EDUC 105 Unit Outline

DEPARTMENT OF EDUCATION
EDUC105
Education: The Psychological Context
Semester 1 (Internal)
2011
Unit convener: Dr. Wayne Leahy
Please read this unit outline carefully at the start of semester to save yourself
unnecessary emails. It contains important information. If anything in it is unclear, please
consult one of the teaching staff in the unit.
Contents
LECTURE OUTLINE SEMESTER 1.............................................................................................3
ABOUT THIS UNIT.........................................................................................................................4

CREDIT POINT VALUE..................................................................................................................4
TEACHING STAFF..........................................................................................................................5
DEPARTMENT OF EDUCATION OFFICE..................................................................................5
CLASSES...........................................................................................................................................6
REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS......................................7
TECHNOLOGY USED AND REQUIRED.....................................................................................9
EXPECTED LEARNING OUTCOMES.......................................................................................10
GRADUATE CAPABILITIES DEVELOPED..............................................................................11
TEACHING AND LEARNING STRATEGY...............................................................................12
TUTORIAL TIMETABLE.............................................................................................................13
ASSESSMENTS..............................................................................................................................15
READINGS FOR MAJOR ESSAY................................................................................................19
OTHER IMPORTANT ASSESSMENT INFORMATION...........................................................23
LECTURE INTRODUCTIONS AND RECOMMENDED READINGS....................................24
PLAGIARISM.................................................................................................................................30
GRADE DISTRIBUTION SNG.....................................................................................................30
CRITERIA FOR AWARDING GRADES FOR ASSESSMENT TASKS....................................31
APPEALS AGAINST GRADES....................................................................................................31
STUDENT SUPPORT SERVICES................................................................................................32
CHANGES MADE TO PREVIOUS OFFERINGS......................................................................35
ASSIGNMENT FEEDBACK......................................................................................................36
ESSAY COVER SHEET INTERNAL STUDENTS ONLY..........................................................37
LECTURE OUTLINE SEMESTER 1

Wk Lecture Date Topic Lecturer
Module 1 Theories of Development
1 1 21/2 Introduction to the unit and overview of Educational Psychology W. L
2 22/2 Child development over time W. L
2 3 28/2 Adolescence W. L
4 1/3 Cognitive development I (Piaget) W. L
3 5 7/3 Cognitive development II (Piaget) W. L
6 8/3 Cognitive development III (Vygotsky) W. L
4 7 14/3 Language Development W. L
8 15/3 Major Assignment Preparation W. L
5 9 21/3 Moral development A. M
10 22/3 Social development A. M
6 11 28/3 Review Lecture J. D

Module 2 Theories of Learning
12 29/3 A.M
Behavioral Explanations of Learning
Prerecorded lecture-ignore announcements
7 13 4/4 NO LECTURE ATTENDANCE REQUIRED P.V
Constructivist Views of Learning
Prerecorded lecture – ignore announcements
14 5/4 NO LECTURE ATTENDANCE REQUIRED P.V
A Direct Instruction Approach
9/4 to 25/4 Mid Semester Break
PUBLIC HOLIDAY MONDAY - NO LECTURES OR TUTORIALS
8 25/4
THIS WEEK
9 15 2/5 Humanistic Explanations of Learning A.M
Module 3 Classroom Applications
16 3/5 Students with Special Needs L. F
10 17 9/5 Intelligence and Learner Differences W. L
18 10/5 Problem Solving W. L
11 19 16/5 Critical Thinking W. L
20 17/5 Social Perspectives (gender) W. L
12 21 23/5 Social Relationship Dimensions W. L
22 24/5 Creating Learning Environments J. D

13 23 30/5 Unit overview, assignment feedback and exam session information W. L
ABOUT THIS UNIT
This Unit is intended as an introduction to the field of Educational Psychology. This field of
inquiry combines major theories from the disciplines of psychology and education and applies
these to the context of teaching and learning.
The central focus of this Unit is human development. Development and learning are influenced
by a range of factors, such as language, cognitive, personal, social, emotional, and physical
development. Social and cultural influences also play a significant role in students’ learning
experiences, as do school-based factors including teachers’ classroom management practices
and their skills in motivating students to learn. These issues are introduced in this unit and are
explored in greater depth in subsequent EDUC and TEP units at 200 and 300 levels.
During this semester, you will benefit most from the Unit if you apply yourself to thinking critically
about the issues presented. As an individual studying the psychology of education – and as a
future educator – you will have an important role to play in shaping future thought and practice
in the field of education and in the minds of those you teach. Hence, in studying this Unit,
always consider the wider implications of your reading and discussions with lecturers, tutors and
peers. The Unit textbook and curriculum will help you in this task by providing opportunities to
reflect on your learning. We hope that as a result of taking this Unit, you will learn about the
psychology of learning and teaching, and just as importantly, we hope you will also learn more
about yourself as a learner and thinker.
CREDIT POINT VALUE
This is a single semester (half-year), 3-credit point unit. The number of credit points that
a unit is worth is determined by the number of hours a student is expected to spend
each week attending lectures and tutorials, reading and preparing assignments. For a
single semester unit, students are expected to spend three hours per credit point
each week (see University Handbook). You should spend an average of 9 hours per
week (3 credit points x 3 hours = 9 hours weekly) on EDUC105 study (including lecture
and tutorial attendance).
TEACHING STAFF
Unit Convener Dr. Wayne Leahy C3A 930.

You will receive a much quicker response if you contact me by email wayne.leahy@mq.edu.au
than phone however if there is an urgent enquiry,
leave a message on 9850-8672.
Contact Times:
Tuesday and Wednesday 11-1.30pm. For other times, please make an appointment.
Times subject to change. Any changes will be updated on the EDUC105 Website.
This unit involves over 550 students, therefore it is appreciated if these

consultation times are respected.
Tutors
To be announced. Your tutor is your first point of contact. Tutors will inform you about their
contact details and consultation times during the first tutorial.
DEPARTMENT OF EDUCATION OFFICE
The administrative support officer for EDUC105 is:

Ms. Marisa Pongan, Phone/Voicemail: 9850 8654
Telephone and drop in time: Mondays 10 – 11 am.
Email: marisa.pongan@mq.edu.au
Ms. Pongan should be contacted for enquiries related to:
Study materials (e.g. Unit Outlines)

Tutorial arrangements
Submission /collection of assignments
Semester dates /timetables
Class venues
Procedural information
EDUC105 is a large unit with hundreds of students. Please assist us by respecting the
consultation times. Email queries will be responded to within two working days.
The Department Office is open for enquiries from 9 am – 5 pm Monday to Friday.
CLASSES
There are two one hour lectures each week (see p.3), which are also on iLecture.
There is one compulsory tutorial per week.
See p.13 for Tutorial program. The timetable for tutorial classes can be found on the University
web site http://www.timetables.mq.edu.au/
EDUC 105 UNIT TIMETABLE

LECTURES
Monday 9.00 am X5B
Macquarie Lecture Theatre
Tuesday 9.00am X5B
Macquarie Lecture Theatre
REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS
Required Text
Woolfolk, A., and Margetts, K. (2010). 2nd ed. Educational Psychology. Frenchs Forest NSW,
Pearson Education: Australia.
You are expected to read, as a minimum, the sections listed in the study guide. The pages listed
are those specifically linked to lecture content and it should be noted that further reading around
the set pages is usually helpful to student understanding. Earlier editions are available, but there
will be differences in both page numbers and in the extent of coverage on some topics. If you
choose to access an earlier edition it is your responsibility to ensure you have read all the
relevant sections.
The textbook is available at the University Co-op Bookshop. Students are strongly advised to
obtain their own copies of the prescribed texts. The companion website (if you purchase the
2010 edition) http://www.pearson.com.au/myeducationlab is a useful resource for studying this
unit.
The textbook can be supplemented by further reading so that you can obtain a wider
understanding of issues. Additional reading texts (below) are provided. You can consult the
relevant sections in these texts about the main topics we cover in this unit of educational
psychology eg. Piaget, constructivism, intelligence etc. You could select from the following list or
browse along the library shelves among similar call numbers. Most of the following are general
texts; others provide more specialised information.
Please note that they are not available on the BLACKBOARD website because of copyright
issues.
Additional Readings
Berk, L. (2003). Child Development. Boston: Allyn & Bacon.
Eggen, P. and Kauchak, D. (2004). Educational Psychology windows into classrooms. (6th ed.).
New Jersey: Pearson Education.
Krause, K-L., Bochner, S., Duchesne, S. & Mc Maugh, A. (2010). Educational Psychology for
learning and teaching. South Melbourne: Thomson.
McDevitt, T.M. & Ormrod,J.E. (2010). Child Development and Education. New Jersey: Pearson.
McInerney, D. M., & McInerney, V. (2006). Educational Psychology: Constructing Learning (2nd
ed.). Sydney: Prentice Hall.
Ormrod, J.E. (2008). Educational Psychology: Developing Learners. New Jersey: Pearson
Santrock, J. W. (2004). Child Development. Boston: Mc Graw Hill.
Slavin, R. (2000). Educational psychology: Theory and practice (5th ed). Boston: Allyn and
Bacon.
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B. & Biehler, R. (2009). Psychology
Applied to Teaching, Milton Queensland: John Wiley & Sons.
Some useful journals
British Journal of Educational Psychology
Child Development
Contemporary Educational Psychology
Educational Psychologist
Journal of Educational Psychology
Learning and Instruction
Journal of Cognition and Development
Developmental Psychology
Suggested texts for academic writing and assignment preparation
O’Shea, R. (2007). Writing for Psychology. South Melbourne Victoria: Thomson.
Findlay, B. (2006). How to Write Psychology Research Reports and Essays. Frenchs Forest,
NSW: Pearson Education Australia.
These texts are written in a reader friendly format and are recommended for students who are
new to university study and academic writing.
NOTE: You are not required to buy O’Shea or Findlay texts. They are intended as guides for
your report writing and use of the APA referencing system throughout your study in the
Department of Education. The above texts can be purchased at the University Co-op
Bookshop. A special price is offered for the purchase of the Woolfolk & Margetts text with the
Findlay text. Limited copies of these texts may be held in the Reserve section of the Library.
TECHNOLOGY USED AND REQUIRED
The technology used is the Macquarie University student website. You will need access to a
computer and the internet.
There are a number of computers in the Computer Labs, C5C Rooms 211, 213 and 217.
Most local libraries are also now linked to the Internet.
The web page for this unit can be found at: http://learn.mq.edu.au/ on the CE6 Blackboard
site.
Students will need to use their student username and password to log in and then choose
EDUC105 from their My Online Units menu. Students will have access from February 18th, the
Friday before classes begin in Semester 1.
The site supports the unit, but essentially provides no new material. Lecture slides will normally
be posted on iLecture before the lecture. You will also need to complete online quizzes on this
site.
Any notices given in the lecture will also be posted on the Convener’s Messages page.
Please regularly check the Convener’s Messages page for updated messages. This will
save you unnecessary emails.
You are also encouraged to use the Discussions forum for discussions related to unit content.
Please do NOT contact the Unit Convener or Tutors regarding technical
support for your computer access as they do not have the expertise.
CONTACT Macquarie University Library Student IT Help Desk. Phone:
9850 4357, Email: support@library.mq.edu.au
EXPECTED LEARNING OUTCOMES
During the course of this Unit, you will have opportunity to develop skills, and knowledge in
several areas. By definition, learning also has an impact on your attitudes and values. Listed
below are some of the key aims of the Unit in regard to your learning.
As a result of studying EDUC105 you will have the opportunity to develop:
• an insight into factors within the learner and their environment that play a role in
human development;
• the ability to critically reflect on relevant issues and theories on pedagogy in teaching
and learning;
• an understanding of the basic theoretical concepts in the field of educational
psychology; and
• an understanding of some applications of educational psychology in classroom
contexts
• the ability to explore educational ideas and issues through research and critical
analysis
• basic academic literacy skills in implementing a sustained and written argument
• knowledge of a range of appropriate and engaging resources and materials to
support students’ learning
You will have an opportunity to expand on the following during on campus days and
through your independent course work activities by developing:
• foundation skills of literacy, numeracy and information technology;

• demonstrate current knowledge and proficiency in the use of information technology
skills and effective use of the internet
• self-awareness and interpersonal skills, including the capacity for self-management;
• collaboration and leadership;
• communication skills for effective presentation and cultural sensitivity; and
• creative thinking skills to imagine, invent and discover.
As a participant of the University’s learning community you will additionally be

developing:
• teamwork skills in tutorials
These following competency generic skills will be developed in the major essay
assignment including:
• planning research;
• confidence in tackling the unfamiliar problem of locating, assembling, analysing and
synthesising information on a specific topic, using academic references and
information technology;
• presenting a coherent argument and discussion in written form using appropriate
referencing strategies
GRADUATE CAPABILITIES DEVELOPED

As a participant of the University’s learning community you will additionally learn:
1. Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of
knowledge, scholarly understanding, and specific subject content in their chosen fields
to make them competent and confident in their subject or profession. They will be able to
demonstrate, where relevant, professional technical competence and meet professional
standards. They will be able to articulate the structure of knowledge of their discipline,
be able to adapt discipline-specific knowledge to novel situations, and be able to
contribute from their discipline to inter-disciplinary solutions to problems.
2. Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to
integrate and synthesise learning and knowledge from a range of sources and
environments; to be able to critique constraints, assumptions and limitations; to be able
to think independently and systemically in relation to scholarly activity, in the workplace,
and in the world. We want them to have a level of scientific and information technology
literacy.
3. Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and
assessing data and information in various forms; of drawing connections across fields
of knowledge; and they should be able to relate their knowledge to complex situations at
work or in the world, in order to diagnose and solve problems. We want them to have the
confidence to take the initiative in doing so, within an awareness of their own limitations.
4. Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They
will be imaginative and open to experience and capable of innovation at work and in the
community. We want them to be engaged in applying their critical, creative thinking.
5. Effective Communication
We want to develop in our students the ability to communicate and convey their views in
forms effective with different audiences. We want our graduates to take with them the
capability to read, listen, question, gather and evaluate information resources in a variety
of formats, assess, write clearly, speak effectively, and to use visual communication and
communication technologies as appropriate.
6. Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the
nation’s historical context. They will be engaged with the challenges of contemporary
society and with knowledge and ideas. We want our graduates to have respect for
diversity, to be open-minded, sensitive to others and inclusive, and to be open to other
cultures and perspectives: they should have a level of cultural literacy. Our graduates
should be aware of disadvantage and social justice, and be willing to participate to help
create a wiser and better society.
TEACHING AND LEARNING STRATEGY
Lectures are held in Macquarie Theatre Mondays and Tuesdays at 9.00 am.
The Unit lectures are audio-streamed and you can listen to each lecture through the EDUC105
homepage link in iLecture. An introduction to each lecture appears in this Unit Outline.
*** The lectures take their main topic area from the textbook and page numbers
are listed for each lecture as a reference. These topics will be expanded upon and
are a guide only. Lectures are not intended to be a page by page reading from the
textbook. Students are expected to exercise research skills and explore other
readings on the topics independently. However the exam will only be on content
from 1. The lectures and
2. Woolfolk and Margetts (2010).
Tutorial Timetable
Required reading refers to Woolfolk and Margetts (2010). You should ensure that you prepare in
order to benefit from tutorial discussions.
Reading References from

Week beginning Tut No. Discussion Topic
Woolfolk textbook
Wk 1: Feb 21 No tutorials
pp. 17-19
Intro to unit
Wk 2: Feb 28 1 (Bring your unit outline for
questions)
Wk 3: Mar 7 2 Development pp. 25-37

Wk 4: Mar 14 3 Piaget pp. 38-49
Wk 5: Mar 21 4 Vygotsky pp. 50-58
Wk 6: Mar 28 5 Language development pp. 59-65
Wk 7: Apr 4 6 Moral development pp. 89-100
Mid Semester Break
Public Holiday Monday
Wk 8: Apr 25 No lectures or tutorials
this week.
Diversity in the pp. 149-151
Wk 9: May 2 7
classroom
Intelligence and Learner pp. 132-137
Wk 10: May 9 8
Differences
Wk 11: May 16 Student Learning and pp. 309-319
9
Problem Solving
Student Evaluation Form
Wk 12: May 23 10
and exam information
Final
Wk 13: May 30 Lecture
No tutorials
Mon
TUTORIALS
The aims of tutorials are to:
• promote group discussion and facilitate team work;

• develop your skills in a range of areas, including academic research, critical
analysis, and problem solving; and
• help you to reflect on your learning in this unit.
• Tutorial attendance is compulsory. Tutorials comprise a 50 minute session each week.

Classes begin at five (5) minutes past the hour.
• IT IS COURTEOUS TO TURN OFF YOUR MOBILES AND DO NOT USE THEM.

IF THE TEXTING OR CALL IS IMPORTANT LEAVE THE TUTORIAL ROOM.
• You will have enrolled in a tutorial group online during the enrolment period. Please see the
Ms. Pongan if assistance is needed with enrolling in a tutorial.
• If you miss your tutorial, you should visit another tutorial in the same week and inform the
tutor who will email your tutor.
• If you need to arrange a permanent change in tutorial time, you may do this online. No
changes to tutorial groups will be accommodated after Week 2.
• Excessive absence from tutorials may lead to exclusion from the Unit (see University
Handbook). If you miss more than 2 tutorials without supporting documentation, you have
not satisfactorily completed the unit.
• You are expected to participate in the tutorial and to have read the Woolfolk textbook
reading as listed for each tutorial as outlined in the Tutorial Timetable. Tutorials include a
variety of activities designed to supplement some of the content from the weekly lectures.
You will also receive information on the unit, assignments and examination preparation.
ASSESSMENTS
There are four pieces of assessment: 1. An online library task and online writing task, 2. An online
multiple choice test, 3. A major essay and 4. An examination.
Task Weight Due Linked Unit Outcomes Linked Brief Description

Date from Unit Outline Graduate
Capabilities
1. On Line 10/3 vii) Demonstrate knowledge of a 1, 2, 3 Self paced modules
Library range of appropriate and engaging to read on library
Task resources and materials to support research skills
students’ learning followed by a short
multiple choice quiz
ix) Demonstrate current knowledge
5% and proficiency in the use of
and information technology skills and
effective use of the internet
On Line 17/3 viii) Develop foundation skills of 1, 2, 3 Self paced modules

Writing literacy, numeracy and information to read on academic
Task technology; literacy writing skills
followed by a short
multiple choice quiz
2. Major 40 % 27/4 v) Develop the ability to explore 1, 2, 3, 5 1000wd essay based
Assignmen educational ideas and issues through on major themes
t (Essay) research and critical analysis from first 7 weeks of
lectures. Linking
vi) Develop literacy skills in theory with practice
implementing a sustained and written
argument
xv) Develop planning of research
xvi) Develop confidence in tackling

the unfamiliar problem of locating,
assembling, analysing and
synthesising information on a specific
topic, using academic references and
information technology
xvii) Develop presenting a coherent

argument and discussion in written
form using appropriate referencing
strategies
Task Weight Due Date Linked Unit Outcomes Linked Brief

Graduate Description
Capabilitie
s
3. 15 % 18/5 i) Develop an insight into factors 1, 2, 3, 4, 30 multiple
On Line within the learner and their 5 choice
Multiple environment that play a role in questions on
Choice human development content up to
Quiz and
iii) Develop an understanding of including Wk
the basic theoretical concepts in 10
the field of educational
psychology; and
iv) Develop an understanding of
some applications of educational
psychology in classroom
contexts.
4. 40 % During i) Develop an insight into factors 1, 2, 3, 4, 3 essay type
2 hr Universit within the learner and their 5, 6 questions
Exam y Exam environment that play a role in and 5 short
period human development answer
questions on
ii) Develop the ability to critically content of
reflect on relevant issues and unit
theories on pedagogy in
teaching and learning
iii) Develop an understanding of

the basic theoretical concepts in
the field of educational
psychology; and
iv) Develop an understanding of

some applications of educational
psychology in classroom
contexts.
All of these assessment components are compulsory.
The assessment tasks below are presented in order of due dates.
Online Task 1. Generic skills I: Information Skills Online and related quiz
Date Due: Thursday 10/3 (Week 3) Satisfactory / Unsatisfactory

The online self-paced modules are intended for developing your library research skills and are
part of the generic skills training in the unit. The first of these four modules is compulsory and
counts toward this assessment. It is closely linked with your major assignment and will help you
in finding references more effectively and efficiently. The module can be accessed online –
through the EDUC105 website by selecting the relevant icon. After studying the module,
complete the Information Skills Online Quiz (icon on EDUC 105 homepage) to obtain the
value for this assessment. You may complete the quiz as many times as you like. You must
receive a score of at least 95% to pass this task. This task is available from week 1, and you
may complete it at any time before the due date. Due to this flexibility, extensions to this task
are not possible. You are strongly encouraged to complete the remaining three Modules as
they contain information that will be relevant and required in other units. If you do not have
access to a personal computer, the test may be completed in the Computer Labs (C5C Rooms
211, 213 and 217).
Note of caution: Please save a copy of your answers for future reference. Failure to
attempt these quizzes will affect your completion of this unit. Please do not leave this
quiz to the “last day”.
Online Task 2. Generic skills II: The Macquarie Writing Gateway.
Date Due: Thursday 17/3 (Week 4) Satisfactory / Unsatisfactory

This task is compulsory and is related to learning generic skills in academic study. It provides
skills in academic literacies such as using correct referencing styles and structuring essays and
reports. To satisfy the requirement of this task you must read through the three parts of the
Writing Gateway (click icon on the EDUC105 homepage) then answer the questions in the quiz
(click on related icon on EDUC105 homepage). You must receive 95% to pass this task. You
can attempt the quiz as often as you like and your highest score counts towards the
assessment. This task is available from week 1, and you may complete it at any time before the
due date. Due to this flexibility, extensions to this task are not possible.
Important note: In order to register for this task you must access it from the EDUC105 home
page. If you do not have access to a personal computer, the test may be completed in the
Computer Labs (C5C Rooms 211, 213 and 217).
Note of caution: Please save a copy of your answers for future reference. Failure to
attempt the quiz will affect your completion of this unit. Please do not leave this quiz to
the ‘last day’.
MAJOR ASSIGNMENT
Due Date: Wednesday 27/4 Weighting: 40%

Length: 1000 words
The written assignment in the unit concerns theories of cognitive development and related
classroom applications, presented as case studies. Chapter Two of Woolfolk and Margetts
(2010) discusses theories of cognitive development and their implications for teaching and
learning.
Based on your reading of Chapter 2 and associated research literature, complete one of the
case studies presented below. You may choose any one option (A or B) that is of interest to you.
Write your case study in an academic essay format following instructions in the Unit Outline,
lectures and tutorial session and the recommended books on academic writing. The Woolfolk &
Margetts companion website may be of help in preparing for this task.
Option A: Case study addressing Primary level education

Learning Centres
Every Thursday Anna sets up a number of learning centres for the children in her composite
Year 1 and 2 class. These change regularly. For example, a mathematical centre catered for the
interests and abilities of Troy who is a gifted child who loves to be challenged. The children had
been working on a space topic. Using a calculator, Troy was able to estimate the distance
between planets. The task, involving very high numbers and vast differences, absorbed and
extended Troy.
Tim likes to tinker with things, so Anna set up a centre where children could discover how things
work. It included a broken sewing machine, a typewriter and an old bar heater. Tim made a
skateboard from the heater!
Hilly is a Down’s Syndrome child who loves art. Anna planned for classical music to accompany
the fingerpainting.
Others prefer to use blocks. “A lot of the younger children are into game making at the moment,
so they will do that,” reports Anna. “The learning centres give the children a chance to
consolidate something. For example, Katy might go to her handwriting and sit there and
practise for a while. It also gives the chance for the children who may want to extend
themselves.” Anna finds it works well.
Case Questions to assist your analysis

• Cite examples from the scenario which indicate that Anna is familiar with both Piaget's
and Vygotsky's theories of cognitive development.
• On the basis of the description of Anna's classroom, to what degree do you believe it is
appropriate for the cognitive development of Year 1 and 2 children? Why?
• What cognitive skills are the students developing in each area of Anna's classroom?
At which of Piaget's stages of cognitive development do you think Anna's students are likely to
be functioning? Why? What, if anything, would you change or do differently than Anna? Why?
Option B: Case study addressing Secondary level education
Pat’s math problems. Secondary level.
Pat is a year 7 student who is having difficulty in maths classes. He stares blankly at the test
paper that asks him to compute fractions such as 5/7 and 9/12 as percentages. He cannot
remember at all how to determine whether 4/5 is larger or smaller than 5/8, so she makes a
guess. He hopes that, with some luck, he might manage in the class.
On the weekend, Pat is watching his older brother Peter, play a match of soccer at the season
finals. At a critical moment in the game, Peter is given the chance to take a penalty kick.
Pat says to his mother, “Look, Peter scored 9 out of 11 goals last weekend; he is close to an
80% shooter so he should be able to make this penalty”. When his brother scores a goal, Pat
looks down at the statistics sheet he’s been keeping on his brother’s team percentages and
updates the statistics.
On Monday, his maths teacher overhears Pat recount the events of the soccer game to his
class mates at group time. The detail in Pat’s recount of his statistical record keeping causes his
teacher to pay attention. The teacher decides to try an intervention to assist Pat’s learning.
Case Questions to assist your analysis
• Is the inconsistency between Pat’s performance on school test problems and in working
with soccer goal statistics a problem for Piaget’s stage theory? That is, if Pat is at a
particular stage of reasoning, shouldn’t he be able to deal with the school maths
problems as successfully as the soccer ones? Discuss.
• How might Vygotsky explain the role of other people in shaping Pat’s maths skills in the
two contexts? Explain the theory and substantiate any suggestions.
• How might a teacher assist Pat in improving his skills in maths? Suggest some
classroom interventions.
Structuring your essay

Your assignment should be structured according to essay format, with the following headings.
Introduction Begin your essay with an introduction to the topic
stating its significance for teaching (1 short
paragraph)
Review of Literature Describe the supporting theories by referring to
other references
Analysis Describe and ‘solve’ the case by answering the
case questions. Embed your answers into
paragraphs /essay format
Discussion Apply theoretical concepts to substantiate your
claims and suggestions.
Conclusion Provide a succinct conclusion of your case
scenario and present implications for teaching and
learning.
References Provide a list of references following the prescribed
APA referencing style.
References are listed on a separate sheet at the
end of your assignment.
(Remember to back up your answer with references. Do not just relate facts. Use
analysis in your argument eg direct comparison/criticism.
Samples of essays will be electronically checked for plagiarism.
Look at the Essay Feedback sheet at the end of this Unit Outline to see how you will be
graded.
Successful completion of this assignment will allow you to demonstrate:
• The ability to explore educational ideas and issues through research and critical analysis
• Literacy skills in implementing a sustained and written argument
READINGS FOR MAJOR ESSAY
The following references have been placed on Reserve and E-reserve in the Library.
However, there are plenty of other sources on this topic and these are simply
suggestions to help you to start on your reading. You are NOT expected to consult all
these references.
You are expected to refer to a minimum of FOUR references one of which must
Woolfolk and Margetts (2010). There is no upper limit to the number of references.
However, the more references beyond four, used well, will likely increase your standard
of essay and thus grade. Journal articles should be included.
You could select from the following list or browse along the library shelves among similar call
numbers. Most of the following are general texts; others provide more specialised information.
These books below also have multiple copies.

Krause, K. L., Bochner, S. & Duchesne, S. (2006). Educational Psychology for learning and
teaching. South Melbourne: Thomson.
Krause, K. L., Bochner, S., Duchesne, S. & McMaugh, A. (2010). Educational Psychology for
learning and teaching. South Melbourne: Thomson.
McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (2nd
Slavin, R. (2000). Educational psychology: Theory and practice (5th ed.). Boston: Allyn and
Bacon.
Journal articles
These articles can be found on E-reserve.
• Flavell, J. H. (1996). Piaget’s legacy. Psychological Science, vol. 7, issue 4. p 200-203.

• Hansen, C. C., & Zambo, D. (2005). Piaget, meet Lilly: Understanding child
development through picture book characters. Early Childhood Education Journal.
Vol.33 (1 ). pp. 39-45.
• Lourenco, O., and Machado, A. (1996). In defence of Piaget’s theory: A reply to 10
common criticisms. Psychological Review, Vol. 103, issue 1, pp. 143-164.
• Labinowisc, E., (1980). The Piaget primer. Thinking, learning, teaching. (pp.19-21, 73,
83, 93). Menlo Park, CA: Addison-Wesley Publishing Company.
• Piaget, J., (1976). Piaget’s Theory. In Inhelder, B., & Chipman, H.H. (Eds). Piaget and
his School: a reader in developmental psychology. (pp. 11-23). New York: Springer-
Verlag.
• Shayer, M. (2003). Not just Piaget; not just Vygotsky, and certainly not Vygotsky as
alternative to Piaget. Learning and Instruction. Vol.13 (5), pp. 465-485.
• Tabak, I.; Baumgartner, E. (2004). The Teacher as Partner: Exploring Participant Structures,
Symmetry,and Identity Work in Scaffolding. By: Cognition & Instruction, Vol. 22, Issue 4, p. 393.
• Tudge, J. (1990). Vygotsky, the zone of proximal development. In L. C. Moll (Ed.),
Vygotsky and education: Instructional implications and applications of sociohistorical
psychology (pp. 155-172). Cambridge: Cambridge University Press.
• Wadsworth, B. J. (1996). Piaget’s theory of cognitive and affective development.
Foundations of Constructivism. (5th ed). (Pp. 111-117.) New York: Longman.
Other Books on Reserve Shelf

• Karpov, Y. V. (2005). The Neo-Vygotskian Approach to Child Development. Cambridge:
Cambridge University Press.
• Kozulin. A., Gindis, B., Ageyev, V.S., Miller, S. M. (Eds.). (2003). Vygotsky’s Educational
Theory in Cultural Context. Cambridge: Cambridge University Press.
Note: E-reserve does not hold articles which are available through the Library’s subscription to
online electronic journals. You are expected to use your library research skills to locate and print
such articles from online journals.
Procedural Notes for the Essay

The Department Office is open for enquiries from 9.00 am – 5 pm Monday to Friday.
Internal students will submit one hardcopy AND one electronic copy using the Blackboard
one-line submission facility called “Drop Box”.
The hardcopy essay must be submitted with the Assignment Cover Sheet. Photocopy this from
page 37. Your essay will not be marked unless the certification is signed and dated. Do not
submit assignments in any other kind of folder. Please no plastic folders!
Please submit your hardcopy essay in Assignment Box 1 (for all 100-level units) located
outside the sliding door of level 3 (main entrance) or on level 8 next to lifts in building
C3A.
Essays should be typed on one side of an A4 page, with a margin of at least 2.5cm.
Use 1.5 or double line spacing not single space.
All essays should represent your own work. Plagiarism is an offence and will be penalised (see
Section on Plagiarism). Random samples of essays will be electronically checked.
Ensure that your essay meets the requirements outlined on the front of your Assignment Cover
Sheet.
It is important the essay is submitted by the due date. However, if, due to illness or other
unavoidable disruption, it cannot be submitted on time, an application for an extension should
be made before the due date to your tutor. Extension forms are available in the Department
office, C3A828. The Department office contact is Ms. Pongan at 9850-8654.
Unless an extension has been granted PRIOR TO THE DUE DATE and the extension form is
attached to the essay, a late penalty will be applied. The late penalty increases with the length
of time the essay is late. 1 mark will be deducted for each working day the essay is
outstanding.
No essays will be accepted for marking after others have been returned to
students. If an extension has been given to a time after the return of marked work, an alternative
topic will be set.
For this essay, if you wish, it is acceptable to use headings within the text.
The Department of Education subscribes to the American Psychological Association (APA)

referencing guidelines. You are expected to adopt these in your assignments. Use APA for
referencing. Eg. the author and year of publication are cited in the body of the text with the
complete reference listed in your Reference section. You do not use footnotes for references.
Students who are unsure of correct referencing procedures may collect a handout from the
Department Office (C3A828) and APA guidelines will be on the Blackboard website.
You must adhere to the stated word limit (+ or – 10%). Essays which exceed the word limit will
not be marked. References, tables and appendices are not included in the word limit.
PUT THE NUMBER OF WORDS IN YOUR ESSAY ON THE FRONT PAGE (USE WORD COUNT).
(Samples of essays are checked electronically for plagiarism).
Despite the most careful procedures, occasionally essays are lost. For your own protection,
students are advised to keep a copy of essays. Students are advised to submit their essay in
person and not to rely on a third party to submit their work for them.
Leave a sufficiently wide margin for comments, and attach the signed cover sheet to the essay
and the criteria sheet.
Marked assignments can only be returned by week 10 or 11 due to the large number of
students.
The Department Office (C3A829) is open for essay collection during the following times:
Monday – Thursday 10 am – 2 pm
Fridays 10 am – 12 pm.
Please note that these times will be strictly adhered to. Essays will NOT be handed out outside
these times.
Any queries or appeals about an essay grade should be made to the original marker within one
week of the marked essay being returned. If still unsatisfied, this should be made in email
writing to the unit convener immediately. You will need to submit a clean, unedited copy of the
essay together with the marked copy and a covering letter to the Department of Education
Office (C3A 829). Clearly mark the envelope for the attention of Dr Wayne Leahy.
NOTE: You will receive a grade not a numerical mark for your essay. A total adjusted
mark (SNG) will be given with your final grade for the overall unit.
ON LINE QUIZ
Date Due: Wednesday May 18
This self-paced quiz comprises multiple choice questions based on lecture and textbook
materials up to and including Week 10. The quiz will be available online on the 12/5. Please
read the quiz instructions carefully. You must access this quiz through the EDUC105 Blackboard
CE6 environment. You may complete the quiz at any time that suits you before the due date.
Due to this flexibility, extensions to this task are not possible (unless there are extremely
difficult and verifiable circumstances). Please ensure that you are not late with submitting your
quiz. If you do not have access to a personal computer, the test may be completed in the
Computer Labs (C5C Rooms 211, 213 and 217), your local Library or a public internet café.
Grades will be posted on Blackboard on 24/5.
All relevant information will be presented on the EDUC 105 homepage, in lectures and in
tutorials. YOUR GRADE (BY STUDENT NUMBER) WILL BE PUT UP ON BLACKBOARD A
WEEK AFTER THE QUIZ.
FINAL EXAM
The final exam will be held during the mid year examination period.
The examination is two hours in length plus 10 minute reading time and comprises a
combination of short answer and essay questions which are based on Woolfolk & Margetts
(2010) readings and lecture content.
The rationale of the exam is to evaluate by a rigorous format the student’s overall knowledge
about specific topic areas in Educational Psychology covered in the set readings and lectures.
Past copies of the examination are NOT held in the Library.
The University Examination period S1 2011 is in June.
The timetable will be available in Draft form approximately eight weeks before the
commencement of the examinations and in Final form approximately four weeks before
the commencement of the examinations. http://www.timetables.mq.edu.au/
You are expected to present yourself for examination at the time and place designated in
the University Examination Timetable.
SPECIAL CONSIDERATION
The only exception to not sitting an examination at the designated time is because of
documented illness or unavoidable disruption. In these circumstances you may wish to consider
applying for Special Consideration. Information about unavoidable disruption and the special
consideration process is available at http://www.reg.mq.edu.au/Forms/APScons.pdf
There will be only ONE (1) Supplementary Examination time. It will be scheduled TBA
following the official EDUC105 examination date.
You are advised that it is Macquarie University policy not to set early examinations for
individuals or groups of students. All students are expected to ensure that they are
available until the end of the teaching semester, that is, the final day of the official
examination period.
OTHER IMPORTANT ASSESSMENT INFORMATION
• Students must attempt all of the assessments. All assessment tasks must be completed and
submitted on time in order to satisfy course requirements.
• Tutorial attendance is compulsory and you are expected to remain in your designated
tutorial group in order to be awarded a participation grade.
• No assignment grades will be released over the telephone. Please do not phone
Department of Education Office staff for this information.
• If you have queries about your assignment grades, you should consult your tutor in the first
instance.
•
LECTURE INTRODUCTIONS AND RECOMMENDED READINGS
Preparing for lectures

Each lecture requires some associated reading, usually from the Woolfolk & Margetts (2010)
textbook. The lectures and required readings, together with any additional material covered,
comprise the content of the Unit. The assignments and final examination will be based on this
material.
What happens if I miss a lecture?

All lectures are audio streamed and you may listen to them on the web by visiting Blackboard
for EDUC105 (https://learn.mq.edu.au/) (the site is password protected). Lecture PowerPoint
slides for each lecture are on Blackboard also. Lectures are usually available twenty minutes
after their live completion.
The lecture contents supplement the Woolfolk and Margetts 2 nd ed. (2010) textbook. Please
review the key terms for all chapters that are included in the lecture series.
WEEK 1
Lecture 1
Introduction to the unit and overview of Educational Psychology
Lecturer: Wayne Leahy
This lecture will commence with a brief overview of the Unit and its organisation. It will be
followed by an overview of Educational Psychology. This lecture aims to introduce you to the
discipline of Educational Psychology as it applies to the learning and teaching context. We will
examine the focus of knowledge and directions in educational psychology and a rationale for
exploring this field will be presented.
Required reading: Woolfolk and Margetts, pp 12-22; Your Unit Outline.
Lecture 2 Child Development Over Time

This lecture is first in a series that introduces the development of the learner. It introduces
the concept of development and discusses several key principles. It uses the examples of
both motor and brain development and their relevance for the teaching/learning process.
Required reading: Woolfolk and Margetts, pp. 25-37.
WEEK 2
Lecture 3 Adolescence
Lecture 3 is concerned with “the self” and adolescents.
Required reading: Woolfolk and Margetts, p. 77-83.
Lecture 4 Cognitive Development I: Piaget

Lecture 4 is concerned with the work of Jean Piaget, a Swiss biologist and psychologist
whose explanations of how children learn have had tremendous influence on education.
Piaget presents an explanation of the way in which children make sense of their
experiences, and the processes underlying the developmental changes that can be observed
in their thinking. He proposes four stages of cognitive development which have important
implications for teachers and classrooms.
WEEK 3
Lecture 5 Cognitive Development II: Piaget
Piaget’s life long career in researching cognitive developmental aspects from birth to
adulthood has changed the ways in which teaching is shaped today. In lecture 5, we explore
some of the most significant implications of Piaget’s research and provide examples of
effective classroom methodology and applications.
Lecture 6 Cognitive Development III: Vygotsky

Lecture 6 provides an introduction to the socio-cultural theory on cognitive development
formulated by the Russian psychologist Vygotsky and his followers. Vygotsky’s theory
emphasises the role of the social environment and language in the development of thought.
His main contribution to the field lies in his notion of psychological tools (language, concepts,
signs and symbols) that enable the formation of mental processes in the developing mind. In
this lecture we will explore some of the “Vygotskian” concepts and their relationship to
learning and development.
WEEK 4
Lecture 7 Language Development
Language development is an integral part of human development as it is a tool through
which an individual receives and expresses emotions, ideas and thoughts. In this lecture we
will look at some of the key terms and theories that explain language development.
Lecture 8 Major Assignment Preparation

This lecture will take you step by step through the assignment preparation process.
Required reading: O’Shea (2007) pp. 13-23 (available on E-reserve). You will benefit most
from the session if you have read and given some thought to the assignment topic and
instructions and the guidelines given in this Unit Outline. Collect the “APA Ref. Guide” from
the Department Office (sent to X1 students, and also available online).
WEEK 5
Lecture 9 Moral Development
Lecturer: Anne McMaugh
This lecture covers theories of moral development, including those of Kohlberg and Gilligan.
Issues pertaining to moral behaviour and reasoning, moral dilemmas and the argument
regarding the teaching of values in schools will be raised. This potentially controversial topic
has significant implications for teachers in today’s schools.
Lecture 10 Social Development

Lecture 10 addresses childhood peer relationships and friendships. These are often thought
of as critical developmental contexts that allow children to explore aspects of self and extend
self development. This lecture examines the social development of the learner as it occurs
through peer relationships, friendships and the daily interactions that make up the social life
of the young person. You will be asked to reconsider previous theories and ideas of personal
development as they relate to the realm of children’s social development.
WEEK 6
Lecture 11 Review Lecture
Lecturer: John De Noble
This lecture will make use of case studies and/or video presentations of classroom events and
scenarios where teachers apply their knowledge about the developing student.
Required reading: Review required readings for weeks 1-5.
Lecture 12 Behavioural Explanations of Learning
Behavioural theories of learning have had a major impact on classroom practices, particularly in
relation to students’ observable behaviours and the aspects of classroom programs that can be
manipulated to change behaviours and enhance learning. In this second lecture on exploring
views of learning we look at a brief background to the development of behaviourist approaches
to learning and consider their implications for teaching.
Required reading: Woolfolk and Margetts, pp 231-246.
WEEK 7
Lecture 13 Constructivist Views of Learning
Lecturer: Penny Van Bergen
This lecture is the first in the module that examines various theories of learning.
Constructivism is an area of learning theory that looks at the role of the learner in building
understanding.
Required reading: Woolfolk and Margetts, pp. 230, 346-352.
Lecture 14 A Direct Instruction Approach

Lecturer: Penny Van Bergen
Direct instruction is an approach that can be utilised for the teaching of the mastery of basics
skills, facts and information. Is it effective when compared to social methods of learning?
Required reading: Woolfolk and Margetts, pp 474-476.
MID SEMESTER BREAK

WEEK 8
Public holiday - No lectures or tutorials this week
WEEK 9
Lecture 15 Humanistic Explanations of Learning
The humanistic view of learning is sometimes referred to as “third force” psychology. It was
developed in the 1940s as a reaction against the two dominant views of the time: behaviourism
and Freudian psychoanalysis. In the last lecture on learning perspectives, we introduce aspects
of humanism applied to effective teaching and learning principles.
Required reading: Woolfolk & Margetts (2010) p. 381; Krause, Bochner & Duchesne (2006) pp.
200-213 (on ereserve).
Lecture 16 Students with Special Needs

Lecturer: Louella Freeman
This lecture provides an introduction to teaching students with special needs. We explore
aspects related to learning disabilities and emotional and behavioural disorders and look at
educational approaches for addressing these in teaching and learning contexts.
Required reading: Woolfolk and Margetts, pp. 149 -166.
WEEK 10
Lecture 17 Intelligence and Learner Differences
Lecture 17 is concerned with learner differences and their implications for learning and teaching.
While students’ progress at school is attributed to a variety of influences, some of the most
powerful are associated with students’ level of intellectual development and their learning styles.
Several issues are raised in this lecture, including a consideration of the nature-nurture debate.
Are children born intelligent? Does intelligence change and is it influenced by the child’s
environment? Are there different types of intelligence? Can we measure intelligence? How do
teachers’ notions of intelligence influence their teaching? Early and current definitions of
intelligence are explored, along with the way these ideas affect our concepts of ‘smartness’ or
‘brightness’ and ‘dullness’ in children.
Lecture 18 Problem Solving

This lecture looks at problem solving, its definition, terminologies, strategies and constraints. We
will examine in detail various problems and characteristics of good problem solving.
WEEK 11
Lecture 19 Critical Thinking
Critical thinking is another area of thinking that is utilised in a different way. What makes up
critical thinking and what are examples of critical thinking skills?
Required reading: Woolfolk and Margetts, pp. 361-362
Lecture 20 Social perspectives (gender)

How do gender identities develop? Some issues we will look at include stereotyping,
gender bias, sex discrimination and sex differences in cognitive abilities.
WEEK 12
Lecture 21 Lecture 21 Social relationship dimensions: When things go

wrong - aggression, bullying, cyber bullying
Addressing the problem of students who are being bullied in various ways is a critical role for a
teacher. This is a challenge for all schools particularly with the advent of new technologies.
What are some of the issues and how can it be countered?
Required reading: Woolfolk and Margetts, pp. 96-103
Lecture 22 Creating Learning Environments

Lecturer: John De Nobile
The creating of good learning environments involves mindful planning of instruction, carefully
arranging and organising the classroom, developing appropriate procedures and class
discipline, and managing time effectively. Effective teachers are able to control these aspects of
their role and responsibilities successfully, leading to positive learning outcomes in a happy,
productive classroom environment. This lecture will address classroom management issues
within social, cultural as well as physical classroom contexts.
WEEK 13
Lecture 23 Unit overview, assignment feedback & exam information session
In this lecture we will revisit the main theories of development and make connections with
philosophies on teaching and learning for effective professional practice. The purpose of this
lecture is to allow for reflective and informed consideration of some of the broader implications
of learning and teaching theory which directly influence a teacher’s thinking and perspective
taking. The content in this lecture is related to the NSW Professional Teaching Standards and
competencies. The lecture concludes with some feedback on the major assignment and specific
information about the final examination. Options for further study in the Department of Education
will also be outlined.
Required reading: Exam timetable and information.
Additional Readings
Krause, K-L., Bochner, S. & Duchesne, S. (2006). Educational Psychology for learning and
teaching. South Melbourne: Thomson.
McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (2nd
Slavin, R. (2000). Educational psychology: Theory and practice (5th ed.). Boston: Allyn and
Bacon.
Consulting Journals in Your Study of Education and Educational Psychology

Academic journals are a vital source of information about current research in the field of
Educational Psychology. As a tertiary student you will benefit from familiarising yourself with
topical issues and debates that arise as a result of research and discussion in the field. It is
advisable that you make time to read some of the academic journals listed below. The library
holds electronic copies of most journals. Use your library research skills to locate some of these
online.
Educational Psychology
British Journal of Educational Psychology
Child Development
Contemporary Educational Psychology
Educational Psychologist
Journal of Educational Psychology
Learning and Instruction
Journal of Cognition and Development
Developmental Psychology
General Education
Alberta Journal of Educational Research
Asia-Pacific Journal of Teacher Education
Educational Technology Research and Development
Gender and Education
International Journal of Educational Research
Journal of Education for Teaching
Oxford Review of Education
Review of Educational Research
Review of Research in Education
School Effectiveness and School Improvement
PLAGIARISM
The University defines plagiarism in its rules: “Plagiarism involves using the work of another
person and presenting it as one’s own.” Plagiarism is a serious breach of the University’s rules
and carries significant penalties. You must read the University’s practices and procedures on
plagiarism. These can be found in the Handbook of Undergraduate Studies or on the web at:
http://www.student.mq.edu.au/plagiarism/
The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will
be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties
may include a deduction of marks, failure in the unit, and/or referral to the University Discipline
Committee. (Random samples of essays are checked electronically for plagiarism).
GRADE DISTRIBUTION SNG
The Academic Senate has a set of guidelines on the distribution of grades across the range
from fail to high distinction. Your final result will include one of these grades plus a standardised
numerical grade (SNG).
On occasion your raw mark for a unit (i.e. the total of your marks for each assessment item)
may not be the same as the SNG which you receive. Under the Senate guidelines, results may
be scaled to ensure that there is a degree of comparability across the university, so that units
with the same past performances of their students should achieve similar results.
It is important that you realise that the policy does not require that a minimum number of
students are to be failed in any unit. In fact it does something like the opposite, in requiring
examiners to explain their actions if more than 20% of students fail in a unit.
The process of scaling does not change the order of marks among students. A student who
receives a higher raw mark than another will also receive a higher final scaled mark.
CRITERIA FOR AWARDING GRADES FOR ASSESSMENT TASKS
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the
University Calendar. The following descriptive criteria are included for your information.
Grade Descriptor
HD High Distinction Provides consistent evidence of deep and critical understanding in
85-100% relation to the learning outcomes. There is substantial originality and
insight in identifying, generating and communicating competing
arguments, perspectives or problem solving approaches; critical
evaluation of problems, their solutions and their implications;
creativity in application as appropriate to the discipline.
D Distinction Provides evidence of integration and evaluation of critical ideas,
75-84% principles and theories, distinctive insight and ability in applying
relevant skills and concepts in relation to learning outcomes. There is
demonstration of frequent originality in defining and analysing issues
or problems and providing solutions; and the use of means of
communication appropriate to the discipline and the audience.
Cr Credit Provides evidence of learning that goes beyond replication of content
65-74% knowledge or skills relevant to the learning outcomes. There is
demonstration of substantial understanding of fundamental concepts in
the field of study and the ability to apply these concepts in a variety of
contexts; convincing argumentation with appropriate coherent
justification; communication of ideas fluently and clearly in terms of
the conventions of the discipline.
P Pass Provides sufficient evidence of the achievement of learning outcomes.
50-64% There is demonstration of understanding and application of
fundamental concepts of the field of study; routine argumentation with
acceptable justification; communication of information and ideas
adequately in terms of the conventions of the discipline. The learning
attainment is considered satisfactory or adequate or competent or
capable in relation to the specified outcomes.
F Fail Does not provide evidence of attainment of learning outcomes.
0-49% There is missing or partial or superficial or faulty understanding and
application of the fundamental concepts in the field of study; missing,
undeveloped, inappropriate or confusing argumentation; incomplete,
confusing or lacking communication of ideas in ways that give little
attention to the conventions of the discipline.
NOTE: Except for Task 1, numerical marks will NOT be awarded for specific assessments.
Your overall total grade for the unit will show a (SNG) Standard Numerical Mark.
APPEALS AGAINST GRADES
University regulations allow for students to appeal a unit grade if they feel they have been
disadvantaged. Grading appeals can be lodged on the following grounds:
• The unit coordinator did not provide the outline as required;
• Assessment requirements as specified in the unit outline were varied in an unreasonable
way;
• A clerical error has occurred in the computation of the grade;
• Due regard has not been paid to the evidence of illness or misadventure that was
submitted by the specified date;
• I have been disadvantaged in some way due to the conduct of the final examination; and
• The examiner’s judgment was not objectively applied because of prejudice against the
individual.
Appeals must be lodged on the appropriate university form. This can be accessed at:
http://www.registrar.mq.edu.au/academic-index.htm
STUDENT SUPPORT SERVICES
Macquarie University provides a range of Academic Student Support Services. Details of these
services can accessed at http://www.sss.mq.edu.au/learning/undergrad/
Advice for Students with Disabilities or health issues
Macquarie University offers a range of facilities and services that may assist students with
disabilities. These may include note-taking support, examination support and access to
specialised equipment in the library.
NOTE:- The School of Education gives the above support but please note that there is
only one exam set for all students including disability students (additional exams will not
be set) and alternative assessments cannot be given. Extra marks are also not awarded
because you are a disability student as the Institute of Teachers and University
Outcomes must still be met.
For details concerning the University support available for students with disabilities, please
contact:
Steve Bailey (Disability Service Coordinator)
University Counselling and Health Services
Lincoln Student Services Building (Level 2)
And visit the website: http://www.sss.mq.edu.au/equity/
Advice for International students

Macquarie International is the first point of contact for international students.
http://www.international.mq.edu.au/ See also
http://www.international.mq.edu.au/studentservices/index.aspx
International students can make individual or small group appointments to see the Study Skills
Adviser, or drop-in for quick questions to E3A, Level 1. Don’t forget to bring your unit outlines
with you to your appointment! To make an appointment, call Justin Dutch on 9850 6940 or email
justin.dutch@io.mq.edu.au
For enquiries specific to your enrolment as an international student at SoE, please consult the
Division’s International Officer, Dr. Meeri Hellstén.
Study skills advice

The University offers a wide variety of study skills (e.g. time management) assistance. Please
visit the UCHS website for timetables and courses on http://www.sss.mq.edu.au/ or ring: 02-
9850 7498.
ICT skills training

The Library (telephone 02-9850 7500) offers excellent training courses in information literacy
and ICT skills. EDUC105 students, particularly those who are newly arrived at the University,
are expected to attend the Library Tour. http://www.lib.mq.edu.au/training/ For various library
services see: http://www.lib.mq.edu.au/services/
Special consideration policy

It is important you read this policy at http://www.sss.mq.edu.au/forms/specconds.htm. if you are
having serious circumstantial or illness issues that are affecting your study.
If granted, the special consideration process is applicable only if your Final Grade is at a
borderline Fail. Extra marks/higher grades are not given for individual assessments as a
result of special consideration.
Professional Teaching Standards
The Framework of Professional Teaching Standards, developed by the NSW Institute of
Teachers, provides a common reference point to describe, recognise and support the complex
and varied nature of teachers’ work. The standards describe what teachers need to know,
understand and be able to do as well as providing direction and structure to support the
preparation and development of teachers. EDUC105 forms part of a program of study that
enables students to achieve the Graduate Teaching Standards specified by the New South
Wales Institute of Teachers. These are the competencies expected of a beginning teacher. The
standards are outlined below and ‘mapped’ against EDUC105 in the accompanying document.
You should familiarise yourself with this documentation.
The Professional Teaching Standards can be found on the Institute’s website:

http://www.nswteachers.nsw.edu.au
The Standards describe teacher’s work in three domains: Professional Knowledge; Professional
Practice and Professional Commitment. Most of the content of the EDUC105 foundation unit
falls within the Domain of Professional Knowledge although some of the elements in the other
Domains are also introduced in the unit. Further units in the education program will cover
additional aspects of the Framework of the Teaching Standards. Please see the Appendix for a
detailed description.
Email
You will be given an email account when you enrol. Details regarding these services are in your
enrolment package. For technical assistance, please contact:
Macquarie University Library Student IT Help Desk. Phone: 9850 4357
Email: support@library.mq.edu.au
If you are not familiar with computers and the internet, you will need to invest time in training
sessions. The University Library offers training in computer skills.
Getting Help with Computers@Uni

http://www.lib.mq.edu.au/help/ithelp/email.htmlPhone: (02) 9850 HELP (4357) or
Freecall: 1800 063 191
Internet Chat: MSN Messenger at ithelp@mq.edu.au
Face to Face: IT Help Desk, Computer Labs C5C
Email: Just Ask http://www.library.mq.edu.au/justask/
24x7 Follow the Sun Helpdesk email: ithelp@mq.edu.au
Want to Develop Your Computer Skills?

Visit http://www.lib.mq.edu.au/training/ for details of training sessions.
Texts for your professional library
Below are listed examples of texts that address child development related to various aspects of
education. These are suggested items for students wishing to begin collecting a professional
reference library for future use and are provided in response to requests by former students.
These texts may also provide for further information in your assignment preparation, but they
are not intended as recommended reading.
These texts may or may not be in the University Library. You are NOT required to purchase
them.
• Abbeduto, L. (2006). Taking Sides. Clashing views in Educational Psychology. (4th ed).
Dubuque, Iowa: McGraw Hill.
• Banks, J. A. (2001). Cultural Diversity and Education. Foundations, Curriculum, and
Teaching. Boston: Allyn & Bacon.
• Bochner, S., Jones, J. (2003). Child Language Development. Learning to Talk. London:
Whurr Publishers Ltd. (2nd ed.)
• Brownlie, F., Feniak, C., Schnellert, L. (2006). Student Diversity. Classroom strategies to
meet the learning needs of all students. Ontario, Canada: Pembroke Publishing. (2nd ed.)
• Cottrell, S. (1999). The Study Skills Handbook. New York: Palgrave.
• Gilles, R.M., Ashman, A. F. (2003). Co-operative Learning. The Social and intellectual
outcomes of learning in groups. London: Routledge.
• Karpov, Y. V. (2005). The Neo-Vygotskian Approach to Child Development. Cambridge:
Cambridge University Press.
• Kozulin. A., Gindis, B., Ageyev, V.S., Miller, S. M. (Eds.). (2003). Vygotsky’s Educational
Theory in Cultural Context. Cambridge: Cambridge University Press.
• Krause, K-L., Bochner, S., Duchesne, S. (2006). Educational Psychology for Learning
and Teaching. (2nd ed). South Melbourne VIC: Thomson.
• Lewis, M., Reinders, H. (2003). Study Skills for Speakers of English as a Second
Language. New York: Palgrave.
• Little, E. (2003). Kids Behaving Badly. Teacher Strategies for Classroom Behaviour.
French Forest: Pearson Education Australia.
• Noble, C., Brown, J., Murphy, J. (2001). How to Raise Boys’ Achievement. Resource
materials for teachers. London: David Fulton Publishers.
• Paludi, M. A. (2002). Human Development in Multicultural Contexts. A book of Readings.
New Yersey: Prentice Hall.
• Wallace, B. (2002). Teaching Thinking Skills Across the Primary Curriculum. A practical
Approach for all Abilities. London: David Fulton Publisher.
• Willems, P.P., Gonsales-DeHass, A.R. (2006). Educational Psychology Casebook.
Boston: Pearson Education Inc.
CHANGES MADE TO PREVIOUS OFFERINGS

Essay topic is a case study.
ASSIGNMENT FEEDBACK
Name Student ID Marker:
Levels of Attainment (Marker indicate by √ where appropriate)
STYLE: Significant errors; Errors, but attempts Clear appropriate expression; Fluent
Literacy inappropriate usage of at appropriateness. comprehensible grammar, few gramm
(Grammar / vocabulary and errors. proble
Vocabulary / grammar. Written expression
Written requires minor to Structured and planned
Expression) No structure some improvement. Very w
and pl
Some errors are Adequate structure.
hampering
communication.
CONTENT: Irrelevant content, does Adequate Good understanding of theory. Excell
Understanding not answer question. understanding of unders
and relevance theory Use of research (experiment theory
of theory and Inadequate results from journals). substa
use of understanding of Use of some (exper
research from theory and/or research research (experiment Clear evidence of additional from jo
journal articles (experiment results results from journals). reading.
from journals). Additio
Evidence of some extrem
No evidence of additional reading.
additional reading
ARGUMENT Unclear or no Some argument Evidence of some critique. Well s
AND argument, organisation development. argum
ANALYSIS: of essay undermines
Clarity of intelligibility No critique (criticism). High o
argument / skills e
structure of
argument Good
Excell
Essay
substa
to new
CRITICAL / Misinterprets the topic Adequate Accurately interprets the Accura
EVALUATION and evidence. interpretation of question and evidence. of que
SKILLS question. However eviden
Draws unwarranted could be greater Identifies some relevant
conclusions, fails to evaluation of arguments. Thoug
justify points of view. evidence by and ev
(effective) use of argum
more references.
Draws
conclu
Use of APA Unsatisfactory Some errors Satisfactory
referencing
system
Number of refs
Comment:-
Grade F P C D HD
ESSAY COVER SHEET INTERNAL STUDENTS ONLY

Essays without this signed cover sheet cannot be marked
WORD COUNT in
Family
Unit Code: this essay:
Name:
Given
Convenor:
Names:
Student ID: Due Date:
My tutorial
time/day/room:
SCHOOL OF EDUCATION
ASSIGNMENT COVER SHEET
Assignments to be lodged in the Assignment Box, C3A 8th Floor lift lobby
I certify that:
• This assignment is my own work, based on my personal study and/or research
• I have acknowledged all material and sources used in the preparation of this
assignment, including any material generated in the course of my employment
• If this assignment was based on collaborative preparatory work, as approved by the
teachers of the unit, I have not submitted substantially the same final version of any
material as another student
• Neither the assignment, nor substantial parts of it, have been previously submitted for
assessment in this or any other institution
• I have not copied in part, or in whole, or otherwise plagiarised the work of other students
• I have read and I understand the criteria used for assessment
• The assignment is within the word and page limits specified in the unit outline
• The use of any material in this assignment does not infringe the intellectual property /
copyright of a third party
• I understand that this assignment may undergo electronic detection for plagiarism, and a
copy of the assignment may e retained on the database and used to make comparisons
with other assignments in future.
Student Signature: _____________________________Date:____________________
This declaration is a summary of the University policy on plagiarism. For the policy in full,
please refer to Student Information in the Handbook of Undergraduate Studies or
www.student.mq.edu.au/plagiarism/.
Note: Assignments will not be accepted for marking unless the certification is signed and
dated. If you do not understand the implications of the certification, or the criteria used for
assessment, ask the Unit Convenor before starting the assignment.
If you have been granted an extension, please attach only the bottom portion of your
approved extension form here.

EDUC 105 Unit Outline

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

EDUC 105 Unit Outline

Загружено:

Авторское право:

Доступные форматы

DEPARTMENT OF EDUCATION

Unit convener: Dr. Wayne Leahy

ABOUT THIS UNIT.........................................................................................................................4

DEPARTMENT OF EDUCATION OFFICE..................................................................................5

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS......................................7

TECHNOLOGY USED AND REQUIRED.....................................................................................9

EXPECTED LEARNING OUTCOMES.......................................................................................10

GRADUATE CAPABILITIES DEVELOPED..............................................................................11

TEACHING AND LEARNING STRATEGY...............................................................................12

READINGS FOR MAJOR ESSAY................................................................................................19

OTHER IMPORTANT ASSESSMENT INFORMATION...........................................................23

LECTURE INTRODUCTIONS AND RECOMMENDED READINGS....................................24

GRADE DISTRIBUTION SNG.....................................................................................................30

CRITERIA FOR AWARDING GRADES FOR ASSESSMENT TASKS....................................31

APPEALS AGAINST GRADES....................................................................................................31

STUDENT SUPPORT SERVICES................................................................................................32

CHANGES MADE TO PREVIOUS OFFERINGS......................................................................35

ESSAY COVER SHEET INTERNAL STUDENTS ONLY..........................................................37

LECTURE OUTLINE SEMESTER 1

Module 1 Theories of Development

1 1 21/2 Introduction to the unit and overview of Educational Psychology W. L

2 22/2 Child development over time W. L

4 1/3 Cognitive development I (Piaget) W. L

3 5 7/3 Cognitive development II (Piaget) W. L

6 8/3 Cognitive development III (Vygotsky) W. L

4 7 14/3 Language Development W. L

8 15/3 Major Assignment Preparation W. L

5 9 21/3 Moral development A. M

10 22/3 Social development A. M

6 11 28/3 Review Lecture J. D

10 17 9/5 Intelligence and Learner Differences W. L

18 10/5 Problem Solving W. L

11 19 16/5 Critical Thinking W. L

20 17/5 Social Perspectives (gender) W. L

12 21 23/5 Social Relationship Dimensions W. L

22 24/5 Creating Learning Environments J. D

ABOUT THIS UNIT

CREDIT POINT VALUE

Unit Convener Dr. Wayne Leahy C3A 930.

This unit involves over 550 students, therefore it is appreciated if these

DEPARTMENT OF EDUCATION OFFICE

The administrative support officer for EDUC105 is:

Ms. Pongan should be contacted for enquiries related to:

Study materials (e.g. Unit Outlines)

The Department Office is open for enquiries from 9 am – 5 pm Monday to Friday.

EDUC 105 UNIT TIMETABLE

Santrock, J. W. (2004). Child Development. Boston: Mc Graw Hill.

Suggested texts for academic writing and assignment preparation

O’Shea, R. (2007). Writing for Psychology. South Melbourne Victoria: Thomson.

TECHNOLOGY USED AND REQUIRED

EXPECTED LEARNING OUTCOMES

As a result of studying EDUC105 you will have the opportunity to develop:

• foundation skills of literacy, numeracy and information technology;

As a participant of the University’s learning community you will additionally be

• teamwork skills in tutorials

GRADUATE CAPABILITIES DEVELOPED

1. Discipline Specific Knowledge and Skills

2. Critical, Analytical and Integrative Thinking

3. Problem Solving and Research Capability

4. Creative and Innovative

6. Engaged and Ethical Local and Global citizens

Reading References from

Wk 3: Mar 7 2 Development pp. 25-37

The aims of tutorials are to: