Approaches to Inclusive Learning: Psychology, Knowledge and Curriculum EDUC51008

  • Academic Session: 2024-25
  • School: School of Education
  • Credits: 30
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 1
  • Available to Visiting Students: Yes
  • Collaborative Online International Learning: No

Short Description

This course provides a broad introduction to sociological and psychological approaches to educational practice. Designed for students who are interested in teaching and learning in diverse contexts with diverse learners and communities, the course includes substantial inputs in social psychology, sociology of education, curriculum development, and models of development.

Timetable

3 hour sessions, once a week, for 10 weeks

Requirements of Entry

None

Excluded Courses

None

Co-requisites

None

Assessment

Assignment 1 - 15-minute Pair/Small Group Presentation on a pedagogical approach appropriate to an example/experience of inclusion and sustainability in learning contexts - 30% weighting (ILO 1, ILO 2, ILO 4)

Assignment 2 - 3.500-word Literature Review and metacognitive reflection on an example/experience of inclusion and sustainability in learning contexts - 70% weighting (ILO3, ILO 5) 

Course Aims

This course will provide the opportunity to:

 

■ Explore sociology of education, social psychology, curriculum studies, and development models in education

■ Investigate a range of models and approaches to learning

■ Apply appropriate models of learning to chosen areas of specialisation

■ Develop interdisciplinary and critical skills for students to examine educational practices in contemporary diverse contexts

Intended Learning Outcomes of Course

By the end of this course students will be able to:

 

1. Critically analyse prominent approaches, models and frameworks of educational practice.

2. Analyse and articulate how these approaches relate to and inform practice.

3. Demonstrate understanding of educational policy and outcomes in relation to models of educational approach.

4. Design a pedagogical approach appropriate to a specified context.

5. Present ideas critically, clearly and coherently in appropriate academic style, developing well-structured arguments, and observing the disciplines of writing and presentation.

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment. Students must complete all components of the assessment.