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  3. Learning Processes and Problems

Learning Processes and Problems (EDUC90226)

Graduate courseworkPoints: 6.25On Campus (Parkville)

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Overview

Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90226
Campus
Parkville
Availability
July
FeesSubject EFTSL, Level, Discipline & Census Date

This subject aims to develop student understanding of learning processes and problems by applying contemporary theories of learning to understand: the processes by which people learn, identifying barriers in the learning process, methods for diagnosing learning disorders, issues with diagnosis and designing effective and evidence based interventions for those having difficulty learning.

Intended learning outcomes

On subject completion students should be able to:

  • critically analyse and evaluate selected contemporary theories of learning and development in terms of their relevance to the work of educational psychologists;
  • evaluate assumptions, practices and procedures used in contemporary educational psychological work in terms of current theories of cognitive processing, cognitive development and learning;
  • develop and implement relevant knowledge assessment procedures, intervention and instructional procedures that are supported by current research in learning;
  • diagnose, recommend appropriate instructional and management procedures and report the nature of specific academic learning disabilities;
  • evaluate the effectiveness of assessment and education programmes intended for use with learners who have a range of academic learning disabilities from a contemporary research base.

Generic skills

On completion of this subject students should be able to 

  • critically analyse selected contemporary theories of learning and approaches to the assessment of reading disabilities;
  • develop a problem solving approach to the diagnosis of learning contexts and of specific learning disabilities;
  • develop skills in communicating effective learning criteria and the nature of particular cases of reading disabilities to teachers, parents and students;
  • use the model of learning developed in lectures to implement effective intervention and instructional procedures and the model of literacy knowledge to plan a schedule for implementing a literacy support program;
  • work in a team with other educational psychologists to analyse instructional and management procedures, assessment and education programmes;
  • display positive attitudes to the implementation of effective instruction and to the diagnosis and remediation of reading disabilities.

 

Last updated: 11 November 2018