NTU Reg No: 200604393R. Copyright National Institute of Education, Nanyang Technological University (NIE/NTU), Singapore

COURSES

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Course synopsis

This course provides a detailed analysis of contemporary learning theories and practices as they relate to education. It embarks on a detailed investigation of major research in educational psychology focusing on learning cognition. Historically, the field of educational psychology gained from a series of learning theories, including behaviourism, social cognitive theory, information processing, and constructivism. In this course, these theories are examined in depth. The question, “how do humans learn (effectively)?” is at the heart of such theories, and participants are invited to construct and reconstruct their personal theories of learning throughout the course. However, modern day educational psychologists face questions that are considerably more varied and diverse than simply, “what constitutes learning?” Increasingly, they are concerned with a variety of topics, including knowledge building, the role of working memory, the importance of emotions and student well-being, encouraging innovation and critical thinking, incorporating learners with special needs, as well as engaging adult learners. In considering these topics, a common theme continues to be how psychological principles can illuminate processes of learning and teaching. This course thus considers how theory, research, and practice inform each other in order to improve the efforts of educators.

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Objective
This course aims to provide participants with an understanding of the theoretical underpinnings of learners and learning. At the end of this course, participants will be able to:
• Explain the major contemporary theoretical perspectives of learning.
• Explain research findings in the context of the various theories of learning.
• Apply research findings to promote learning and performance of learners in the settings relevant to them.

Outline
This course provides a detailed analysis of contemporary learning theories and practices as they relate to education. It embarks on a detailed investigation of major research in educational psychology focusing on learning cognition. Historically, the field of educational psychology gained from a series of learning theories, including behaviourism, social cognitive theory, information processing, and constructivism. In this course, these theories are examined in depth. The question, “how do humans learn (effectively)?” is at the heart of such theories, and participants are invited to construct and reconstruct their personal theories of learning throughout the course. However, modern day educational psychologists face questions that are considerably more varied and diverse than simply, “what constitutes learning?” Increasingly, they are concerned with a variety of topics, including knowledge building, the role of working memory, the importance of emotions and student well-being, encouraging innovation and critical thinking, incorporating learners with special needs, as well as engaging adult learners. In considering these topics, a common theme continues to be how psychological principles can illuminate processes of learning and teaching. This course thus considers how theory, research, and practice inform each other in order to improve the efforts of educators.


For the information of MOE officers:
SFEd Area of Practice: Inquiry-based Learning
SFEd Level of Practice: Accomplished


SFEd Descriptors addressed: 


  •  Adapts or integrates customised IBL lessons and is able to demonstrate strong connections to theory or subject knowledge

  • Applies appropriate instructional strategies (including questioning strategies and technologies where appropriate) and facilitation skills to cater to the needs of diverse student profiles

  • Reflects on and revisits beliefs, assumptions and values to evaluate the planning and enactment of IBL in catering to the needs of diverse student profiles

  • Plans meaningful and relevant assessments for students to deepen and extend their learning through inquiry

  • Gathers, selects and evaluates data through strategic use of technology to design customised IBL lessons to support the needs of diverse learners in classrooms

Pre-requisite
NA

Who should attend
All educators

Overview

Duration:

52 hours

Course date(s):

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Subject:
Applied Psychology

Who should attend:

All educators

Instructor(s):

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Enquiries:

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Programmes accredited to:
  • Master of Education (Developmental Psychology)