EHCE6-en

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE6

SEMESTER

A Elective

COURSE TITLE

Theories of Learning and Special Education

COORDINATOR

ZAHAROULA TAVOULARI

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars, Labs

3

4

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

 Upon successful completion of the course the student will be able to know:

• the basic psycho-pedagogical principles of learning theories related to educational practice with a focus on special education,
• the basic models of instruction and the utilization of learning strategies with a focus on special education,
• to design tools, collect, understand and use data and transform them into complete documented action plans in collaboration with other members of the school community in order to improve education at school / special education school,
• to use the tools at their disposal correctly and effectively in order to plan and implement innovative teaching practices in the field of special education,
• to be able to mobilize the necessary, material and human resources, for the creation of learning communities at school / special education school,
• to communicate ideas, plans and procedures effectively to the other members of the school community (teachers, parents, students) and the local community with professionalism based on structured argumentation,
• think and act creatively and innovatively on (a) promoting student inclusion and learning, (b) involving and mobilizing parents and the local community, and (c) supporting instruction and school teachers’ and other staff’s professional development on instruction,
• to set goals and turn ideas and plans into actions using the knowledge and skills acquired
• to demonstrate creative synthetic ability and special problem-solving skills related to teaching and special issues related to Special Education
• to take responsibility for decision-making in problematic situations concerning issues of teaching choices composing short or medium-term individualized study programs at school / special education school.

General Skills

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

1. Introduction to learning theories, conceptual approach of the term, a framework of teaching models and strategies and evaluation of their importance in relation to educational practice in special education
2. From Herbertianism to Behaviorism I. Behavioral model of teaching, analysis, prerequisite activities, particularization of learning objectives, principles of behaviorism in special education teaching.
3. Behaviorism II. Assumptions, examples, observation keys on decision making in behavioristic special education teaching strategies.
4. Socio-cognitive learning theories. Socio-cognitivist model of teaching and principles of socio-cognitive theory in special education teaching practice.
5. Cognitive learning theories I. Conceptual approach of cognitive learning theories, precursors of cognitive learning theories, cognitive constructivism.
6. Cognitive learning theories II. Cognitive constructivist model of teaching, teaching principles and educational applications in special education.
7. Social constructivism. Social constructivist model of teaching, teaching principles and educational applications in special education.
8. Heuristics – inquiry learning. Basic theoretical concepts, analysis, prerequisite activities, particularization of learning objectives, teaching principles and educational applications in special education.
9. Gagne’s model of instruction. Basic theoretical concepts, analysis, prerequisite activities, particularization of learning objectives, teaching principles and educational applications in special education.
10. Information processing learning model. Basic theoretical concepts, analysis, prerequisite activities, particularization of learning objectives, teaching principles and educational applications in special education.
11. Multiple intelligence theory, interconnected learning . Basic theoretical concepts, analysis, prerequisite activities, particularization of learning objectives, teaching principles and educational applications in special education.
12. Studies presentation-Final Evaluation.
13. Feedback.

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

·        An intermediate  progress study

Submitted to e-class            30%

·        A final study

Submitted to e-class            70%

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

Instructions can be found by students in the e-class

·       Dweck, C. S., & Master, A. (2008). Self-theories motivate selfregulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 31–51). New York: Taylor & Francis.

·       Farnham-Diggory, S. (1992). Cognitive processes in education (2nd ed.). New York: HarperCollins.

·       Ennemoser, M., & Schneider, W. (2007). Relations of television viewing and reading: Findings from a 4-year longitudinal study.  Journal of Educational Psychology, 99, 349–368.

·       Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York: Freeman.

·       Gagné, R. M., & Briggs, L. J. (1979). Principles of instructional design (2nd ed.). New York: Holt, Rinehart & Winston.

·       Hopkins, S. L., & Lawson, M. J. (2002). Explaining the acquisition of a complex skill: Methodological and theoretical considerations uncovered in the study of simple addition and the moving-on process. Educational Psychology Review, 14, 121–154.

·       Kail, R. V., & Ferrer, E. (2007). Processing speed in childhood and adolescence: Longitudinal models for examining  evelopmental change. Child Development, 78, 1760–1770.

·       Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.

·       Newman, R. S. (2002). What do I need to do to succeed … when I don’t understand what I’m doing!?: Developmental influences on students’ adaptive help seeking. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 285–306). San Diego: Academic Press

·       Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.

·       Rogers, C. R., & Freiberg, H. J. (1994). Freedom to learn (3^rd ed.). Columbus, OH: Merrill/Prentice Hall.

·       Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171–195). New York: Routledge.

·       Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82, 22–32.

• Slavin, R. E. (1994). Using team learning (4th ed.). Baltimore: Johns Hopkins University, Center for Research on Elementary Schools

• van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147–177.

• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Vygotsky, L. (1987). The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology (R. W. Rieber & A. S. Carton, Vol. Eds.; N. Minick, Trans.). New York: Plenum.