ba
15

Twin Programme

Psychology in Learning and Instruction

In this module students will learn to understand the contribution and added value of psychology to education through a mixture of theoretical and practical coursework in which they alternately assume the role of student, teacher, researcher, and designer. The module consists of three components scheduled in sequential order. In the theory component students develop an initial understanding of how people learn and how instruction can promote the learning process while taking into account individual differences in age, cognitive development, and motivation as well as prevalent learning deficiencies such as dyslexia and dyscalculia. This theoretical knowledge is ‘brought to live’ in the skills lab where students will prepare and deliver a short instruction to their peers, and investigate the learning activities and learning outcomes in the lessons given by their peers. These theoretical and practical experiences are then used in the project where students will work in small groups on the design and evaluation of an instructional intervention. The choice for a particular topic, intervention, and group of learners is free to some extent, so students can follow their own interests

Bachelor final year

Faculty of Behavioural Management and Social Sciences

Applied Sciences 

15

Quartile 1A - 2019

120 EC finished, relevant domain-specific prior knowledge

English

IELTS 6.0 or TOEFL iBT 80

To be paid at home institution

The Courses

Theory component

After completing Part A of this component the student is able to:

-  understand how people learn to read

-   understand how people learn mathematics

-  understand how people learn science

-   understand how people (learn to) regulate their own learning process 

-  understand how information is best stored in and retrieved from memory

-   understand how individual differences affect the learning procses

After completing Part B of this component the student is able to:

-  understand how instructional theories are rooted in behavioural, cognitive, and (social) constructivist approaches to learning 

-   understand the characteristics and effectiveness of expository forms of instruction 

-   understand the characteristics and effectiveness of collaborative methods of instruction 

-   understand the characteristics and effectiveness of authentic forms of instruction 

-   understand the characteristics and effectiveness of inquiry-based instruction 

-   understand the conditions for effective learning and instruction 

-   understand the role and application of assessment in learning and instruction

Skills lab component

After completing Part A of this component the student is able to:

-  know the purpose and application of psychological research methods and techniques in education.

-  understand how the choice of psychological research methods and techniques depends on the researcher’s questions and hypotheses

-  understand how observations, log files, and student products can be used to investigate learning processes and learning outcomes

-  prepare, conduct, and report on a structured observation to measure classroom management skills

-  prepare, conduct, and report on log file analysis to measure learning processes   prepare, conduct, and report on artefact coding to measure learning outcomes

After completing Part B of this component the student is able to:

-  understand the role and performance of basis didactical skills (e.g., explaining, questioning, giving feedback) in instruction.

-  understand the role and importance of classroom management skills in delivering an effective instruction

-  design a lesson plan in preparation of a 15-minute instruction designed according to one of the instructional theories addressed in Part B of the theoretical component of this module

-  apply didactical and classroom management skills in delivering this instruction to a smallgroup of learners

-  analyse your own performance in this teaching-learning process through reflection

Project

After completing the project the student is able to:

-  formulate learning goals and to make reasoned choices for instructional design theories to reach these goals

-  transform goals and theories systematically into a design and prototype of an interactive learning environment

-  perform and report on a small formative evaluation of the prototype   cope with the difficulties in management of, and communication within a cooperative design project

How to apply

To apply for an exchange programme, you will have to follow these seven steps:

1. Pre-application phase: 6 - 4 months before arrival

2. Nomination: 6 - 3 months before arrival

3. Application phase: 6 - 3 months before arrival

4. Assessment phase: 4 - 2 months before arrival

5. Acceptance or rejection: 3 - 2 months before arrival

6. Preparation to arrival phase: 3 - 1 month(s) before arrival

7. Upon arrival and during your stay at the UT

Apply now!

University of Twente

The Netherlands

University of Twente is a university located in Enschede, Netherlands and partner of the European Consortium of Innovative Universities (ECIU).

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