Universitat Internacional de Catalunya

Psychology II: Cognitive Processes and School Learning

Psychology II: Cognitive Processes and School Learning
9
7860
1
Second semester
FB
Basic training
Educational and learning processes and personality development (0-6 years)
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


For having an appointment, teachers would like to have a previous mail. However after class (13.30) you can ask us whatever you need.

mcbalaguer@uic.es

jaumecamps@uic.cat

Introduction

The course in Cognitive Processes and Learning School aims to develop basic skills related to understanding how knowledge is acquired and how the school can influence the acquisition. So there will be a study of different learning theories that have most influenced the current conception of teaching and learning processes.

Apart from this first objective, it is also intended that students acquire the skills of classroom management from the content being taught, and skills related to teacher training as analytical and reflective.

Objectives

- reach the especific competencies of this subject.

- understand and comunicate the contents of the subject

- contextualize the contents in the real scholl life

- develope learning contexts close to the children features

- Adquire diferent skills to regulate own learnging process

Competencies

CEM-1 understand educational processes and also learning processes, between 0 and 6 years old, in all contexts: family, society and scholl.

CEM-4 Recognize identity of this period and its cognitive, psychomotor, comunicative, social and afective features.

CET-4 Organizational responsability. reach knowledge and skills enough to create a good learning context: organizate, ordered and entered, doing it in a sistematic and professional way.

CET-6 Colaboration with the professional environment of scholl:  Reach knowledge and skills enough to stablish relationship with people and institutions working to reach children wellness or working in professional environment of scholl.

CET-7 promote own responsabily concerning own professional development: analize, reflect and develope points of view about profession and his/her competence as a teacher. know how to explain them and know how to actualizate himself/herself.

CG-1 Integrate TIC in learning activities, in learning management and in professional development.

CG-2 Comunicate clearly and in a right way with learning language, catalan and spanish, also speaking than writing (level C1), (Marco Común Europeo de Referencia para las Lenguas)

CG-5 Know elements to develope analitic though, diferent proficiency level. deveolpe this competency as much as posible 

 

Learning outcomes

2. Identifying, analysing and understanding the teaching-learning processes of students in the 0-6 age period and learning how to relate them to the context while being aware of their complexity.

 4. Recognizing the cognitive, psychomotor, communicative, social and affective features of students in the 0-6 age period and learning how to identify potential deficits and giftedness.

7. Designing teaching-learning and play activities that are adapted to the students’ needs and encourage independent learning while incorporating the use of information and communication technologies.

8. Evaluating activities and their effectiveness and, if necessary, adapting them to an entire group or to each child individually in order to promote diversity.

9. Managing the childhood-education classroom by organizing it in different ways and by using different teaching aids and materials that support objectives related to teaching activities.

11. Becoming familiar at a practical level with systems for monitoring students and strategies for monitoring one’s own work as a teacher and making it accessible to others.

12. Offering information about the students to parents and other concerned parties, and making appropriate use of this information.

13. Participating constructively in different kinds of consultations with people and institutions outside the school, and collaborating with other professionals.

Syllabus

1. Cognitive Development: Individual and psychosocial components of learning
2. Educational Psychology: historical
3. Cognitive Psychology
4. Psychological theories of learning
5. Creating dialogic knowledge. Peer interaction and adult
6. Multiple Intelligences

Teaching and learning activities

In blended



CEM-1 Understanding educational and learning processes in the period 0-6, in the family, social and school context.

-Study Cases (EC)

 -Resolution Exercises and problems (REP)

-Seminaris-Workshops (S-T)

 

CEM-4 recognize the identity of the stage and characteristics cognitive, psychomotor, social, communicative and emotional.

-Master class (LM)

 -Study Cases (EC)

 -Learning Oriented to projects (AOP)

 -Contracte Learning (CA)

Classes theoretical (CT)

-individual study (ITI)

 

     

 

CET-4 Organizational Responsibility: Pose knowledge and organizational skills sufficient to create a pleasant working environment in their classes: organized, orderly and focused on all aspects of himself and his colleagues and above all, with their students. And get it in a professional and systematic.

-Resolution Exercises and problems (REP)

 

-Learning Oriented to projects (AOP)

- Practical class (COP)

 

- External practics (EP)

 

CET-6 Collaboration with the professional environment of the school: Pose the knowledge and skills sufficient to establish good cooperation with individuals and institucionsdedicades child welfare or belonging to the enthroned professional school .

Case study (EC)

 

-Learning Oriented to projects (AOP)

-External practics (EP)

 

-Study And group work (TSG)

 

 

CET-7 promotes responsibility in what concerns their professional development: analyze, reflect and develop their views on the profession and competence as a teacher, to know them and know how to explain how to set up .

-Independent learning contract (CA)

 -Study Cases (EC)

 -Learning Oriented to projects (AOP)

Mentoring(T)

 

- individual study and work (ETI)

 

CG-1. Integrating the technologies of information and communication activities of teaching aprenentatfe in enenyament management and professional development.

- Independent learning Contract (CA)

 -Study Cases (EC)

 -Learning Oriented to projects (AOP)

-Mentoring (T)

 

-individual study and work(ETI)

 

CG-2 Communicate clearly and correctly in the language of instruction: Catalan and Castilian froma of oral and written according to level C1 according to the Common European Framework for Languages referènciaper.

-Master class (LM)

 - Independent learning Contract (CA)

 -Resolution Exercises and problems (REP)

 Studying cases (EC)

 -learning Oriented to Projects (AOP)

theorical Classes (CT)

 -Seminars-Workshops (S-T)

  practical class (COP)

 -mentoring (T)

 -Study And group work (TSG)

 

 

CG-5 Understand the elements of analytical thinking, different levels of mastery and competence to develop this maximum

-Study Cases (EC)

 -Resolution Exercises and problems (REP)

 -Learning Oriented to projects (AOP)

 -LEARNING Contrat (CA)

-Seminars-Workshops (S-T)

 -Study And individual work (ITI)

Evaluation systems and criteria

In blended



The evaluation of the course will be developed based on a cumulative criterion: progress will be assessed throughout the teaching period. Registrations will be removed from this evaluation activities of continuous assessment, which will have a different nature. Specifically, the course will be evaluated based on the continuous development of a portfolio, participation in relevant academic tutoring and testing individual assessment. Other situations where data are extracted observation and assessment of classroom participation and self-assessment. We will distinguish the activities of training evaluation activities.

To achieve maximum objectivity in the evaluation, the student will be required to the maximum possible consistency between the notes of individual assessment and group assessment notes. In the absence of such consistency will always prioritize the individual grade obtained in the classroom, as a final grade. This is because we believe that group work is unique in compentencia and other skills that the student / are to be achieved at the individual.

Consistent with social responsibility entails the role of teachers must be given more than two factors in the evaluation of this subject. First note that the attitudes that teachers consider academic irresponsibility may result in not achieving the approved course, in complete contradiction to enter the master profile / e, as pointed 5th overall objective of subject. Secondly, and in relation to the CG 2, specify the language used in this course is Catalan (although it can work documents in Spanish or English), in this sense, any written assessment test is penalized with 0.2 points each misspelling considered serious. If the review of a work is perceived, from the beginning, too many misspellings or improper wording, work will be returned to the student / to correction and re-delivered after a week. In this case a pass to access as much. We believe that these considerations will be helpful to improve the quality of future work as teachers and academic work today. If any student has, justifiably, a difficulty to achieve these conditions should notify the teacher.

It is also important to mention that this subject has two distinct parts. The part of Psychology of Learning develops 7 credits and represents 80% of the final grade and the part of Social Psychology represents 2 credits and the remaining 20%. Although the general evaluation criteria are those contained in this teaching guide, each of the teachers of the two parties will specify those specific aspects that they consider appropriate for them

Grilled later shows what the learning outcomes expected of students and what system will be evaluated. The rating will be based on the common scale of the Faculty of Education

Learning outcomes

evaluation system

Identifies, analyzes and understands the processes of teaching and learning / alum of 0-6 years and knows how to relate them to the environment, raising awareness of its complexity (2)

- tests

-Portfoli

-Structured interview

- selfevaluation

Recognizes cognitive characteristics, psychomotor, social, communicative and affective own students from 0 to 6 years and knows its possible to identify deficit or sobredotació (4)

- tests

-Portfoli

-Structured interview

- selfevaluation

Designs teaching and learning activities and play, adapted to the needs of students that foster independent learning, integrating the use of information technology and communication (7)

-Portfoli

 -Registre Behaviors and observations

Assess the activities and their effectiveness and, if necessary, adapts the whole group or each student specifically to encourage attention to diversity (8)

-Portfoli

 -Registre Behaviors and observations

Manages the kindergarten classroom using different forms of organization, teaching aids and educational materials that support the goals related with  learning activities (9)

-Portfoli

-test

 

 

 

Knows, practiclly the systems for monitoring academic performance  of students with strategies to keeps track of your work as a lecturer, to be accessible (11)

-Registration of Behaviors and observations

 -structured interiew

 

Offers to parents and to other stakeholders, information on students and uses the information that appropriately he obtains (12)

-structured interiew

 

 

Participates constructively in consultations with different types of people and institutions outside collaborating with other professionals (13)

-Degree of participation

 

-structured interiew

 

   

 

- Continuous assessment tests (15%) and integrative test (30%) : Total 45 %. If the test is aborted inclusive should go to 2nd call . Portfolio : 15%  - Structured interview : 30 %  -Extent of participation , behavior in the classroom : 10%  To pass the course is necessary to carry out all activities of continuous assessment .

Bibliography and resources

Balaguer, M.C. Lectura estartègica dels problemes matemàticsa l'Educació Primària.TDX  http://hdl.handle.net/10803/9348

Brunner, J.S. (1984). Acción, pensamiento y lenguaje. Madrid: Alianza Editorial

Bruner, J. (1997). La Educación puerta de la cultura. Madrid: Machado Libros

Coll, C. (coord.) (2008). Psicologia de la Instrucció. Barcelona:UOC

Coll, J. Palacios i A. Marchesi (2000). Desarrollo psicológico y educación II. Psicologia de la Educación. Madrid: Alianza

Coll, C., Martín, E., Mauri, T., Miras, M., Onrubia, J., Solé, I. i Zabalza, A. (1999). El constructivismo en el aula. Barcelona: GRAO

Cubero, R. (2005). Perspectivas constructivistas. La intersección entre el significado, la interacción y el discurso. Barcelona: GRAO

Gagné, E.D. (1991). La psicología cognitiva del aprendizaje escolar. Madrid: Visor

Gardner, H. (1995). Inteligencias múltiples. Barcelona: Paidós.

González Pérez, J. y Criado del Pozo, M.J. (2004). Psicologia de la educación para una enseñanza práctica. Madrid: Editorial CCS

Lave, Jean, & Wenger, Etienne (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge University Press.

Piaget, J. (1965). The child’s construction of number. Nova York: Norton.

Pozo, I. i Monereo, C. (Coord.) (2000). El aprendizaje estratégico. Madrid: Santillana

      

Puente Ferreras, A. (2005). Cognición y Aprendizaje. Funsamentos Psicológicos. Madrid: Pirámide

Tuffanelli, L. (2010). Comprender. ¿Qué es? ¿Cómo funciona. Madrid: Ministerio de Educación. Narcea

Vigotski, L.S. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.

Vigotski, L.S. (1995). Pensamiento y leguaje. Barcelona: Paidós

Wells, G. (2001). Indagación dialógica. Hacia una teoria y una práctica socioculturales de la educación (pp. 237-270). Barcelona:Paidós

Woolfolk, A.; Hugues, M. y Walkup, V. (2008). Psychology in Education. Essex: Pearson

 Pozo Municio, I. (2000). Aprendices y maestros (4ª ed.). Madrid: Alianza.


 

Interacció entre iguals i adults (Psicologia social) (Jaume Camps)

Allport, G. W. (1979). The Nature of Prejudice. Cambridge: Perseus Books. (1a edició de 1954)

Aronson, E. (2000). El animal social (8a edició). Alianza.

Biscarri, J., Samper, L. i Sanuy, J. (1985). Socialització infantil i dinàmica del grup-classe. Lleida: Dilagro.

Córdoba, A.I. et al. (coords) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.

Gerrig, R.J. i Zimbardo, P.G. (2005). Psicología y vida. Naucalpán de Juárez: Pearson.

Gil, F. i León, J.M. (1998). Habilidades sociales. Madrid: Síntesis.

Harris, J. R. (1998). The Nurture Assumption. New York: The Free Press. 

Hartup, W. W. (1998a). The company they keep: Friendships and their developmental significance. In A. Campbell, & S. Muncer (Eds.), The social child. Hove: The Psychology Press.

López, F. et al. (2003). Desarrollo afectivo y social. Madrid: Pirámide.

Maccoby, E. E. (2003). The Two Sexes. Growing up Apart, Coming Together. Cambridge: Harvard University Press.

Marín, M. (1998). Psicología social de los procesos educativos. Sevilla: Algaida.

Páez, D. et al. (coord.). (2004). Psicología social, cultura y educación. Madrid: Pearson Educación. 

Parsons, T. (1976). La clase como sistema social: algunas de sus funciones en la sociedad americana. A Gras, A. (Ed.). Sociología de la educación. Textos fundamentales (pp. 53-60). Madrid: Narcea.   file:///C:/Users/usuari/Downloads/Unidad2aParsons.pdf

Perinat, A. (1998). Psicología del desarrollo. Barcelona: EDHASA.

Steele, C. M. (1997). A Threat in the Air. How Stereotyper Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-629. http://users.nber.org/~sewp/events/2005.01.14/Bios+Links/Krieger-rec5-Steele_Threat-in-the-Air.pdf

Thorne, B. (1993). Gerder Play: Girls and Boys in School. New Brunswick: Rutgers University Press.

Turner, J. C. (1987). Rediscovering the Social Group. A Self-Categorization Theory. Oxford: Basil Blackwell. 

Teaching and learning material