1 MACQUARIE UNIVERSITY EDUC105 Education: The Psychological Context INTERNAL OFFERING (3cp) Unit Guide Session 1 2017 Faculty of Human Sciences School of Educational Studies Unit convenor: Dr Wayne Students are required to read this unit guide carefully at the start of Session 1. It contains important information about the unit. If anything in it is unclear, please consult one of the teaching staff.2 BEFORE YOU EMAIL CHECK THIS OUT..........................................................3 ABOUT THE UNIT ..............................................................................................4 Teaching staff .....................................................................................................4 FACULTY OF HUMAN SCIENCE ADMINISTRATION .......................................5 TWO LECTURES TOPICs PER WEEK.............................................................6 COMPULSORY TUTORIALS .............................................................................6 ACADEMIC HONESTY and INTEGRITY............................................................7 Technology requirements....................................................................................8 Learning Outcomes.............................................................................................9 Recommended Texts........................................................................................10 Teaching and learning strategies ......................................................................12 Program of lectures...........................................................................................13 Assignment extensions and late penalties ........................................................16 Assessment schedule and tasks.......................................................................17 University Policy on Grading.............................................................................23 Appeals against grades ....................................................................................24 The Curriculum Resource Centre .....................................................................24 Student Support Services .................................................................................24 The School of Education recognises the Darug people as the traditional custodians of the land upon which we learn and teach.3 BEFORE YOU EMAIL ME CHECK THIS OUT My query is confidential Yes I need an extension Submit the form via ASK website I need special consideration Submit the form via ASK website I have an ongoing medical or wellbeing issue See Unit Outline I have another enquiry Email Dr Wayne No I need iLearn help Attend a workshop about iLEARN advertised on the MQU website and during O Week I have another computer problem Submit a OneHelp ticket I dont know how to use Turnitin Turnitin has HOW TO under HELP My Turnitin originality report hasn't appeared Resubmissions take up to 24 hours I will be absent from my tutorial YOU MUST ATTEND another as a one-off only and email your tutor I need general assessment help See the assessment guides I need essay help Download "How to write an academic essay" sheet from our iLEARN homepage4 ABOUT THE UNIT WELCOME TO EDUC105! This unit is intended as an introduction to the field of educational psychology. The 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 is on human development. Development and learning are influenced by a large range of factors, such as the cognitive, personal, social, emotional, and physical developments. 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 potential 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. EDUC105 has always been a popular unit with students. I hope it is for you! TEACHING STAFF Unit convenor: Dr Wayne Room: 355, Building X5B Email: [email protected] Specialist lecturers: Dr Ann McMaugh Email: [email protected] Aimee Parr (PhD in Gender specialization) Tutors TBA5 FACULTY OF HUMAN SCIENCE ADMINISTRATION Telephone: +61 (0)2 9850 9898 http://www.humansciences.mq.edu.au/current_students/undergraduate/ Faculty UG Student Centre Staff C3A Level 3 The Faculty Student Admin team do the following tasks: • First point of contact for all enquiries, answering general enquiries by phone x7957, e-mail [email protected] and in person from students • Process all student requests e.g. special consideration, waivers, extensions, appeals, exemptions and credit etc. • Provide advice in line with information provided in our Student Guides and Professional Experience Booklets SCHOOL OF EDUCATION ADMINISTRATION Departmental Administration Manager Email: [email protected] Phone: 02 9850 8656 Fax: 02 9850 8674 Office: X5B 359 Education Administration staff Administrative Assistants Phone: 02 9850 8704/8679 Fax: 02 9850 8674 Office: X5B 360 [email protected] [email protected] [email protected] TWO LECTURES TOPICS PER WEEK COMMENCE WEEK 1 Monday Topic 1 11am PG Price Theatre (W5A) Monday Topic 1 repeated 3pm Lotus Theatre (W6D) Tuesday Topic 2 11am Lotus Theatre Tuesday Topic 2 repeated 12pm PG Price Theatre Credit Points 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). COMPULSORY TUTORIALS Students are required to attend ALL tutorials which begin Week 2 6/3. Internal students register for and attend 1 tutorial per week. The roll is taken from your initial tutorial registration. There is no changing of your tutorial time after Week 2 of the semester. There are strict class size limits for effective teaching. ** IT IS COURTEOUS TO TURN OFF YOUR MOBILES** IF THE TEXTING OR CALL IS IMPORTANT, FINE, BUT PLEASE LEAVE THE TUTORIAL ROOM AND COME BACK. The aims of tutorials are to: 1. link theory and practice, promote group discussion and facilitate team work; 2. develop your skills in a range of areas, including academic research, critical analysis, and problem solving; and 3. help you to reflect on your learning in this unit.7  A ten out of ten tutorial attendance is compulsory and the roll is recorded. If you miss a tutorial you must have documentation otherwise you are marked as an unexplained absence.  YOUR PROPER SOURCES OF INFORMATION ARE THE CONVENER ANNOUNCEMENTS, LECTURES AND TUTORIALS.  FORM A STUDY GROUP WITH OTHER MEMBERS IN YOUR TUTORIAL BECAUSE THERE IS NO DISCUSSION FORUM ON iLEARN FOR EDUC105 AS IT CAUSES TOO MUCH CONFUSION AS THREADS OF POSTS FROM 680 STUDENTS SOMETIMES CARRY THE WRONG INFORMATION.  If you miss your tutorial, you should visit another tutorial in the same week (as a one off only), inform the visited tutor, email your normal tutor and Dr Wayne.  Tutorials comprise a 50 minute session each week. Classes begin at five (5) minutes past the hour.  You are expected to participate in the tutorial (which does not involve your mobile phone for personal texting), and to have read the textbook topic as listed for each tutorial as outlined in the Tutorial Timetable. Tutorials include a variety of hands on activities designed to supplement some of the content from the weekly lectures. You will also receive information on the unit, assignments and examination preparation.  You should have enrolled in a tutorial group online during the enrolment period. Please dial 9850 8704 or 9850 9898 if assistance is needed to enrol in a tutorial.  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. You are not allowed to swap tutorials after you are registered as there are strict class limits.  Absences from tutorials may lead to exclusion from the Unit (see University Handbook). The roll is taken for each tutorial. ACADEMIC HONESTY AND INTEGRITY Academic integrity means you submit only your own work, and make it easy for the reader to work out which parts of your assignment are original and which parts come from named sources. Collusion needs to be avoided We value students collaborating together as part of their learning experience. Often students form informal study groups, where they share understanding of unit content, and approaches to the assessments. However, it is important to realize that unless you are doing Group Work for an assignment, all of the work you submit for individual assessment should be completely your own independent work. Students are encouraged to form study groups, but this must not involve collusion to present group work as the work of the individual. How is an informal or formal study group different from engaging in Group Work? Working in study groups is different from engaging in assessed Group Work. Working in Groups involves a group of students combining their efforts in different ways to produce an evaluated piece of work,8 What is collusion? This is the unauthorised presentation of group work as your own. It may involve  Working with someone to provide one piece of work  Allowing others to share your assignment answer or copy your work  Using the assignment answer or work of another student (past or present) with or without their permission  It is collusion even if only small parts of the assignment are used  Allowing others to edit and write your work  Editing or writing the work of another student  Offering to do work for another student or seeking payment for preparing academic work for someone else How can you avoid collusion? Do not share your findings or answers to an assignment Do not use another student’s case studies, findings or ideas about an assignment Do not ask another student for a copy of their assignment Do not share your current or past assignments with another student (whether to “look at the structure” or any other reason). TECHNOLOGY REQUIREMENTS 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://ilearn.mq.edu.au/ Students will need to use their student username and password to log in and then choose EDUC105 from their My Online Units menu. The site supports the unit, but essentially provides no new material. Lecture slides will normally if possible be posted on iLearn 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 page. Please regularly check this page for updated messages. This will save you unnecessary emails. Please do NOT contact the Unit Convener or Tutors regarding technical support for your computer access as they do not have the technology or expertise. Log into http://informatics.mq.edu.au/help/ for various HELP procedures and phone numbers.9 LEARNING OUTCOMES During the course of this Unit, you will have the 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 with regards to your learning.  To demonstrate an understanding of factors within the learner and the environment that plays a role in human development.  To demonstrate an understanding of the basic theoretical concepts in the field of educational psychology.  To demonstrate an understanding of some applications of educational psychology in classroom contexts.  To demonstrate an understanding of educational ideas and issues through research and critical analysis.  To demonstrate an understanding of basic academic literacy skills in implementing a sustained and written argument.  To demonstrate an understanding of a range of appropriate and engaging resources and materials to support students’ learning.  To demonstrate an understanding of how to critically reflect on relevant issues and terminology for pedagogy in teaching and learning. You will have an opportunity to expand on the following during tutorials (or on campus days if External) and through your independent course work activities by developing: • foundation skills of literacy, numeracy and information technology; • 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; • communication skills for effective presentation; 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 at 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 strategies10 Graduate Professional Teaching Standards Know students and how they learn 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Know the content and how to teach it 2.2 Organise content into an effective learning and teaching sequence. Create and maintain supportive and safe learning environments 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. RECOMMENDED TEXTS This text is prescribed: Educational Psychology for Learning and Teaching. (Editions 2013-15/16). This is by Duchesne et al. or Krause et al. You are expected to read the lecture topics as a minimum. These topics are found in the above text or most Educational Psychology textbooks. It should be noted that further reading around the topics is usually helpful to student understanding. The textbook is available at the University Co-op Bookshop. Students are strongly advised to obtain their own copies of the prescribed texts. 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 ILEARN website due to copyright issues.11 Additional Readings Berk, L. (2003). Child Development. Boston: Allyn & Bacon. Eggen, P. & Kauchak, D. (2004). Educational Psychology Windows Into Classrooms. (6th ed.). New Jersey: Pearson Education. Long, M., Wood,C., Littleton, K., Passenger, T,& Sheehy, K . (2011). The Psychology of Education, NY. Routledge, 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. Woolfolk, A. & Margetts, K. (2010) . Educational Psychology. New Jersey: Pearson Useful Journals Applied Cognitive 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 Suggested texts for academic writing O’Shea, R. (2007). Writing for Psychology. South Melbourne Victoria: Thomson. This text is written in a reader friendly format and is recommended for students who are new to university study and academic writing.12 TEACHING AND LEARNING STRATEGIES The Unit lectures are audio-streamed and you can listen to each lecture and view the PowerPoint slides through the EDUC105 homepage link in iLearn. Our lectures are not intended to be a page by page reading from the one textbook. The lectures take their main topic area from the recommended textbook. These topics will be expanded upon and are a guide only. Students are expected to exercise research skills and explore other readings on the topics independently. However, the minimum exam content will be from:- 1. The lectures and 2. The Educational Psychology for Learning and Teaching textbook Extra reading, of course, will increase your chances of a higher quiz, essay and exam grade.13 PROGRAM OF LECTURES Preparing for lectures Each lecture requires some associated reading usually from the textbook before the lecture. Read about the Lecture Topic from the textbook (page numbers are not given as different editions of the Educational Psychology for Learning and Teaching can be used). The lectures and tutorial activities together with any additional material covered, comprise the content of the Unit. The assignments and final examination will be based on this material. Lectures are not intended to be a page by page reading from the one textbook. The lecturers use many sources. All lectures are audio streamed and you may listen to them on the web by visiting iLearn for EDUC105 (https://ilearn.mq.edu.au/) (the site is password protected). Lecture PowerPoint slides for each lecture are on ILearn also. Date Topic Lecture Topic Tutorial Topic 27/2 Introduction to the unit / academic integrity / unit requirements 1 Tutorials start week of 6/3 28/2 What is Educational Psychology? 2 Module 1 Theories of Development 6/3 Child development over time 3 1. Introduction 7/3 Cognitive development I (Piaget) 4 13/3 Cognitive development II (Piaget) 5 2. General Development 14/3 Cognitive development I (Vygotsky) 6 20/3 Cognitive development II (Vygotsky) 7 3. Piaget 21/3 Adolescence I 8 27/3 Adolescence II 9 4. Vygotsky 28/3 Moral development 10 3/4 Social development 11 5. Moral development 4/4 The Essay 12 Module 2 Theories of Learning 10/4 Behavioral Explanations of Learning 13 6. Social Development 11/4 Humanistic Explanations of Learning 1414 MID SEMESTER BREAK Friday 14/4 To Sunday 30/4 1/5 Constructivist Views of Learning 15 7. “Discovery” versus Direct Instructional 2/5 A Direct Instruction Approach 16 Learning Module 3 Critical Perspectives 8. Diversity in the classroom 8/5 Gender 17 9/5 Inclusive Education 18 15/5 Intelligence and Learning Differences 19 16/5 9. Intelligence Problem Solving 20 22/5 Geary’s theory of evolutionary cognition 21 10. Student Learning and problem Solving 23/5 Contemporary Educational Terminology 22 29/5 Unit overview, assignment feedback and exam session information 23 No tutorial1516 ASSIGNMENT EXTENSIONS AND LATE PENALTIES Applications for extensions must be made via https://ask.mq.edu.au/account/user/login?context=student Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via https://ask.mq.edu.au/account/user/login?context=student This will ensure consistency in the consideration of such requests is maintained. In general, there should be no need for extensions except through illness or misadventure that would be categorized as unavoidable disruption according to the University definition of same, and currently available at https://ask.mq.edu.au/account/user/login?context=student Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit conveners or their delegates after tasks are assessed. No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set. Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.17 ASSESSMENT SCHEDULE AND TASKS NOTE YOU DO NOT RECEIVE A RAW MARK ON INDIVIDUAL ASSESSMENTS BUT A GRADE RANGE Individual raw marks will not be given even if requested. There are four pieces of compulsory assessment: 1. An online task concerning the unit outline and academic honesty, 2. A major essay, 3. An online multiple choice test and 4. An examination. Task Weight Due Date Brief Description 1. On line quiz Low stake on line quiz 5% 11pm 15/3 Self-paced Completion = 5% No completion = 0% The quiz gives you the opportunity to check your understanding about important areas where students often lose marks or find themselves facing disciplinary action 2. Written Assignment (Essay) 35% 26/4 e-copy in Word format uploaded into iLEARN by 11pm 1600 word essay linking theory with practice 3. On Line Multiple Choice Quiz to complete in 40 minutes 10% 15/5 11pm 35 multiple choice questions on content up to and including Lecture 16 4. 2 hr Exam 50% During University Exam period 3 longer type questions and 5 short answer questions (Students will be given the general topic areas but not the specific questions)18 All of these assessment components (including the final major exam) must be completed to meet the outcomes/requirements of the unit. The assessment tasks below are presented in order of due dates. Task 1 Quiz Online Quiz 5% weighting Date Due: 15/3 11pm You must complete the module to receive a pass. This task is available from Week 1, and you may complete it at any time before the due date as it is turned off. Task 2 Written Assignment Due Date: 26/4 Weighting: 35% Length: 1600 words Write in an academic essay format following instructions in the Unit Outline and Lecture 12. At Mr. Gino’s school it is usual for teachers to look at how other experienced teachers are developing their students’ reading, writing, speaking, listening and critical thinking skills. His school is a local high school with a primary school next door. The program has a teacher from the primary school (Mrs. Van from Year 4) work with a secondary teacher. The structured collaborative program runs for a week. Mr. Gino the History teacher felt that there were so many things that he could learn from the primary area. Each time he went there, he was amazed at the stimulating and visually pleasing environment. The lessons were interesting and the Mrs. Van did not just “talk at” the students. It reminded him of how boring his own lessons were from the textbooks, whiteboard and the bareness of the classroom. So with the co-operation of Mrs. Van, they decided to work together. Mr. Gino would do History work with Mrs. Van’s class. In return, she would assist him in showing a variety of lesson strategies to teach his own class. The changes in Mr. Gino’s Yr. 8 class included a large board to celebrate outstanding student work, a reading corner containing numerous texts (students can borrow these) and copious amounts of student work displayed around the room. In addition as a reward, he also had a game’s area with educational work and computer thinking games for early finishers. In another space was a knowledge space where students could keep informed about world issues. For example, writing emails and letters to the local newspaper. There were learning centres for independent learning with activities related to the class topics. Students were placed in groups of two, three or four to work together on special interest topics as well as class topics. Mr. Gino made sure there was one better performing student in each group. Lots of talk was allowed in the classroom as long as it was on the topics. Students were encouraged to offer answers even if they were unsure if they were correct. Mr. Gino believes that his teaching and the students’ learning changed in quite significant ways. He now has a stimulating, informative environment that enhances the quality of his teaching. The efforts put into the classroom environment have been recognized by the students. He feels that the new organization of his classroom makes a strong statement about quality learning and about the value he places on his learning place. Mr. Gino is able to employ a diverse range of teaching methodologies. Students are immersed in learning every time they enter his classroom. Reluctant learners are motivated and they seem more excited to learn.19 How does the above relate to Piaget and Vygotskian theories? Illustrate your answer with practical examples from the scenario. What strategies would have Mrs. Van employed on her Yr. 4 class? Can you see any problems with either theory (Piaget and Vygotsky)? 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 Briefly describe the scenario by answering the questions. Embed your answers into paragraphs /essay format Discussion Apply theoretical concepts to substantiate your claims and suggestions. Conclusion Written Expression Provide a succinct conclusion of your scenario and present implications for teaching and learning. Is it a 1st Yr University standard? 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. 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 be the Educational Psychology for Learning and Teaching textbook. 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 thus20 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. There are multiple copies of the books below. 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. (2006). Educational Psychology for learning and teaching. South Melbourne: Thomson. Long, M., Wood,C., Littleton, K., Passenger, T,& Sheehy, K . (2011). The Psychology of Education, NY. Routledge, McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning (2nd ed.). Sydney: Prentice Hall. Santrock, J. W. (2004). Child Development. Boston: Mc Graw Hill. Slavin, R. (2000). Educational psychology: Theory and practice (5th ed.). Boston: Allyn and Bacon. Woolfolk, A. & Margetts, K. (2010) . Educational Psychology. New Jersey Pearson 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. 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.21  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. Load your file to TURN IT IN on iLEARN By ticking the box before upload you have are signing that you have adhered to the University’s Academic Honesty Policy  Essays have a margin of at least 1.5cm.  Use double line spacing not single space. 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. Extension submission are made on line. Unless an extension has been granted PRIOR TO THE DUE DATE and the extension is submitted online through the Faculty of Human Science with documentation, a late penalty will be applied. The late penalty increases with the length of time the essay is late. 1.75 marks will be deducted for each day (including weekends and public holidays) the essay is outstanding. DO NOT CONTACT CONVENER/TUTORS ABOUT EXTENSIONS they are done on line through https://ask.mq.edu.au/account/user/login?context=student The Faculty requires documentation. NOTE the topic has been advertised since Wk 1 so late submissions are not viewed favorably. 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. The School of Education subscribes to the American Psychological Association (APA) referencing guidelines. You are expected to adopt these in your assignments. Use APA for referencing. E.g. 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 will have the APA guidelines will be on the ILearn website. You must adhere to the stated word limit. The Reference List, tables and appendices are not included in the word limit. NOTE: You will receive a grade range not a numerical mark for your essay. 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 an email to Dr Wayne immediately. You will need to submit the marked copy and a covering letter to the Faculty Office Level 3 (C3A). Clearly mark the envelope for the attention of Dr Wayne. Task 3 QUIZ22 ON LINE QUIZ Date Due: Shuts off 11pm 15/5 Weighting: 10% Test must be completed within 40 minutes. This 40 minute online quiz comprises 35 multiple choice questions based on lecture and textbook materials up to and including Lecture 16. THIS IS NOT A GROUP EXERCISE. IT MUST BE COMPLETED INDIVIDUALLY OR IT WILL BE CONSIDERED ACADEMIC DISHONESTY. iLEARN TRACKS ALL STUDENT SCORES AND LOG IN TIMES. WE PARTICULARLY LOOK AT CLUSTERS OF INCORRECT ANSWERS FROM STUDENTS. The quiz will be available online 5 days before the due date. Please read the quiz instructions carefully. You must access this quiz through the EDUC105 iLEARN. 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). The quiz turns off at 11pm. 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 ILEARN WITHIN A WEEK AFTER THE QUIZ. Task 4 Major Examination Weighting: 50% 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 the Duchesne et al. textbook reference 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 lectures. The University Examination period S1 2017 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 are available at https://ask.mq.edu.au/account/user/login?context=student23 There will be a Supplementary Examination. It will be scheduled TBA following the official EDUC105 examination day which MAY be after the University exam period. Special consideration (you do this on-line through https://ask.mq.edu.au/account/user/login?context=student with documentation) must be approved before you to sit the supplementary. Macquarie University will NOT set early examinations for individuals or groups of students. OTHER Important Assessment Information  Students must attempt all of the assessments including the exam. ALL assessment tasks including Task 1 must be completed and submitted on time in order to satisfy course outcomes.  Tutorial attendance is compulsory and you are expected to remain in your designated tutorial group in order to be marked off on the roll.  No assignment grades will be released over the telephone. Please do not phone Education Office staff for this information.  If you have queries about your assignment grade range, you should consult your marker first. UNIVERSITY POLICY ON GRADING HD 85- 100 Pass Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality, insight or creativity 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 program. D 75- 84 Pass Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality or creativity in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the program and the audience. CR 65- 74 Pass Provides evidence of learning that goes beyond replication of content 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 program. P 50- 64 Pass Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the program; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the program. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes. F 0- 49 Fail Does not provide evidence of attainment of learning outcomes. 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 program.24 NOTE AGAIN: Numerical marks will NOT be awarded for individual assessment tasks but a Grade RANGE. 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:  A clerical error occurred in the determination of a final grade.  The Unit Guide was not in accordance with the Unit Guide Policy.  Due regard was not paid to an illness or misadventure that had been found to be eligible for special consideration.  The student had been disadvantaged in some way due to the conduct of an assessment task.  The student had been disadvantaged by variation of the assessment requirements or feedback provisions laid out in the Unit Guide.  The assessor’s judgement was not objectively applied. Further information regarding the relevant policy and procedures can be found on the University's Policy Central website. THE CURRICULUM RESOURCE CENTRE The Curriculum Resource Centre on Level 3 of the Macquarie Library contains school-level curriculum materials for the support of the University’s Teacher Education Programs. The Centre contains: curriculum documents, textbooks, curriculum projects children’s literature, kits, games, audio-tapes, school magazines, posters, charts, pamphlets, publishers’ catalogues and reference books. All items in the collection are able to be borrowed on a two week basis. Students are encouraged to use the Centre to the fullest in order to enrich their teaching with the most appropriate supporting resource materials. The University Library also provides a range of learning opportunities aimed at developing student capabilities in research and information technology. Topics covered include:  computer kick start;  getting started – finding library materials;  project on-line training;  researching a topic; and  searching the catalogue. You can choose to learn online or at face-to-face sessions in the Library. STUDENT SUPPORT SERVICES25 Campus Wellbeing provides a range of support services. These include medical services, the disability service, counselling, welfare services and a chaplaincy. The Disability Service is one of the services provided by Campus Wellbeing. Staff from the Disability Service work with students who have a permanent or temporary disability and/or health condition to get the services they need so as to have an equal opportunity to flourish at Macquarie University. Students can contact or register with the Disability Service at any time before or during their studies at Macquarie. Please contact the Disability Service through MQU website to learn more about the services that may be available to you to enable you to flourish in your studies. Special Consideration The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. The Special Consideration provision is to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The University recognises that at times an event or set of circumstances may occur that:  could not have reasonably been anticipated, avoided or guarded against by the student;  was beyond the student’s control;  caused substantial disruption to the student’s capacity for effective study and/or completion of required work;  substantially interfered with the otherwise satisfactory fulfilment of unit or program requirements; and  was of at least three (3) consecutive days’ duration within a study period, and/or prevented completion of a formal examination. Information related to Special Consideration can be found at: https://ask.mq.edu.au/account/user/login?context=student The Special Consideration policy can be found at: Policy Central.