Universitat Internacional de Catalunya
Psichology II: Cognitive Processes and School Learning
Other languages of instruction: English, Spanish
Teaching staff
mcbalaguer@uic.es
jaumecamps@uic.cat
Introduction
The subject has as basic objective the development of skills related to understanding of as you GAB knowledge and as the school can influence this acquisition. This will be a study of the different theories of learning that have most influenced the current conception of teaching and learning processes.On the other hand, intends to students to acquire skills of classroom management from the content that is taught and skills related to their training com teaching analytical and reflective.
Objectives
-Reach certain competencies to work the subject
-understand and know how to communicate the contents of the subject
-knowledge contextualize the content learned aspects of actual school life
- learn environments according to the characteristics of the children EP
- acquire mechanisms to regulate the process of learning
Competences/Learning outcomes of the degree programme
- CEM-14 - To understand the learning processes relative to the 6-12 age period in the family, social and school contexts.
- CEM-15 - To be familiar with the characteristics of these students, as well as of their motivational and social contexts.
- CEM-16 - To master the knowledge required to understand the development of the personality of these students and identify dysfunctions.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
1- Meet and classifies the psychological and personality characteristics in the period 6-12.
2- know find the contextual circumstances of the students to give explanation to the development of personality and the different types of learning.
3- Identify, analyze and understand the teaching and learning of children from 6-12 years and knows how to relate with the environment becoming aware of its complexity.
13- Is familiar with the strategies that students use to learn, their learning needs, personal development and the problems that appear, and knows how to tackle.
20- Has sufficient knowledge of behavioral psychology to analyze and understand their own behavior and that of others.
21- Know integrating contextual information for each educational situation and knows transfer the results of its analysis to a particular intervention (systems thinking)
Syllabus
1. Cognitive development: individual components and learning psicosocialesdel
2. Educational Psychology: historical
3. Cognitive Psychology
4. Psychological theories of learning
5. Creating dialogic knowledge
6. Multiple Intelligences
Teaching and learning activities
In person
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-14 | Learning contract Presentation methods / lecture | Theory classes Individual / independent study and work |
| CEM-15 | Cooperative learning Presentation methods / lecture | Theory classes Individual / independent study and work Group study and work |
| CEM-16 | Case studies | Individual / independent study and work Tutorials |
| CET-3 | Learning contract Presentation methods / lecture | Individual / independent study and work |
| CET-4 | Cooperative learning Learning contract | Group study and work Tutorials |
| CET-6 | Case studies Presentation methods / lecture | Theory classes Individual / independent study and work |
| CET-7 | Presentation methods / lecture | Individual / independent study and work Tutorials |
| CG-02 | Individual / independent study and work Tutorials | |
| CG-04 | Problem-solving exercises | Group study and work |
| CG-06 | Presentation methods / lecture | Theory classes Individual / independent study and work |
Evaluation systems and criteria
In person
TThe evaluation of the subject will take into account progress throughout the academic period. The records that will enable this evaluation will be drawn from the various ongoing evaluation activities, which will be of a varied nature. Specifically, the subject will be assessed on the basis of systematic reflections on individual development and learning, competent participation in academic tutorials and the completion of individual assessment tests. Other situations from which data will be extracted are the observation and assessment of participation in the classroom and self-evaluation. Training activities must be distinguished from assessment activities.
To achieve as much objectivity as possible in the assessment, the student will be asked to maintain consistency between the individual assessment notes and the group assessment notes. If this consistency does not exist, the individual grade obtained in the classroom will always be prioritized as the final grade. This is because we think that the competence in group work is unique and that the rest of the competences that the student must achieve are individual.
On the other hand, when any of the skills required in this teaching guide is not demonstrated to have been achieved in the first call, it will have to be recovered in the second call. For this reason, a suspension will appear in the academic file in the first call. When this competence has been recovered, the final mark of the 2nd call will be recalculated, taking into account all the other marks achieved by the student in the continuous assessment.
In line with the social responsibility that comes with the function of teachers, it is necessary to specify two more conditions in the evaluation of this subject. First of all, mention that the attitudes that the teaching staff consider to be academic irresponsibility may lead to not achieving a pass in the subject, to enter into complete contradiction with the profile of the teacher, as indicated by the 5th general objective of the subject Secondly, and in relation to CG 2, specify that the vehicular language of this subject is Catalan (although documentation can be worked on in Spanish or English), in this sense, in any written assessment test, will penalize with 0.2 points, each misspelling considered serious.
If, from the beginning, an excess of spelling mistakes or improper writing is noticed during the revision of a work, the work will be returned for the student to correct and hand it in again after a week . In this case, you will receive a pass at most. We think that these considerations will be of great help to improve the quality of the future work as teachers and the current academic work.
It is also important to mention that this subject has two distinct parts. The Psychology of Learning part develops 7 credits and represents 80% of the final grade and the Social Psychology part represents 2 credits and the remaining 20%. Despite the fact that the general evaluation criteria are those contained in this teaching guide, each of the teachers of the two parts will specify those specific aspects that they consider appropriate for their part.
The following grid shows what learning outcomes are expected of the students and with which system they will be assessed. The qualification will be based on the common scale of the Faculty of Education.
Systematic reflections on individual development and learning: 15%
Continuous assessment tests (15%) and integrative test (30%): Total 45%. If the integrative test is suspended, it is necessary to go to the 2nd call.
Structured interview: 30%
Degree of participation, behavior in the classroom: 10%
To pass the subject you must complete all continuous assessment activities.
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