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Educational Psychology Level 3 100 Hours Certificate Course
Learn About Educational Psychology
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" 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.
Lesson Structure: Educational Psychology BPS105
- Introduction - Development & Learning Theory
- Piagete's Theory of Cognitive Development
- Assimilation and Accommodation
- Piaget's Stages of Development.
- 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
- 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
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
Practical (Set Tasks)
- 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.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.
Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.
Q. What sets the Academy apart from other institutions?
A. A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson). So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.
Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.
Q. Can I pay by instalments?
A. Yes, you can view all available payment options here.
Q. Are there any hidden costs?
A. There are no hidden extras – the tuition fee covers all course material, unlimited tutor support, assignment marking/feedback and any text books where specified and exams. The only extras are for the public examinations fees for the ICB Bookkeeping course and the RHS (Royal Horticulture Society) exams.
Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.
Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member. Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list of recognition and memberships please click here,
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. Completing the course- how long will it take?
A. Completion of modules varies from student to student. Many factors come into play such as work commitments and family life- there are always distractions. Some students work quicker than others. For a 100 hour module many students will take up to 3- 6 months, others take less time and some are even longer. It’s all up to you. There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.
Q. What learning formats are there?
A. Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module
Correspondence: You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a project instead of sitting the exam) – the choice is yours – you sit for the exam in your own location, or you can visit us in Canterbury, England to sit the exam if want to. Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons there would be 10 assignments. The number of lessons per module varies from module to module. See the course content from our website for further details.
Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.
Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.
Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to design your own diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript. The Transcript will list your GPA. Each 100-hour module is worth 3 credit hours.
Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification. Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.
Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam. Many students prefer this option as they find researching the material for the project sharpens their research skills.
Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.
Q. Do I have to sit for the exam at the Academy?
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.
Q. Our tutors – who are they?
A. We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience. Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.
Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.
Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.
Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service. Contact can be made via the Student Zone, email, or by phone.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- ADL Ebook where relevant
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: email@example.com
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,