Outline

Overview

This unit of study is the first part of Education II. Its aim is to provide a general introduction to educational psychology, surveying a range of individual and social influences on learning This unit plays an important role in supporting later teaching and curriculum studies in the Bachelor of Education degree. At the end of this unit of study, students will have made substantial progress towards understanding the utility of research in psychology for educators. They will have the capacity to describe learning and teaching activities in terms of their psychological efficacy, especially as it relates to young people. Similarly they will have been introduced to the theory and practice of assessment and evaluation in educational settings, and the impact of assessment on learning and motivation. They will have had training in two Department of Education and Community policies, Good Discipline and Effective Learning, and Student Welfare.

Unit details and rules

Unit code	EDUF2006
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	(EDUF1018 and EDUF1019) or 30 junior credit points
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Paul Ginns, paul.ginns@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Select-and-fill-in concept map 1 Multiple choice test based on a concept map	10%	Week 02 Due date: 04 Mar 2022 at 23:59	Untimed/450wd equivalent.
Outcomes assessed:
Assignment	Research-based reflection Written assignment	40%	Week 05 Due date: 25 Mar 2022 at 23:59	1800 words
Outcomes assessed:
Assignment	Select-and-fill-in concept map 2 Multiple choice test based on a concept map	10%	Week 12 Due date: 20 May 2022 at 23:59	Untimed/450wd equivalent
Outcomes assessed:
Assignment	Written report Written assignment	40%	Week 13 Due date: 27 May 2022 at 23:59	1800 words
Outcomes assessed:

Assessment summary

Select-and-fill-in concept maps: The purpose of these assessment tasks is to evaluate your high-level understanding of key topics (research methods, assessment) addressed in the unit. A select-and-fill-in (SAFI) map is a form of concept map where a number of the nodes, or links between nodes, are blanked out. Based on your understanding of the reading from which the SAFI map is derived, you will need to nominate from a list of options which word is appropriate to a specific node or link.
Research-based reflection: Using self-determination theory and research, describe a time when you were “intrinsically motivated” at school, and a time when you were not. Reflecting on the time when you were not “intrinsically motivated” and if you were now teaching your younger self, what changes would you make in curriculum and/or pedagogy to help your younger self become more self-determined?
Written report: Students are required to submit a written report responding to “The Classroom Experiment” or “Risky Play”.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction 2. Epistemological foundations	Lecture (1 hr)
	Research methods in educational psychology	Lecture (1 hr)
	Week 1: Introduction to EDUF2006	Tutorial (1 hr)
Week 02	Learning and Development	Lecture (1 hr)
	Attachment, teaching and learning	Lecture (1 hr)
	Week 2: Focus on assessment tasks	Tutorial (1 hr)
Week 03	An introduction to motivation	Lecture (1 hr)
	Self-determination theory part 1	Lecture (1 hr)
	Week 3: Relationships and learning	Tutorial (1 hr)
Week 04	Self-determination theory part 2 and engagement	Lecture (1 hr)
	Memory 1: prior knowledge	Lecture (1 hr)
	Week 4: schemas and comprehension	Tutorial (1 hr)
Week 05	Memory 2: working memory	Lecture (1 hr)
	Metacognition and learning	Lecture (1 hr)
	Week 5: working memory and learning	Tutorial (1 hr)
Week 06	Narrative and learning	Lecture (1 hr)
	Practice, practice, practice...	Lecture (1 hr)
	Week 6: habits and learning (via Discussion Board)	Tutorial (1 hr)
Week 07	Embodied learning	Lecture (1 hr)
	Multimedia learning	Lecture (1 hr)
	Week 7: embodied learning	Tutorial (1 hr)
Week 08	Learning and creativity	Lecture (1 hr)
	Non-cognitive individual differences 1: conscientiousness/self-control	Lecture (1 hr)
	Week 8: Creativity and learning	Tutorial (1 hr)
Week 09	Non-cognitive individual differences 2: anxiety and test anxiety	Lecture (1 hr)
	Social contexts of learning 1: overview	Lecture (1 hr)
	Week 9: Big Five personality survey (via online task and Discussion Board)	Tutorial (1 hr)
Week 10	Social contexts of learning 2: cooperative learning	Lecture (1 hr)
	Social contexts of learning 3: classroom management	Lecture (1 hr)
	Week 10: self- and peer-questioning as learning strategies	Tutorial (1 hr)
Week 11	Aligning learning, teaching and assessment	Lecture (1 hr)
	Assessment and systems thinking	Lecture (1 hr)
	Week 11: focus on final assessment tasks	Tutorial (1 hr)
Week 12	Issues in assessing student learning	Lecture (1 hr)
	Feedback and learning	Lecture (1 hr)
	Week 12: wrap-up tutorial	Tutorial (1 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops, tutorials or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The recommended text for EDUF2006 is:

McInerney, D.M. (2016). Educational psychology: Constructing learning (6th ed.). Mebourne, VIC: Pearson.

https://www.pearson.com.au/9781442562851 (note that ebook versions are available)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of the role of uncertainty in research on how students learn, and the implications of this uncertainty for teaching and professional development decisions
LO2. explain the implications of constructivist and social constructivist approaches for teaching and learning
LO3. explain how key concepts (eg. motivation, expertise) in the unit provide an integrated conception of the nature of learning
LO4. derive educational implications and applications from the theory and research presented in the unit
LO5. align learning theories with teaching methods and assessment practices
LO6. relate student welfare and classroom management issues to theories of learning, motivation and assessment.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In 2022, we will be aiming to return to a (mostly) face-to-face tutorial series. Two Discussion Board-based tutorials, on habit formation and personality, have been retained as these are well-suited to this format.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUF2006: Educational Psychology

Semester 1, 2022 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect