Educational Psychology Level 3 Certificate Course
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Educational Psychology Level 3 Certificate Course
Educational Psychology course online. Learn about the psychology of teaching and learning. Understand how and why people learn, and how to apply that understanding to bring about changes in people of all ages. This accredited Level 3 course will benefit a wide range of people, from parents (understanding of how their children develop) to teachers/trainers and welfare workers or leisure professionals (e.g. youth leaders).
This course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
This course has been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" andCMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
Learning Goals: Educational Psychology BPS105
- Discuss theories of development and learning.
- Explain behavioural theories of learning
- Describe how Information Processing Model Works
- Describe processes involved in memory loss and retention
- Describe different methods of effective instruction to cater for individual needs.
- Explain the relevance of constructivist learning in education
- Differentiate definitions of motivation and the application of motivation to learning
Lesson Structure: Educational Psychology BPS105
- Introduction - Development & Learning Theory
- Piagetes Theory of Cognitive Development
- Assimilation and Accommodation
- Piagetâs Stages of Development.
- Behavioural Learning
- The Evolution of Behavioural Theories of Learning
- Thorndikeâs Theory of the Law of Effect
- Skinnerâs Theory of Operant Conditioning
- Principles of Behavioural Learning; Reinforcers
- Positive and Negative Reinforcement
- The Premack Principle
- Information Processing
- Information Processing Theory
- A Model of Information Processing
- Gestalt Psychology
- Short-Term Memory
- Long-Term Memory
- Division of Long-Term Memory
- Memory Retention & Loss
- Remembering and Forgetting
- Inhibition and Facilitation
- Primacy and Recency
- Learning Strategies
- Individual Needs
- Effective Instruction
- The QAIT Model
- Quality of Instruction
- Appropriate Levels of Instruction
- Between-Class Ability Grouping
- Within Class Ability Grouping
- Effective Use of Ability Groups
- Mastery Learning
- Outcomes-Based Education
- Individualised Instruction
- Constructivist Learning
- What is the Constructivist View
- Top Down or Bottom Up Processing
- Generative Learning
- Discovery Learning
- Reception Learning
- Activating Prior Knowledge
- Intrinsic Motivation
- Extrinsic Motivation
- Factors Affecting Motivation
- Motivational Theories
- Behavioural Learning Theory
- Human Needs Theory; Dissonance Theory
- Cognitive Dissonance Theory
- Personality Theory
- Attribution Theory Expectancy Theory;
- Improving Motivation
- Nurturing Interest/Curiosity
- Providing Incentive to Learn
- Describe Piaget's theory of stages of development
- Observe the behaviour of children in the following age groups (0-2yrs, 2-7yrs, 7-11yrs, 11-18yrs) and note down differences in the way they interact with one another.
- Interview two adults who have one or more children over the age of 5 years
- Ask them what they think about using punishment in raising children.
- Ask them if, when and where punishment might be used: how it should be used, and what results can be expected by using it in those situations.
- Make notes of what they say.
- Consider how much (if any) of their comment might be influenced by their own behavioural conditioning; and how much by reason.
- Why would one person in a classroom forget something that others remember; and remember different things that others forget?
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Excerpt from the Course
LEARNING AND MEMORY
One important aspect of learning is memory. If we did not remember past experiences, conditioning would most likely not work. For cognitive psychologists, conditioning works only because we process information and recall it, and use it to decide on appropriate responses at other times. Cognitive psychologists also emphasise the individual’s control over learning through the intention applications of memory. To understand how memory can be applied consciously to improve learning, let us examine the multi-store model of memory.
According to the model, there are three parts to memory:
- 1. sensory or iconic memory (SM - which is really a registering of information before we have a chance to think about it)
- 2. short term memory (STM - where information that we attend to is briefly stored - for a few seconds)
- 3. long term memory (LTM - which stores information that has been consciously or unconsciously reinforced for much longer periods, perhaps for our lifetime).
Memory is supposedly stored in a process that moves the information from part 1 to part 2 to part 3. The main factors in the transferral of information from sensory to short term memory are attention and time. Information that is not quickly transferred to the STM is lost. The SM can hold large amounts of information, and most of it is lost in this way because we have not attended to it quickly enough. (Actually, we could not attend to it all anyway, so we usually perceive only that which is relevant in some way to us at that time.)
Attentiveness to information registered in the SM can be voluntary or involuntary or automatic. Information is more likely to be registered if it is found meaningful (not necessarily to the teacher, but to the person doing the thinking). For instance, information may enter our STM if it evokes some emotion in us, or if we attach some significance or meaning to it (e.g. possible danger, possible benefit), or if we focus on that information for any period of time (e.g. a few seconds).
To ensure that information is stored in STM, we must pay attention to it (tell ourselves that this is important, be interested or curious) and attend to it long enough for it to enter the STM. Teachers can help by:
- getting students' attention before presenting information (e.g. “This… will be on the test”),
- presenting information in more than one way (e.g. verbally and in images),
- changing their voice tone or volume at very important parts,
- alerting students beforehand to the important parts, identifying key words (perhaps on the board), and
- breaking large amounts into smaller bits and allowing these to be processed before moving on to the next parts (e.g. summarising a passage in one sentence).
Students can focus their attention on material being studied by:
- highlighting key words and phrases,
- making immediate sense of information (e.g. brain stem = survival ),
- and by summarising small sections of material to get the main points before moving onto the next sections.
Information in the STM that is consciously processed is more likely to be transferred to the long term memory. This processing can be emotional, intellectual, or active. For instance, if we feel strongly about the information, or relate it to what we know, or use language to name it, it is more likely to be stored in our LTM. Again, attention is a key factor. And again, too much information will result in loss of some of it.
Teachers should encourage students to attend to the information long enough for it to be transferred to LTM by:
- discussing it,
- giving real-life examples,
- asking for examples from students’ experience,
- asking for opinions on it etc.
They can also reinforce it using any of the means described earlier. Other key strategies include rehearsing (repeating key words and phrases), summarising, paraphrasing, and breaking it into manageable chunks. A very useful tool here is mapping. The teacher and students can create diagrams of processes or showing relationships, using colours, shapes, arrows etc. Students should be encouraged to make their own. Similar maps can be very helpful in relating new information to other information, or showing where it fits into the topic. If these diagrams or maps contain all key information, they provide visual as well as verbal cues for later recall. Other organising strategies work also e.g. using certain colours or shapes for particular information.
Memory improvement strategies
To remember something for more than a few seconds, you need to transfer the information from the short term to the long term memory. The following have been found to be important methods for memory improvement:
- semantic organization
- retrieval processes.
Rehearsal – Repeating information over and over again to remember it.
Semantic organization – Semantic organization is the encoding or process of information in our long term memory, based on its meaning, for example, lining all words related to animals together. Rehearsal can be simply called mimicry or imitation. However, semantic organization is thought to add recall and improve memory.
You have two groups of words:
Group 1 shoe, boat, cat, pea, cup
Group 2 spoon, fork, knife, plate, cup
The second group of words will probably be easier to recall as the words are semantically similar – i.e. they have similar meanings and fall into a general classification of tableware. However, semantic organization is more difficult to use.
Elaboration - Elaboration involves the linking of two words/things together to aid memory. Eg. The Japanese word for one is pronounced ‘itch’, and number two is ‘knee’. By imagining an itchy knee, people might be encouraged to remember the two words.............................................................
EBook to compliment this Course
Learn to appreciate and work with the growing mind of infants. This guide teaches and enlightens on the development of young minds, the effects of nature and nature and the changing problems that can develop. Written for parents, students and anyone working with children.
How Children Think
How Children Think eBook course online. Anyone who has ever tried to make a child do anything (clean up their mess, desist from throwing mud, stop drawing on the walls) knows that children think differently to adults. This book attempts to provide the skills and knowledge to develop a greater understanding of children.
This ebook attempts to provide the skills and knowledge to develop a greater understanding of children, and what is really going on for them. The first chapter discusses developmental stages in a child’s life, which is important for understanding what is to be expected and accepted at different points of a child’s development.
The next few chapters initiate the age-old discussion on the effects of nature and nurture on development. Chapter four provides insights into the importance of creating balance in a child’s life and chapter five discusses ways to change undesirable behaviour, providing practical solutions. Chapter six takes this a step further, going into problems and solutions of behaviour modification, as well as discussing issues such as abuse, bullying and deprivation.
The book concludes with a discussion on keeping up to date with constantly evolving research.
This book will provide valuable clues into the way children think, and useful keys to support development. We hope you enjoy it.
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|ACCPH Professional Accreditation||Accredited by ACCPH, which allows you to join as a professional member after completion. Membership means you can add the letters MACCPH after your name.|
|CMA Professional Accreditation||Accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a Fully Qualified Practitioner and be entitled to use the post-nominal latters MCMA after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.|
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