Module PSYC3191: PSYCHOLOGY INTO SCHOOLS

Department: Psychology

PSYC3191: PSYCHOLOGY INTO SCHOOLS

Prerequisites

• Satisfactory completion of compulsory modules of chosen program. Interview by three people taken from a panel comprising the module co-ordinator(s), an individual with experience of teaching science in schools and, a member of the psychology deparment TLC. In accordance with pre-published criteria (www.uas.ac.uk) CRB check for working with children (£10 cost for students to pay). Can only be taken at Level 3 of a three year degree (BSc.).

Corequisites

• None.

Excluded Combination of Modules

• GEOL3251, MATH3121

Aims

• To develop a range of key skills in the student and to offer an early taste of teaching Psychology to those interested in pursuing it as a career of for other career pathways where public understanding of science is required.
• To help students gain confidence in communicating Psychology, develop strong organisational and interpersonal skills, and understand how to address the needs of individuals.
• To learn to devise and develop Psychology projects and teaching methods appropriate to engage the relevant age group they are working with.
• To help inspire a new generation of Psychologists as prospective undergraduates by providing role models for school pupils.
• To help teachers convey the excitement of their subject to pupils by showing them the long-term applications of school studies, especially cross disciplinary relationships in Psychology.
• To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.

Content

• A competitive interview system will be used to match students with appropriate schools and a specific teacher in the local area, and each student selected will be given a chance to visit the school they will be working in before commencement of the module.
• Two day training course to working in schools and with children.
• Series of four lectures on learning skills and presentation.
• The student will be required to spend half a day (approx 4hrs) a week in the school every week for a term (or at least 10 weeks).
• Six compulsory tutorials which will provide an opportunity for students to share their experiences.
• The students will be involved in the following activities in support of their learning and teaching:
• Classroom observation and assistance: Initial contact with the teacher and pupils will be as a classroom assistant, watching how the teacher handles the class, observing the level being taught and the structure of the lesson, and offering practical support to the teacher.
• Teaching assistance: The teacher will assign the student with actual teaching tasks, which will vary dependent on specific needs and the student's own ability as it develops over the term. This could include for example offering problem-solving coaching to a smaller group of higher ability pupils, or taking the last ten minutes of the lesson for the whole class. The student will have to demonstrate an understanding of how the level of the knowledge of the pupils they are teaching fits in to their overall learning context in other subjects.
• Whole class teaching: Students will typically be offered, in collaboration with their teachers, at least one opportunity to undertake whole class teaching, albeit that it may be only for a small part of the lesson.
• University awareness: Students will represent and promote their academic discipline as a potential university choice to pupils across the social and academic range represented at their partner schools.
• Special projects: The student will devise a special Psychology project on the basis of discussion with the teacher and course co-ordinator and their own assessment of what will interest the particular pupils they are working with. The student will implement the special project and evaluate it. The student will be required to show that they can analyse a specific teaching problem and devise and prepare appropriately targeted teaching materials, practical demonstrations and basis 'tests' where appropriate.
• Extra-curricula projects: The student may be supervised by the teacher in helping to run an out-of-timetable activity, such as a lunchtime club or special coaching periods for higher ability pupils. The student will have to demonstrate an ability to think laterally in order to formulate interesting ways to illustrate more difficult scientific concepts.
• Written reports: The student will keep a journal of their own progress in working in the classroom environement, and they will be asked to prepare a written report on the special project.
• The teachers will act as the main source of guidance in the schools but, in addition, the students will also be able to discuss progress with the module co-ordinator or a member of the Science Learning Centre whenever necessary.

Learning Outcomes

• On successful completion of this module students will:
• be able to assess and devise appropriate ways to communicate a difficult principle or concept.
• will have gained a broad understanding of many of the key aspects of teaching in schools.
• will have an advanced understanding of Psychology through having to explain to others.
• will have an advanced understanding of the problems of public perception of science.

• Be able to communicate effectively, both one to one and with small groups.
• Be able to understand the needs of individuals.
• Be able to use interpersonal skills when dealing with colleagues.
• Will know the responsibilites and appropriate conduct for a teacher.
• Will be able to improvise when necessary.
• Will know how to give (and take) feedback on Psychology issues.
• Will be able to organise, prioritise and negotiate.
• Will be able to undertake public speaking on Psychology generally.
• Will know how to work with others in teams.
• Will know how to prepare lesson plans and teaching materials for Psychology.

• See above.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module is concerned principally with the development of a range of interpersonal skills and the professional competencies expected of an effective teacher (or a facilitator to others), rather than with specific disciplinary subject content (although subject content is utilised and developed in the teaching context). To this end, the pre-placement training and the experience of working collaboratively with both teachers and pupils at the placement school, will ensure that all of the specified learning outcomes are met. The range of assessment methods provide a variety of evidence of the attainment of the learning outcomes, via a log of the student's experience and an accompanying reflective report; the practical demonstration of teaching competencies in the context of the assessed presentation; and an element of independent corroboration of activities and progress, via the teacher's report.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Attendance of tutorials and discussions on teaching Psychology and public perception of science. Design of end of unit special projects.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University