Psychological principles of teaching
Dr K E Stead
12 points
* Full-year subject
* Gippsland/Distance
Objectives Upon successful completion of this subject, students should have become aware of their own preferred style(s) of learning and be aware of the range of styles other students may adopt; developed a thorough understanding of the key human developmental growth indicators of cognition, language, physical growth, emotional growth and personality; recognised the nature and extent of individual differences (eg the child with physical, emotional, intellectual, or other disabilities, plus social and cultural differences and attitudinal differences); gained skills in observing and interpreting human behaviour on a scientific level (ie they will have learned to distinguish fact from conjecture, to think critically, and have read widely); developed personal skills and knowledge of assertiveness, stress management skills and interpersonal dynamics; acquired a working knowledge of the basic concepts of and an introduction to several theories of learning (including child and adult, or life-long, learning where they are considered to differ); recognised and implemented contributions from sociology, philosophy, history, literature, and other relevant sources in the development of their own explicit personal model(s) of human functioning and learning.
Synopsis This subject, usually taken in the first year of part-time study with subject GEC5501 includes two modules, namely psychological principles I and II, and provides a basis for the study of child and adolescent growth and development, and learning and individual differences.
Assessment Minor assignment (500 words): 10%
* Mid-year examination:
40%
* Major assignment (approximately 1500 words): 50%
Prescribed texts
Berk L Child development 3rd edn, Allyn and Bacon, 1994
Biggs J B and Moore P J The process of learning 3rd edn, Prentice-Hall, 1993
| Published by Monash University, Clayton, Victoria
3168 Copyright © Monash University 1996 - All Rights Reserved - Caution Authorised by the Academic Registrar December 1996 |