- Dr Mary Healy (Senior Lecturer - Roehampton University)
- Dr Martin Needham (Associate Head of Department - Manchester Metropolitan University)
|Delivery Type||Delivery length / details|
|Workshop||1 x 3 Hour Workshop|
|Lecture||10 x 2 Hour Lectures|
|Workshop||1 x 4 Hour Workshop|
|Seminar||10 x 1 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1 x 2500 words written assignment||50%|
|Semester Exam||2 Hours Exam 1 x 2hr examination. Students will answer two questions. An alternative assessment will be provided for students who have evidence to support the need for such a provision.||50%|
|Supplementary Assessment||Assignment All failed elements of the assessment must be retaken if the student's average mark falls below the required pass mark of 40%. 1 x 2500 words written assignment||50%|
|Supplementary Exam||2 Hours Exam All failed elements of the assessment must be retaken if the student's average mark falls below the required pass mark of 40%. 1 x 2hr examination. Students will answer two questions. An alternative assessment will be provided for students who have evidence to support the need for such a provision.||50%|
On successful completion of this module students should be able to:
Demonstrate an effective knowledge and understanding of the complex nature of thinking processes and the principles of major learning theories.
Critically evaluate theories, approaches and methods of assessing learning and thinking.
Critically discuss arguments in discussing theories, approaches and methods of learning and thinking.
Demonstrate a critical engagement with relevant source material.
This module aims, and is specifically planned, to extend students' knowledge and critical understanding of the major theories of thinking and learning. These theories include: the theories of Piaget, Vygotsky and Skinner. Students will be encouraged to reflect upon their learning styles and to relate these to key concepts in the field. In addition, students will be given opportunities to carry out experimental work in small groups in order to further their understanding of both the concepts underpinning the major theories and of their application.
Lecture and seminar 1: Pre-natal development
Lecture and seminar 2: Brain development
Lecture and seminar 3: Information processing
Lecture and seminar 4: Cognitive theories
Lecture and seminar 5: Language dvelopment
Lecture and seminar 6: School years
Lecture and seminar 7: Social learning theories
Lecture and seminar 8: Child behaviour problems
Lecture and seminar 9: Theory of mind
Lecture and seminar 10: Moral development
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments.|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Written assignments should be word-processed and one of the seminar tasks requires the development of a PowerPoint presentation.|
|Personal Development and Career planning||Not developed in this module.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Research is required for the main assessments and some of the seminar tasks.|
|Subject Specific Skills|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 5