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Educational Psychology Level 3 Certificate Course


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Educational Psychology Level 3 Certificate Course

Price: £325.00Course Code: BPS105
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( Dominique Patrikios, 06/07/2014 ) Q: Is the Educational Psychology Course a Diploma? What is the overall qualification?
( 08/07/2014 ) A: Hello Dominique, This qualification is a Certificate course, not a Diploma. You can add another 5 modules to the core module in order to turn it into a Diploma, however. The Certificate is at a level 3 standard and the Diploma at a level 4 standard.

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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).


ACCPH accredited course logo 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).


CMA accredited course logo

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" 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.



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
  1. Introduction - Development & Learning Theory
    • Piagete€™s Theory of Cognitive Development
    • Schemes
    • Assimilation and Accommodation
    • Equilibration
    • Piaget’s Stages of Development.
  2. Behavioural Learning
    • The Evolution of Behavioural Theories of Learning
    • Thorndike’s Theory of the Law of Effect
    • Skinner’s Theory of Operant Conditioning
    • Principles of Behavioural Learning; Reinforcers
    • Positive and Negative Reinforcement
    • The Premack Principle
  3. Information Processing
    • Information Processing Theory
    • A Model of Information Processing
    • Perception
    • Gestalt Psychology
    • Attention
    • Short-Term Memory
    • Long-Term Memory
    • Division of Long-Term Memory
  4. Memory Retention & Loss
    • Remembering and Forgetting
    • Interference
    • Inhibition and Facilitation
    • Primacy and Recency
    • Learning Strategies
  5. Individual Needs
    • Effective Instruction
    • The QAIT Model
    • Quality of Instruction
    • Appropriate Levels of Instruction
    • Incentive;Time
    • Between-Class Ability Grouping
    • Within Class Ability Grouping
    • Effective Use of Ability Groups
    • Mastery Learning
    • Outcomes-Based Education
    • Individualised Instruction
  6. Constructivist Learning
    • What is the Constructivist View
    • Top Down or Bottom Up Processing
    • Generative Learning
    • Discovery Learning
    • Reception Learning
    • Activating Prior Knowledge
  7. Motivation
    • 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:

Iona Lister course tutorIona Lister
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


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,
  • visualising,
  • 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:

  • rehearsal   
  • semantic organization
  • elaboration
  • retrieval processes.

RehearsalRepeating 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


How Children Think EBook


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.

Link to How Children Think logo?How Children Think

by the Staff of ACS Distance Learning

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.
How do children think? Children are on a constant path of development from conception to adulthood (and beyond). Understanding children from a psychological perspective can be of great assistance to adults, in order to help them support the children in their lives to develop into highly functioning adults – whether their own children, or in a professional or social environment.

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.

Course Info
How Do Our Tuition Fees Compare?Full time classroom based Further Education Courses - Approx. £5,000 per year - Part-time classroom based Adult Education Courses - Approx. £7.00 per hour - N.B. classroom tuition means you learn at the pace of the class. One-to-one private tuition - from £15.00 per hour - ADL one-to-one tution fees - From £340 per 100 Hour Course = Average of £3.40 per hour - N.B. one-to-one tuition is tailored to your own individual learning availability and pace.
Course StartBegin your learning at any time.
Course Prerequisite None - Our course levels are an indication of the depth of learning you should receive. They do not describe the level of difficulty.
Course Qualification (Study Option A)Endorsed Qualification from TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation - Completed written assignments and final evaluation per course/module to be taken.
Course Qualification (Study Option B)Certificate of Attainment from ADL - Completed written assignments only - no final evaluation.
Comparative Credits InformationUK Course Credits: 10 - U.S. Credit Hours: 3 - when compared to regulated courses.
Course Duration and DeadlinesCourse hours given are a guide only. You will be encouraged to work at your own pace to learn as much as you can, with no assignment deadlines or end date by which you must complete your course by. You are in control!
Study SupportPersonal tutor/mentor support from industry relevant professionals throughout your whole course. Mentors are contactable by e-mail, telephone and through the Moodle online classroom. They provide assistance with your course material, plus discuss, explain and give advice when needed. They will also mark and grade your assignments, plus provide constructive and helpful feedback vital to your success.
Suitability for Self Employment and Small BusinessesOur courses are ideal for sole traders and small business owners and their staff. Customer confidence in what you can do will determine how successful you are in getting clients. Doing the job right using the correct knowledge and skills, leads to repeat business and referrals to friends, family and work colleagues. Completing one or more of our courses for the service you have to offer, will give you the tools to achieve this and grow your business.
Recognition of Your Course By EmployersWe aim to achieve the correct balance between your qualification being recognised and providing you with the in-depth learning, to empower you to succeed. If you can demonstrate that you have the level of knowledge and transferable skills necessary to an employer, you should stand out from someone who has only received a superficial understanding of what's required - Select study option A when enrolling, so an employer can check the status of the awarding organisation for your qualification on the Ofqual Register.
Recognition of Your Course By UniversitiesAs you will see on our Testimonials page, previous students have used their qualification from us to get into university. However each one will have its own entrance criteria and acceptance may also depend on your other qualifications and experience. We can approach up to three universities on your behalf with details of our course before you enrol, so you will know whether it will be accepted as part of their application process. Please complete our contact form and we will begin the process.
Designing Your Own QualificationBundle up your choice of related courses to form your own qualification. Our Advanced Certificates (4 courses), Diplomas (6 courses), Advanced Diplomas (8 courses) and Higher Advanced Diplomas (12 courses), are used to differentiate between the in-depth knowledge and skills you will acquire in your chosen area of study. e.g. Advanced Certificate in Turf Care Management, which includes individual courses: Turf Care, Sports Turf Care, Turf Repair and Renovation and Turf Grasses.
How Can I Enrol?Online by selecting your study option, learning materials, plus payment option and then clicking the Enrol Now button - By contacting us for an application form - By telephoning us on 01227 789 649 (International: 0044 1227 789 649). Lines open 9am till 5pm Monday to Friday, excluding Bank Holidays and between Christmas and New Year.
How Can I Get a Pro-forma Invoice for my Employer?Contact us with details and we will email your employer an invoice. We will need: employer's name, address, telephone number, email address and contact name. We will also require your name, telephone number, email address, date of birth and the course and code you wish to enrol for.
ACCPH Professional AccreditationAccredited 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 AccreditationAccredited 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.

                       Learn, Progress, Change, Achieve                                                     


Previous Customer Experiences with our CoursesWoman leaping to the next level in her career development

"Fantastic Teacher. Well organised modules. Assignments force me to learn and research more so I can prepare well for exams. I really enjoyed studying via ADL.  I can now continue study at Ulster University which accept my certificate from ADL".    Level 4,  Advanced Certificate in Applied Science,  VSC001,  Stanislawa,  Poland.

Its with great pleasure I am announcing you my new job as 'Park Manager' for a 5 star hotel in Reunion Island.  Its definitely my courses with ADL (Botany, Agronomy and Trees for Rehabilitation) which were decisive for my nomination. Accordingly, my sincere thanks goes to all the ADL team.

"The course was a valuable learning experience as it provided me with the knowledge and understanding for me as a Careers Advisor. The feedback was very good from my tutor, and allowed me to  build upon my assignments that were marked. The comments were very informative  and very useful. Well written course material."  Andrew W, Careers  Counselling, UK

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Disclaimer: Every attempt is made to ensure all information from the academy is accurate and that the student has attained the competencies taught in a course, at the point of their assessment. Beyond this point, the graduate is responsible to maintain their acquired competencies, and apply acquired knowledge and skills in a way which is appropriate to the unique characteristics of each application. This will release the academy from any liability, action and claims of whatsoever nature in connection with, or arising from any such information, instruction or advice, given by any student or ex-student, whether directions given during the course are followed or not.