 89-93.

Lecture 10 Social DevelopmentLecturer: Anne McMaugh

Lecture 10 addresses childhood peer relationships and friendships. These are often thought of as critical developmental contexts that allow children to explore aspects of self and extend self development. This lecture examines the social development of the learner as it occurs through peer relationships, friendships and the daily interactions that make up the social life of the young person. You will be asked to reconsider previous theories and ideas of personal development as they relate to the realm of children’s social development. Required reading: Woolfolk and Margetts, pp. 104-110.

WEEK 6Lecture 11 Review Lecture

Lecturer: John De NobleThis lecture will make use of case studies and/or video presentations of classroom events and scenarios where teachers apply their knowledge about the developing student. Required reading: Review required readings for weeks 1-5.

Lecture 12 Behavioural Explanations of LearningLecturer: Anne McMaugh

Behavioural theories of learning have had a major impact on classroom practices, particularly in relation to students’ observable behaviours and the aspects of classroom programs that can be manipulated to change behaviours and enhance learning. In this second lecture on exploring views of learning we look at a brief background to the development of behaviourist approaches to learning and consider their implications for teaching.Required reading: Woolfolk and Margetts, pp 231-246.

WEEK 7Lecture 13 Constructivist Views of Learning

Lecturer: Penny Van BergenThis lecture is the first in the module that examines various theories of learning.Constructivism is an area of learning theory that looks at the role of the learner in building understanding.Required reading: Woolfolk and Margetts, pp. 230, 346-352.

Lecture 14 A Direct Instruction ApproachLecturer: Penny Van Bergen

Direct instruction is an approach that can be utilised for the teaching of the mastery of basics skills, facts and information. Is it effective when compared to social methods of learning?Required reading: Woolfolk and Margetts, pp 474-476.

MID SEMESTER BREAKWEEK 8

Public holiday - No lectures or tutorials this week

WEEK 9

Lecture 15 Humanistic Explanations of LearningLecturer: Anne McMaugh

The humanistic view of learning is sometimes referred to as “third force” psychology. It was developed in the 1940s as a reaction against the two dominant views of the time: behaviourism and Freudian psychoanalysis. In the last lecture on learning perspectives, we introduce aspects of humanism applied to effective teaching and learning principles.Required reading: Woolfolk & Margetts (2010) p. 381; Krause, Bochner & Duchesne (2006) pp. 200-213 (on ereserve).

Lecture 16 Students with Special NeedsLecturer: Louella Freeman

This lecture provides an introduction to teaching students with special needs. We explore aspects related to learning disabilities and emotional and behavioural disorders and look at educational approaches for addressing these in teaching and learning contexts.Required reading: Woolfolk and Margetts, pp. 149 -166.

WEEK 10

Lecture 17 Intelligence and Learner Differences Lecturer: Wayne Leahy

Lecture 17 is concerned with learner differences and their implications for learning and teaching. While students’ progress at school is attributed to a variety of influences, some of the most powerful are associated with students’ level of intellectual development and their learning styles. Several issues are raised in this lecture, including a consideration of the nature-nurture debate. Are children born intelligent? Does intelligence change and is it influenced by the child’s environment? Are there different types of intelligence? Can we measure intelligence? How do teachers’ notions of intelligence influence their teaching? Early and current definitions of intelligence are explored, along with the way these ideas affect our concepts of ‘smartness’ or ‘brightness’ and ‘dullness’ in children.Required reading: Woolfolk and Margetts, pp. 131-144.

Lecture 18 Problem SolvingLecturer: Wayne Leahy

This lecture looks at problem solving, its definition, terminologies, strategies and constraints. We will examine in detail various problems and characteristics of good problem solving.Required reading: Woolfolk and Margetts, pp. 309-319.

WEEK 11Lecture 19 Critical Thinking

Lecturer: Wayne LeahyCritical thinking is another area of thinking that is utilised in a different way. What makes up critical thinking and what are examples of critical thinking skills?Required reading: Woolfolk and Margetts, pp. 361-362

Lecture 20 Social perspectives (gender)Lecturer: Wayne Leahy

How do gender identities develop? Some issues we will look at include stereotyping, gender bias, sex discrimination and sex differences in cognitive abilities.Required reading: Woolfolk and Margetts, pp. 200-208.

WEEK 12

Lecture 21 Lecture 21 Social relationship dimensions: When things go wrong - aggression, bullying, cyber bullyingLecturer: Wayne Leahy

Addressing the problem of students who are being bullied in various ways is a critical role for a teacher. This is a challenge for all schools particularly with the advent of new technologies. What are some of the issues and how can it be countered? Required reading: Woolfolk and Margetts, pp. 96-103

Lecture 22 Creating Learning EnvironmentsLecturer: John De Nobile

The creating of good learning environments involves mindful planning of instruction, carefully arranging and organising the classroom, developing appropriate procedures and class discipline, and managing time effectively. Effective teachers are able to control these aspects of their role and responsibilities successfully, leading to positive learning outcomes in a happy, productive classroom environment. This lecture will address classroom management issues within social, cultural as well as physical classroom contexts. Required reading: Woolfolk and Margetts, pp. 426-441.

WEEK 13Lecture 23 Unit overview, assignment feedback & exam information session

Lecturer: Wayne LeahyIn this lecture we will revisit the main theories of development and make connections with philosophies on teaching and learning for effective professional practice. The purpose of this lecture is to allow for reflective and informed consideration of some of the broader implications of learning and teaching theory which directly influence a teacher’s thinking and perspective taking. The content in this lecture is related to the NSW Professional Teaching Standards and competencies. The lecture concludes with some feedback on the major assignment and specific information about the final examination. Options for further study in the Department of Education will also be outlined.Required reading: Exam timetable and information.

Additional ReadingsBerk, L. (2003). Child Development. Boston: Allyn & Bacon.

Eggen, P. and Kauchak, D. (2004). Educational Psychology windows into classrooms. (6th ed.). New Jersey: Pearson Education.

Krause, K-L., Bochner, S. & Duchesne, S. (2006). Educational Psychology for learning and teaching. South Melbourne: Thomson.

McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (2nd ed.). Sydney: Prentice Hall.

Santrock, J. W. (2004). Child Development. Boston: Mc Graw Hill.

Slavin, R. (2000). Educational psychology: Theory and practice (5th ed.). Boston: Allyn and Bacon.

Consulting Journals in Your Study of Education and Educational PsychologyAcademic journals are a vital source of information about current research in the field of Educational Psychology. As a tertiary student you will benefit from familiarising yourself with topical issues and debates that arise as a result of research and discussion in the field. It is advisable that you make time to read some of the academic journals listed below. The library holds electronic copies of most journals. Use your library research skills to locate some of these online.

Educational PsychologyBritish Journal of Educational PsychologyChild DevelopmentContemporary Educational Psychology Educational Psychologist

Journal of Educational PsychologyLearning and InstructionJournal of Cognition and Development Developmental Psychology

General EducationAlberta Journal of Educational ResearchAsia-Pacific Journal of Teacher EducationEducational Technology Research and Development Gender and Education International Journal of Educational Research Journal of Education for Teaching Oxford Review of Education Review of Educational Research Review of Research in Education School Effectiveness and School Improvement

PLAGIARISM

The University defines plagiarism in its rules: “Plagiarism involves using the work of another person and presenting it as one’s own.” Plagiarism is a serious breach of the University’s rules and carries significant penalties. You must read the University’s practices and procedures on plagiarism. These can be found in the Handbook of Undergraduate Studies or on the web at: http://www.student.mq.edu.au/plagiarism/

The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee. (Random samples of essays are checked electronically for plagiarism).

GRADE DISTRIBUTION SNG

The Academic Senate has a set of guidelines on the distribution of grades across the range from fail to high distinction. Your final result will include one of these grades plus a standardised numerical grade (SNG).

On occasion your raw mark for a unit (i.e. the total of your marks for each assessment item) may not be the same as the SNG which you receive. Under the Senate guidelines, results may be scaled to ensure that there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results.

It is important that you realise that the policy does not require that a minimum number of students are to be failed in any unit. In fact it does something like the opposite, in requiring examiners to explain their actions if more than 20% of students fail in a unit.

The process of scaling does not change the order of marks among students. A student who receives a higher raw mark than another will also receive a higher final scaled mark.

CRITERIA FOR AWARDING GRADES FOR ASSESSMENT TASKS

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University Calendar. The following descriptive criteria are included for your information.

Grade DescriptorHD High Distinction 85-100%

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D Distinction75-84%

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr Credit65-74%

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P Pass 50-64%

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.

F Fail 0-49%

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

NOTE: Except for Task 1, numerical marks will NOT be awarded for specific assessments. Your overall total grade for the unit will show a (SNG) Standard Numerical Mark.

APPEALS AGAINST GRADES

University regulations allow for students to appeal a unit grade if they feel they have been disadvantaged. Grading appeals can be lodged on the following grounds:

• The unit coordinator did not provide the outline as required;• Assessment requirements as specified in the unit outline were varied in an unreasonable

way;• A clerical error has occurred in the computation of the grade;

• Due regard has not been paid to the evidence of illness or misadventure that was submitted by the specified date;

• I have been disadvantaged in some way due to the conduct of the final examination; and• The examiner’s judgment was not objectively applied because of prejudice against the

individual.

Appeals must be lodged on the appropriate university form. This can be accessed at: http://www.registrar.mq.edu.au/academic-index.htm

STUDENT SUPPORT SERVICES

Macquarie University provides a range of Academic Student Support Services. Details of these services can accessed at http://www.sss.mq.edu.au/learning/undergrad/

Advice for Students with Disabilities or health issues

Macquarie University offers a range of facilities and services that may assist students with disabilities. These may include note-taking support, examination support and access to specialised equipment in the library.

NOTE:- The School of Education gives the above support but please note that there is only one exam set for all students including disability students (additional exams will not be set) and alternative assessments cannot be given. Extra marks are also not awarded because you are a disability student as the Institute of Teachers and University Outcomes must still be met.

For details concerning the University support available for students with disabilities, please contact:Steve Bailey (Disability Service Coordinator)University Counselling and Health ServicesLincoln Student Services Building (Level 2)And visit the website: http://www.sss.mq.edu.au/equity/

Advice for International studentsMacquarie International is the first point of contact for international students. http://www.international.mq.edu.au/ See also http://www.international.mq.edu.au/studentservices/index.aspx

International students can make individual or small group appointments to see the Study Skills Adviser, or drop-in for quick questions to E3A, Level 1. Don’t forget to bring your unit outlines with you to your appointment! To make an appointment, call Justin Dutch on 9850 6940 or email justin.dutch@io.mq.edu.au For enquiries specific to your enrolment as an international student at SoE, please consult the Division’s International Officer, Dr. Meeri Hellstén.

Study skills adviceThe University offers a wide variety of study skills (e.g. time management) assistance. Please visit the UCHS website for timetables and courses on http://www.sss.mq.edu.au/ or ring: 02-9850 7498.

ICT skills training

The Library (telephone 02-9850 7500) offers excellent training courses in information literacy and ICT skills. EDUC105 students, particularly those who are newly arrived at the University, are expected to attend the Library Tour. http://www.lib.mq.edu.au/training/ For various library services see: http://www.lib.mq.edu.au/services/

Special consideration policyIt is important you read this policy at http://www.sss.mq.edu.au/forms/specconds.htm. if you are having serious circumstantial or illness issues that are affecting your study.

If granted, the special consideration process is applicable only if your Final Grade is at a borderline Fail. Extra marks/higher grades are not given for individual assessments as a result of special consideration. Professional Teaching StandardsThe Framework of Professional Teaching Standards, developed by the NSW Institute of Teachers, provides a common reference point to describe, recognise and support the complex and varied nature of teachers’ work. The standards describe what teachers need to know, understand and be able to do as well as providing direction and structure to support the preparation and development of teachers. EDUC105 forms part of a program of study that enables students to achieve the Graduate Teaching Standards specified by the New South Wales Institute of Teachers. These are the competencies expected of a beginning teacher. The standards are outlined below and ‘mapped’ against EDUC105 in the accompanying document. You should familiarise yourself with this documentation.

The Professional Teaching Standards can be found on the Institute’s website: http://www.nswteachers.nsw.edu.au

The Standards describe teacher’s work in three domains: Professional Knowledge; Professional Practice and Professional Commitment. Most of the content of the EDUC105 foundation unit falls within the Domain of Professional Knowledge although some of the elements in the other Domains are also introduced in the unit. Further units in the education program will cover additional aspects of the Framework of the Teaching Standards. Please see the Appendix for a detailed description.

EmailYou will be given an email account when you enrol. Details regarding these services are in your enrolment package. For technical assistance, please contact: Macquarie University Library Student IT Help Desk. Phone: 9850 4357 Email: support@library.mq.edu.auIf you are not familiar with computers and the internet, you will need to invest time in training sessions. The University Library offers training in computer skills.

Getting Help with Computers@Unihttp://www.lib.mq.edu.au/help/ithelp/email.html Phone : (02) 9850 HELP (4357) or Freecall: 1800 063 191Internet Chat: MSN Messenger at ithelp@mq.edu.auFace to Face: IT Help Desk, Computer Labs C5CEmail: Just Ask http://www.library.mq.edu.au/justask/ 24x7 Follow the Sun Helpdesk email: ithelp@mq.edu.au

Want to Develop Your Computer Skills?Visit http://www.lib.mq.edu.au/training/ for details of training sessions.

Texts for your professional libraryBelow are listed examples of texts that address child development related to various aspects of education. These are suggested items for students wishing to begin collecting a professional reference library for future use and are provided in response to requests by former students. These texts may also provide for further information in your assignment preparation, but they are not intended as recommended reading.These texts may or may not be in the University Library. You are NOT required to purchase them.

• Abbeduto, L. (2006). Taking Sides. Clashing views in Educational Psychology. (4th ed). Dubuque, Iowa: McGraw Hill.

• Banks, J. A. (2001). Cultural Diversity and Education. Foundations, Curriculum, and Teaching. Boston: Allyn & Bacon.

• Bochner, S., Jones, J. (2003). Child Language Development. Learning to Talk. London: Whurr Publishers Ltd. (2nd ed.)

• Brownlie, F., Feniak, C., Schnellert, L. (2006). Student Diversity. Classroom strategies to meet the learning needs of all students. Ontario, Canada: Pembroke Publishing. (2nd ed.)

• Cottrell, S. (1999). The Study Skills Handbook. New York: Palgrave.• Gilles, R.M., Ashman, A. F. (2003). Co-operative Learning. The Social and intellectual

outcomes of learning in groups. London: Routledge.• Karpov, Y. V. (2005). The Neo-Vygotskian Approach to Child Development. Cambridge:

Cambridge University Press.• Kozulin. A., Gindis, B., Ageyev, V.S., Miller, S. M. (Eds.). (2003). Vygotsky’s Educational

Theory in Cultural Context. Cambridge: Cambridge University Press.• Krause, K-L., Bochner, S., Duchesne, S. (2006). Educational Psychology for Learning

and Teaching. (2nd ed). South Melbourne VIC: Thomson.• Lewis, M., Reinders, H. (2003). Study Skills for Speakers of English as a Second

Language. New York: Palgrave.• Little, E. (2003). Kids Behaving Badly. Teacher Strategies for Classroom Behaviour.

French Forest: Pearson Education Australia.• Noble, C., Brown, J., Murphy, J. (2001). How to Raise Boys’ Achievement. Resource

materials for teachers. London: David Fulton Publishers.• Paludi, M. A. (2002). Human Development in Multicultural Contexts. A book of Readings.

New Yersey: Prentice Hall.• Wallace, B. (2002). Teaching Thinking Skills Across the Primary Curriculum. A practical

Approach for all Abilities. London: David Fulton Publisher.• Willems, P.P., Gonsales-DeHass, A.R. (2006). Educational Psychology Casebook.

Boston: Pearson Education Inc.

CHANGES MADE TO PREVIOUS OFFERINGSEssay topic is a case study.

ASSIGNMENT FEEDBACKName Student ID Marker:

Levels of Attainment (Marker indicate by √ where appropriate)

STYLE: Literacy (Grammar / Vocabulary / Written Expression)

Significant errors; inappropriate usage of vocabulary and grammar.

No structure

Some errors are hampering communication.

Errors, but attempts at appropriateness.

Written expression requires minor to some improvement.

Adequate structure.

Clear appropriate expression; comprehensible grammar, few errors.

Structured and planned

Fluent, skilled style; no grammar or vocabulary problems.

Very well structured and planned

CONTENT: Understanding and relevance of theory and use of research from journal articles

Irrelevant content, does not answer question.

Inadequate understanding of theory and/or research (experiment results from journals).

No evidence of additional reading

Adequate understanding of theory

Use of some research (experiment results from journals).

Evidence of some additional reading.

Good understanding of theory.

Use of research (experiment results from journals).

Clear evidence of additional reading.

Excellent understanding of theory by the use of substantial research (experiment results from journals).

Additional reading is extremely thorough.

ARGUMENT AND ANALYSIS: Clarity of argument / structure of argument

Unclear or no argument, organisation of essay undermines intelligibility

Some argument development.

No critique (criticism).

Evidence of some critique. Well structured argument.

High order analytic skills evident.

Good critique.

Excellent critique.

Essay makes a substantial contribution to new knowledge.

CRITICAL / EVALUATION SKILLS

Misinterprets the topic and evidence.

Draws unwarranted conclusions, fails to justify points of view.

Adequate interpretation of question. However could be greater evaluation of evidence by (effective) use of more references.

Accurately interprets the question and evidence.

Identifies some relevant arguments.

Accurate interpretation of question and evidence.

Thoughtful analysis and evaluation of arguments.

Draws warranted conclusions.

Use of APA referencing system

Unsatisfactory Some errors Satisfactory

Number of refs

Comment:-

Grade F P C D HD

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