Social psychology of Education

EDUC13052 Social psychology of Education 10 Semester 2 Undergraduate Level 1 Hannah Wilkinson Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 This unit takes an exploratory case approach by ‘walking through’ the many experiences of an individual in relation to social-psychological processes, with a focus on educational settings. The unit builds upon each session to paint an increasingly complex picture of social psychology, considering the individual, how the individual relates to others, how groups inter-relate, and the wider system in which various interactions reside. We consider what schools do (and could or should do) with in respect to Social psychological theory.The assignment asks students to create a poster suitable for education audiences, to hang in school staffroom. Students chose and apply a key theory of social psychology and explain how this can be applied in practice. This unit takes an exploratory case approach by ‘walking through’ the many experiences of an individual in relation to social-psychological processes, with a focus on educational settings. The unit builds upon each session to paint an increasingly complex picture of social psychology, considering the individual, how the individual relates to others, how groups inter-relate, and the wider system in which various interactions reside. We consider what schools do (and could or should do) with in respect to Social psychological theory.The assignment asks students to create a poster suitable for education audiences, to hang in school staffroom. Students chose and apply a key theory of social psychology and explain how this can be applied in practice. The unit aims:<ul><li>To provide coverage of the BPS core area of ‘Social Psychology’ in respect to its application to educational contexts.</li><li>To develop knowledge of the social psychological processes that impact on learning and teaching</li><li>Develop students’ synthesis, translational skills necessary for applying social psychological theory and research to context of education. </li></ul> Students will be able to: <ul><li>Describe the role and relevance intra-personal processes, inter-personal processes and/or wider socio-cultural influences in educational settings and processes</li><li>Critique the relevance and rigour of key social psychological theory in it’s application to educational settings and processes</li></ul> <ul><li>Apply relevant knowledge of key social psychological theory to educational settings and processes</li></ul> Present key social psychology theory and research to non-academic audiences through both visual and written information <ul><li>Find, make use of, and reference relevant, high-quality academic literature in supporting the production of a staffroom poster  </li><li>Use productively software including; text editing, presentation software and image editing to support the production of a staffroom poster</li></ul> This unit takes an exploratory case approach by ‘walking through’ the many experiences of a individual in relation to social-psychological processes.  The unit builds upon each session to paint an increasingly complex picture of social psychological in relation to:  <ul><li>Perception of self</li><li>Perception of others</li><li>Interrelationships between pupils and teachers</li><li>Group processes and conformity</li><li>Group processes, friends and enemies (including bullying and cyber bullying)</li><li>The role of the school</li></ul>The penultimate week involves an exploration of contemporary education material in order practice identifying psychological perspective in applied material.  Assignment support is provided with an explicit examination of the assignment and it’s brief, drawing on previous years feedback to help inform successful engagement with the task.    The unit uses a blended learning approach to maximise learning within the classroom. Students will engage in asynchronous pre-sessional lecture materials (2 hours a week), weekly activities through case/scenario-based learning and classroom discussion (1.5 hours) and post-sessional activities (2-3 hours).Pre-Sessional content: Each week, ahead of scheduled contact time, specific pre-session activities are indicated, with the expectation for students to access and complete this ahead of the live session. These typically involve short, key readings, brief audio-visual presentations (bespoke presentations from unit staff and/or YouTube material), and/or brief activities with responses and answers to be discussed during the live session.Lecture & discussion: Live session time covers key content required to demonstrate knowledge and understanding of the intended learning objectives of the session. This includes group and class-based discussion.  Often, learning is through practical activities, with students working collaboratively to apply learning to specific cases or examples.  Padlet is often within lectures to support class-wide feedback on points.Post-sessional activities: A range of guided reading and activity are signposted at the end of each week, designed to help consolidate and further learning from the live session.  Activities take the form of self-assessed ‘quizlets’, multimedia presentations and plenary Padlet boards allowing of sharing ideas across the cohort.Further student directed and supplementary e-learning processes support the unit through the use of a class padlet. Students post questions or discussion points to facilitate asynchronous discussion of points arising. 9 Set exercise 100% Poster Assessment (100%) — 1,500 words<ul><li>Students are to create a poster, suitable for school audiences and supported by academic texts applying one key theory of social psychology to the context of the school and/or class environment. </li></ul> Formative Assessment - AutomatedAssessment - Criterion-referenced peer assessment (10% of final mark) and criterion-based grading from lecturers (90% of final mark*)*We reserve the right to switch to 100% lecturer grading in instances whereby peer review is impractical. For instance, the Easter break preventing sufficient time for student to submit and grade work. The decision to include or omit peer marking is made prior to the first teaching week of the unit and communicated clearly through the VLE and in class. BSc (Hons) Educational Psych BSc (Hons) Educational Psych First Year Mandatory N BSc Educational Psychology is externally accredited by the British Psychological Society. Vaughan, G. M., & Hogg, M. A. (2013). Social psychology. Pearson Higher Education AU.Aronson, E., Wilson, T. D., & Sommers, S. R. (2010). Social psychology. Pearson Education India.Babad, E. (2010). The social psychology of the classroom. Oxon: Routledge. Hewstone, M., Stroebe, W. & Jonas, K. (eds.) (2015).An introduction to social psychology (6th Edition)., West Sussex: Wiley.Nier, J.A. ( 2012) Taking sides: Clashing views in social psychology (4th Edition). New York: McGraw Hill Lectures 15 0 85 Expected OutcomesThe module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS). As outlined by BPS, content includes core topics such as: attribution, attitudes, group processes and intergroup relations, social influence, political psychology, close relationships and sexuality, social constructionism (Section 3.4 Subject Knowledge and Understanding Statement).By taking this unit students can expect to develop a number of key academic skills including written communication and IT skills through the production of a credit-bearing assignment. Furthermore, students will develop their critical thinking, problem-solving skills and anticipatory competencies through taught materials, debates and independent study.  The unit will also engage students in the development of their key personal skills in self-awareness and reflection through engagement and discussion on topics with peers and staff. This unit provides students with the opportunity to develop employability skills including verbal communication, collaboration and  teamwork, through lecture discussion.The formative assessment provides students with the opportunity to reflect on their own learning (ILO KU1) to further their academic development. The summative assessment provides students with the opportunity to engage in an authentic professional task by considering the application of a psychological theory in an educational context. This assessment will also provide students with an opportunity to share their work within educational contexts (i.e., schools) to create an open resource for schools based on their learning throughout the module.