| CODE | EDS3211 | ||||||||
| TITLE | The Adolescent Learner | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Education Studies | ||||||||
| DESCRIPTION | Those person-based factors which combine to determine the scholastic attainment of the adolescent learner as they progress through the secondary school years will be the concern of this study unit. Major theories of motivation, intelligence and self-concept as well as aspects as learning styles will be covered with the purpose of helping students to understand their role in facilitating or hindering the learner in the course of the learning process. The emphasis will be on what each theory, on its own and in complement with other theories, has to offer to the secondary school teacher in their understanding of the adolescent learner as well as to how aspects as learner motivation and self-concept can be improved. Detailed Study-Unit Description: 1. The secondary school-aged learner (how are secondary school-aged learners different from other learners? what developmental factors come to bear on them and on their learning? in what ways are secondary school learners different from each other?). The process of learning (a working definition; perspectives of learning). The learner as an active observer (observational learning; basic tenets of Socio-cognitive Learning Theory; exposure to behaviour models; how does a child learn from models?).The learner as a constructor of knowledge (cognitive approaches to learning; constructivist perspective; types of constructivism; Bruner’s constructivist theory; Ausubel’s subsumption theory). Transferring learning (transfer of learning; types of transfer; facilitating transfer). Perceiving and making sense of the learning context (the perceptual process; internal and external factors influencing attention; internal and external cues influencing perception). Motivating the learner (the nature of motivation; types of motivation; motivation in the secondary school classroom; conceptions of motivation). Implications for the teacher. 2. Teacher-learner relationships (effective learning, teacher qualities that enhance student learning). Cognitive dimensions in teaching and learning (personal dimensions in teaching and learning, social dimensions in teaching and learning, emotional dimensions in teaching and learning). Cognitive styles and learning modalities (verbalisers & imagers, analytic & holistic). Individual educational needs (SpLD, hearing impairment, ADHD, giftedness). Conditioning and schedules of reinforcement (VR, FR, VI, FI, differential response rates, extinguishing undesirable behaviours). Instructional objectives in teaching (teaching to objectives, programmed instruction, mastery learning). ABC of behaviour analysis. Understanding attribution theory (environmental and personal factors). Creating learning environments that enhance motivation and promote intellectual development (locus of control and the controllability dimension). Teaching for academic learning (classroom management issues and styles). Key considerations in assessment (assessment for student learning and developmental outcomes, for collecting data for system accountability and evaluation and for programme assessment and improvement). Main types of assessments (norm referenced and criterion referenced, continuous and terminal assessment, formative and summative assessment). Reading list: Recommended Texts: - Ormrod, J. (2007). Human Learning (5th ed.). NJ: Pearson, Merrill, Prentice Hall. Recommended Readings - McInerney, D & McInerney, V (2009). Educational Psychology-Constructing Learning (4th ed.). NJ: Merrill, Prentice Hall. - Pintrich, P.R. & Schunk, D.H. (2007) Motivation in Education: Theory, Research, and Applications (2nd ed.) .NJ: Merrill, Prentice Hall. - Gredler, M.E. (2005). Learning and Instruction: Theory into Practice (5th ed.). NJ: Pearson, Merrill, Prentice Hall. |
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| RULES/CONDITIONS | Before TAKING THIS UNIT YOU MUST TAKE EDS1215 | ||||||||
| ADDITIONAL NOTES | In the case of a resit session, the method of assessment may remain the same or may consist of 8 - 10 objective questions. | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Victor Martinelli |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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