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FACULTY OF EDUCATION AND LANGUAGES

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HMEF5043_V2
EDUCATIONAL PSYCHOLOGY
JANUARY SEMESTER 2017

ASSIGNMENT
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INSTRUCTIONS TO STUDENTS

1. Your assignment should be typed using 12-point Times New Roman font
and 1.5 line spacing.

2. You are to submit assignment only in MS-WORD format unless specified


otherwise. Please refrain from converting text/phrases into picture
format such as .gif / .jpeg / print screen / etc.

3. Submission Method:

a. Face-to-face student:
You MUST submit a softcopy of your assignment online through
myINSPIRE and a hardcopy to your facilitator.

b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE
and another softcopy to the e-facilitator via e-mail.

You can submit your assignment ONCE only in a SINGLE file in


myINSPIRE. You are advised to keep a copy of your submitted
assignment and the RECEIPT as evidence of online submission.

4. Your assignment must be submitted on 10th 12th March 2017 (4th


Seminar).

5. Your assignment should be prepared individually. You should not copy


another persons assignment. You should also not plagiarise another
persons work as your own.

1
HMEF5043_V2/JAN2017

EVALUATION

This assignment accounts for 60% of the total marks for the course.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a


similarity check. If plagiarism is detected, marks would be deducted as
follows:

N Similarities Group Marks Deduction


o. (%) (%)
1. 0 30 0
2. 30.01 50 5
3. 50.01 70 10
4. 70.01 - 100 100

Assignments found to have similarities under any of the categories above;


will not be entitled to apply for appeal. For learners who fall into the
70.01-100 similarities group, the access for online appeal for assignment
remarking of the subject will be disabled from the appeal options.
HMEF5043_V2/JAN2017

OBJECTIVE:

The aim of this assignment is to help you understand the importance of cognitive
development of children in the teaching and learning process. The assignment also provides
an opportunity for you to determine students cognitive levels based on Piagets stages and
to design activities suitable for the identified levels.

PART A (40%)

Read a suitable research article on the implication of Piaget Theory of Cognitive


Development for instructions in the classroom. Based on the article read, write in your own
words, a summary of about 8 10 pages that addresses the following aspects:

(a) Brief introduction of the article read


(b) Important findings of the study as described in the article

(c) Aspects of the study that can be considered in your own teaching and learning in the
classroom

(d) Aspects that you think should also be considered in the study

Marks will be awarded for the summary written based on the following criteria:

i. The title that reflects the content of the article


ii. Organisation of the essay according to various subsections and coherence of the
summary
iii. Clarity in relation to introduction, content and conclusion
iv. In depth discussion of the aspects mentioned
v. Use of APA style in citation and referencing
vi. Presented appropriately with no evidence of plagiarism

PART B (60%)

You are required to:

(a) Identify using appropriate method(s) Piagets Cognitive Stages of Development


among a sample of students in your own classroom.
(Note: For those who do not have access to students in classrooms, you may
administer the method among students pursuing degree and post-graduate
programs)

(b) Design suitable teaching and learning activities for students who have been grouped
based on Piagets Cognitive Stages of Development. The teaching and learning
activities prepared must be for a particular topic of a subject. The teaching and
learning activities (at least five) must be appropriate for the stages identified. All
activities prepared must be accompanied with appropriate objectives and a
description of how they are implemented in the classroom and should show its
variations across the stages identified.

(c) Evaluate the suitability of the activities by either implementing them in the classroom
or through a review made by experienced teachers.
HMEF5043_V2/JAN2017

Write an essay in about 10-12 pages that explains and describes:

the method(s) that you have employed to identify Piagets stages of cognitive
development among the students;
the various teaching and learning activities that you have developed; and
the evaluation to determine the suitability of the activities developed.

Marks will be awarded for the essay written based on the following criteria:

i. The title that reflects the content of the essay


ii. Organisation of the essay according to various subsections
iii. Originality of the activities developed
iv. Use of APA style in citation and referencing
v. Presented appropriately with no evidence of plagiarism
HMEF5043_V2/JAN2017
HMEF5043_V2: RUBRICS FOR THE MARKING SCHEME

GRADE (31-40)% (21-30)% (11-20)% (1-10)%


PART A (40%): Excellent review of Well developed Good review of Fairly good review
Summary of article in relation to review of article in 3 article in 2 of 4 of article in 2 of 4
the research all four aspects of 4 aspects. aspects. aspects. Fairly good
article read required in the Good organisation Good organisation of
assignment. of thoughts. Good organisation of thoughts. Synthesis
Excellent synthesis with thoughts. is evident with few
evidence Candidate evidences provided.
organisation of
is provided. has illustrated
thoughts. A very
synthesis with
coherent synthesis
some evidence.
with evidence is
provided.
GRADE (16-20)% (11-15)% (6-10)% (1-5)%
PART B An excellent A good The fairly good The methodology
methodology that is methodology used methodology used employed is less
Section 1 based on research is based on some is sufficient but useful to identify
(20%): findings is used and research findings could be improved Piagetian stages
Identification adapted for the and it is suitable to further. The and has no
of Piagets purpose of the study. identify Piagetian methodology uses evidence of
stages Evidence of stages among limited research research findings.
collaboration in students. findings.
developing the
instrument is evident.
GRADE (26-30)% (21-25)% (11-20)% (1-10)%
PART B Excellent organisation Good organisation Fairly good Weak organisation
of of organisation of of thoughts.
Section 2 thoughts. 5 7 thoughts. 4 -5 thoughts. 3 4 Activities proposed
(30%): suitable and relevant suitable and suitable activities may not be suitable
Designing activities have been relevant activities have been for the topic and
Teaching and proposed and they are have been proposed and they students level.
Learning appropriate to the proposed and they are appropriate to Activities identified
Activities level of students and are appropriate to the level of lack clarity.
topic identified. the level of students and topics Objectives of the
Activities have been students and topic identified. activities are not
supported using identified. Objectives of the clear.
research evidence. Objectives of the activities are clear.
Objectives of the activities are clear.
activities are very
clear.

GRADE (9-10)% (6 8)% (3 5 )% (1 2)%


PART B An excellent A good evaluation A fairly good A weak evaluation
Evaluation of evaluation of the of the activities was evaluation is that is based on
teaching and activities was provided provided based on provided based on personal opinion is
activities based on students students feedback either students provided and lacked
(10%) feedback and expert and expert opinion. feedback or expert support. Evaluation
opinion. opinion. Evaluation is explained
is limited in its vaguely.
explanation.