teaching guide to the field educational psychology

1 Course guide to the field Educational Psychology
PCA-27-F-01 Ed.01
TEACHING GUIDE TO THE FIELD
EDUCATIONAL PSYCHOLOGY
Grado LOGOPEDIA
Facultad de Psicología, Magisterio y Ciencias de
la Educación
Universidad Católica de Valencia San Vicente Mártir
Curso 2015/16
Universidad Católica de Valencia “San Vicente Mártir”
2 PCA-27-F-01 Ed.01
Course guide to the field Educational Psychology
COURSE GUIDE TO THE FIELD EDUCATIONAL
PSYCHOLOGY
ECTS
6
FIELD: EDUCATIONAL PSYCHOLOGY
SUBJECT: PSYCHOLOGY
36
MÓDULE: BASIC FORMATION
60
CURSO: SECOND Semestre: SECOND Type of learning: Obligatory Departament:
Science occupation, Developmental psychology and education
TEACHER: CARMEN RICO PRIETO
E-mail:
[email protected]
ORGANIZACIÓN DEL MÓDULO
____________________________________________________________________________
60 ECTS
BASIC FORMATION
SUBJECT
ANATOMY
PHISIOLOGY
LINGUISTICS
PSYCHOLOGY
Curso/
ECTS
ASIGNATURA
ECTS
6
Functional anatomy of the organs of
speech and hearing
6
1/1
Functional anatomy of the organs of
speech and hearing (2)
6
1/2
Fundamentals of Neuroscience
6
1/2
Applied linguistics for speech
therapists
6
1/1
Basic psychological processes
6
1 /1
Developmental Psychology
6
1 /1
Psychology of language development
6
1 /2
Psycholinguistics
6
2/3
Research Methodology
6
2 /4
Educational Psychology
6
2 /4
12
6
36
semestre
Universidad Católica de Valencia “San Vicente Mártir”
3 Course guide to the field Educational Psychology
PCA-27-F-01 Ed.01
COURSE GUIDE TO: PSICOLOGÍA DE LA EDUCACIÓN
Requisitos previos: Ninguno.
OBJETIVOS GENERALES
a. Acquire ample, comprehensive and organized conceptual schemes on the
Psychology of the Education.
b. Develop abilities of phenomena analysis of the educative.
c. Study the different agents from the educative context.
d. Know the diverse scopes of performance of the Psychology of the Education.
e. Analyze and to include/understand the education like complex phenomenon,
within scholastic educative contexts and nonstudents.
f. Obtain positive attitudes towards questions relative to the educative phenomenon.
g. Handle specific bibliographical sources of the matter.
h. Expose, by means of analytical and synthetic procedures, own contents of the
matter that the pupils will have to treat.
i. Harness from the reflection and I engage in a dialog a critical point of view.
j. Be conscious of how the educative phenomenon of the social and communitarian
weave through mass media comprises.
k. Now fundamental the epistemologic and methodologic aspects the Psychology of
the Education.
l. .Know and to compare the theoretical contributions of eminent authors in
Psychology of the Education.
m. Learn to apply to the theoretical knowledge to the practical situations of
education learning.
n. Value the importance of the interpersonal factors intra and in the educative
situation.
o. Integrate the pertinent information to obtain a complete evaluation of the
education process/learning.
p. Value the experiences in the classroom to be able to innovate the educative
practice.
Universidad Católica de Valencia “San Vicente Mártir”
4 PCA-27-F-01 Ed.01
Course guide to the field Educational Psychology
CROSS-­‐SECTIONAL COMPETENCES (CC)
Ponderación de
la competencia
1
2
3
1. Analysis and synthesis
4
X
3. Find, evaluate, organize and manage information systems.
X
4. Speaking and writing fluently, appropriately and with the necessary consistency to meet the academic standards of correctness in the language of instruction
5. Make decisions and being responsibile for them.
7. Critically evaluate own job performance and that of other professionals to improve results
12. Having an open and flexible attitude to lifelong learning.
X
X
X
X
SPECIFIC COMPETENCES (SC)
1
2
15. Understand and integrate the psychological foundations of Speech: language development, psychological development, Neuropsychology of language, basic processes and Psycholinguistics
18. Understand and integrate the educational foundations of Speech: The processes of teaching and learning.
45. Use technologies of the information and the communication
LEARNING OUTCOMES
3
4
X
X
X
COMPETENCES LO1. Understand the concept of education and to have an
integral vision of educative psychology in the contexts of formal
and informal education.
CC:1, 3, 4, 5, 7, 12,
LO2. Describe the educative phenomenon from the Psychology of
the Education.
CC:1, 3, 4, 5, 7,12,
LO3. Know the tasks and functions the psicoeducativa
intervention
CC:1, 3, 4, 5, 7, 12,
SC:15, 18, 45
LO4. Apply the contents to diverse educative contexts.
CC:1, 3, 4, 5, 7,
SC:15, 18, 45
SC:15, 18, 45
SC:15, 18, 49
Universidad Católica de Valencia “San Vicente Mártir”
5 Course guide to the field Educational Psychology
PCA-27-F-01 Ed.01
LO5. Eflect on the possibilities and difficulties concretely of
introducing the effective perspective in the different educative
contexts and in the present scholastic system.
CC:3,
SC:15, 18, 45
LO6. Look for bibliographical information for the elaboration of the
different contents proposed in the subjet.
CC:1, 3, 4, 7
LO7. Work in equipment and to collaborate effectively with other
people.
CC:1, 3, 4, 5, 7, 12
LO8. Apply to the theoretical contents to the practice of evaluation
and psicoeducativa intervention.
CC:1, 3, 4, 5, 7, 12
LO9. Elaborate picopedagógicos information.
CC:1, 3, 4, 5, 7, 12,
SC:15, 18, 45
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide to the field Educational Psychology
ON-­‐CAMPUS EDUCATIONAL ACTIVITIES
ACTIVIDADES FORMATIVAS DE TRABAJO PRESENCIAL
ACTIVITY
Teaching-­‐Learning Methodology
Relationship With Learning Relationship With Outcomes for the competences
subject Teacher presentation of contents, analysis of competences, explanation and in-­‐class display of skills, abilities and knowledge.
LO1, LO2,
LO3, LO4,
LO5, LO6.
CC:1, 3, 4, 5,
7,12,
SC:15, 18, 45
1
PRACTICAL CLASSES
Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-­‐line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. LO7, LO8,
LO9.
CC:1, 3, 4, 5,
7,12,
SC:15, 18, 45
0,90
OFFICE ASSISTANCE
Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc.
ON-­‐CAMPUS CLASS
ASSESSMENT
Set of oral and/or written tests used in initial, formative or additive assessment of the student
0,30
LO3, LO4,
LO7, LO8,
LO9.
CC:1, 3, 4, 5,
7,12,
SC:15, 18, 45
LO1, LO2,
LO3, LO4,
LO5, LO6,
LO7, LO8,
LO9.
CC:1, 3, 4, 5,
7,12,
SC:15, 18, 45
TOTAL
ECTS
0,20
2,4
Universidad Católica de Valencia “San Vicente Mártir”
7 Course guide to the field Educational Psychology
PCA-27-F-01 Ed.01
INDEPENDENT WORK ACTIVITIES
ACTIVITY
Teaching-­‐Learning Methodology
GROUP WORK
Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-­‐group tutoring sessions. Work done on the university e-­‐learning platform ( www.plataforma.ucv.es )
Relationship With Learning Relationship With Outcomes for the competences
subject ECTS
LO1, LO2,
LO3, LO4,
LO5, LO6,
LO7, LO8,
LO9
CC:1, 3, 4, 5, 7,
T12,
SC:15, 18, 45
1.2
LO1, LO2,
LO3, LO4,
LO5, LO6,
LO7, LO8,
LO9
CC:1, 3, 4, 5, 7,
T12,
SC:15, 18, 45
2,4
TOTAL
3.6
INDIVIDUAL
WORK
Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-­‐group tutoring sessions. Work done on the university e-­‐learning platform ( www.plataforma.ucv.es )
Universidad Católica de Valencia “San Vicente Mártir”
8 PCA-27-F-01 Ed.01
Course guide to the field Educational Psychology
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Final test of the
theoretical contents (it is
necessary to surpass
this section with 3
points).
R1, R2, R3, R4, R5
Allocated Percentage
60%
Practical group work of
evaluation and
intervention (it is
30%
R6, R7, R8, R9
necessary to surpass
this section with 1.5
points)
Attendance to class and
10%
delivery of practical
activities when finalizing
R1, R2, R3, R4, R5, R6, R9
each session.
Additional information: IT IS NECESSARY TO SURPASS EACH ONE OF THE EVALUATION
BLOCKS TO BE ABLE TO MAKE THE AVERAGE OF ALL OF THEM. IF THE ONE OF THE BLOCKS
SUBJET IS SUSPENDED IT WILL BE SUSPENDED.
MENTION OF DISTINCTION: The grade will be granted to those students who have attained a grade of 9,5 and have proven high proficiency in the language Universidad Católica de Valencia “San Vicente Mártir”
9 Course guide to the field Educational Psychology
PCA-27-F-01 Ed.01
DESCRIPTION OF CONTENTS
1. Concept of educational psychology 1. Educational psychology as science.
2. Psychoeducational assessment
2. Agents of the educational situation 1. The teacher. 2. The student. Academic motivation. 3. Self-­‐regulated learning. 3. The state of education in action 1. Attention-­‐Deficit Hyperactivity Disorder. 2. Emotional education. 3. The classroom environment. COMPETENCES
C1, 7, 12,
S15
C1, 7, 12,
S15, 18
C1, 3, 4, 5, 7, 12,
S45
TEMPORAL ORGANIZATION OF LEARNING:
CONTENT/TEACHING UNIT
# OF MEETINGS 1
1. Concept of educational psychology
6
2
2. Agents of the educational situation
15
3
3. The state of education in action
9
*Each block corresponds to a teaching unit. The sessions are indicative and depend on the pace of learning and the needs of students and teaching dynamics, and the inclusion of new activities during the course of the field Universidad Católica de Valencia “San Vicente Mártir”
10 PCA-27-F-01 Ed.01
Course guide to the field Educational Psychology
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psicología de la Educación. Evaluación e intervención psicoeducativa. Madrid: Pirámide.
BADIA, A., MAURI, T. Y MONEREO, C. (2004). La práctica psicopedagógica en educación formal.
Barcelona: UOC.
BELTRÁN, J. Y BUENO, J.A. (1995). Psicología de la educación. Barcelona: Marcombo.
BURON, J. (1993): Enseñar a Aprender: Introducción a la Metacognición. Bilbao: Mensajero
CARRETERO, M. (1993): Constructivismo y Educación. Zaragoza: Edelvives.
COLL, C. y cols. (1992). Los contenidos en la reforma. Madrid: Santillana.
COLL, C., MARTIN, E., MAURI, T. y cols. (1993): El Constructivismo en el Aula. Barcelona: Graó.
COLL, C., PALACIOS, J. y MARCHESI, A. (2001). Desarrollo psicológico y educación 2. Psicología
de la educación escolar. Madrid: Alianza.
COLL, C., MIRAS, M., ONRUBIA, J. Y SOLÉ, I. (1998). Psicología de la Educación. Barcelona:
Edhasa.
DOMÉNECH, B. (2007). Psicología de la educación e instrucción: su aplicación al contexto de la
clase. Castellón de la Plana: Universitat Jaume I.
GALLIFA, J. (1990). Models cognitius de l'aprenentatge. Barcelona: Raima.
GONZÁLEZ-PIENDA, J.A., GONZÁLEZ, R., NUÑEZ, J.C. Y VALLE, A. (2002). Manual de Psicología
de la Educación. Madrid: Pirámide.
GONZÁLEZ, E. Y BUENO, A. (2004). Psicología de la educación y del desarrollo en la edad escolar.
Madrid: CCS.
HERNANDEZ, F., y SANCHO, J.M. (1993): Para enseñar no basta con saber la asignatura.
Barcelona: Paidón
NISBET, J. y SCHUCKSMITH, J. (1987). Estrategias de aprendizaje. Madrid: Santillana.
PENNAC, D. (2007). Mal de escuela. Barcelona: Literatura Mondadori
WOOLFOLK, A.E. (1999). Psicología Educativa. México: Prentice Hall.
Universidad Católica de Valencia “San Vicente Mártir”