Objectives and competences
The student is familiar with different aspects of instruction (designing learning activities, assessment, classroom management) and understands the interactions among these aspects. He/she is familiar wih contemporary theories, models and approaches to teaching and classroom management. He/she is capable of designing lessons and measures following the principles of contemporary theories of learning and instruction. He/she can design and evaluate tests of knowledge.
Content (Syllabus outline)
Designing instruction: learning objectives/outcomes, taxonomies of educational objectives, the model of constructive alignment.
Assessment of learning.
Approaches that support active learning (cooperative learning, leraning as problem solving, reciprocal learning).
Classroom management.
Individualized and differentiated instruction: special needs students, gifted students, inclusion, intercultural education.
ICT and learning.
Slovenian school system, alternative education.
Teachers’ professional development.
Interventions in educational psychology: preventive and intervention strategies.
Learning and teaching methods
Interactive frontal method, discussion, case studies, project work, e-learning, lectures and tutorials in the participating organizations.
The information and communications technology is used for educational purposes in the teaching and learning process.
Intended learning outcomes - knowledge and understanding
Knowledge and Understanding:
The student understands different aspects of designing instruction and the importance od constructive alignment in this process. He/she is familiar with and is able to use contemporary theories, models and approaches in teaching, classroom management and assessment. He/she understands the concept of inclusion and is familiar with some strategies of individualization and differentiation.
Transferable/Key Skills and other attributes:
The student is able to use contemporary scientific findings in designing supportive learning environment. He/she is able to critically evaluate and use scientific theories and research findings to design instruction, classroom management and assessment. He/she is able to plan his/her own professional development based on contemporary models of professional development and understands the role od psychologist in enhancing teachers’ professional development.
Intended learning outcomes - transferable/key skills and other attributes
He can design, an educational experiment; and quantitative and qualitative analyze the obtained data.
Readings
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relatinh to achievement. London, New York: Routledge.
Koncept: odkrivanje in delo z nadarjenimi učenci v devetletni osnovni šoli (1999). Delovna skupina za pripravo koncepta dela z nadarjenimi učenci. Področna kurikularna komisija za osnovno šolo, Nacionalni kurikularni svet. Korthagen, F. A. J. in Vasalos, A. (2010). Going to the core: Deepening reflection by connecting the person to the profession. V N. Lyons (Ur.), Handbook of Reflection and Reflective Inquiry (529–552). New York: Springer.
Marentič Požarnik, B. (2018). Psihologija učenja in pouka: temeljna spoznanja in primeri iz prakse. Ljubljana: DZS.
Subotnik, R. F., Olszewski-Kubilius, P. in Worrell, F. C. (2011). Rethinking giftedness
and gifted education: A proposed direction forward based on psychological science.
Psychological Science in the Public Interest, 12, 3–54.
Dodatno literaturo bo nosilka določala sprotno v vsakoletnem učnem programu. / Additional literature will be defined every study year by the lecturer.
Prerequisits
Prerequisites for attending the course:
None.
Prerequisites for completing the course:
Each of the mentioned obligations must be assessed with a passing grade.
Passing grade of the lab works required for taking the written examination.
At least 50% attendance at lectures and 80% attendance at tutorials is required.
