Intervention in Schools

EDUC33050 Intervention in Schools 20 Full year Undergraduate Level 3 Kelly Burgoyne Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This unit draws upon the core psychology modules which have been covered in Y1 and Y2. It requires students to work in small groups to apply psychological knowledge to design, develop, and deliver  a theoretically-motivated intervention to a small group of pupils in partner schools. The exact nature of the intervention will be negotiated with partner schools and developed to align with student’s own preferences and ideas as far as possible.       This unit draws upon the core psychology modules which have been covered in Y1 and Y2. It requires students to work in small groups to apply psychological knowledge to design, develop, and deliver  a theoretically-motivated intervention to a small group of pupils in partner schools. The exact nature of the intervention will be negotiated with partner schools and developed to align with student’s own preferences and ideas as far as possible.       <ul><li>Support students in the practical application of  learning from Years 1 and 2 and theoretical understanding to design, develop and deliver a small-group, structured educational intervention in schools</li><li>Develop students self-awareness and critical reflection skills in regard to the design and implementation of intervention in schools</li><li>Provide practical experience in delivering small group intervention in school  </li></ul> This is a placement-based unit which involves practical application of knowledge and understanding and develops a wide range of experience and skills that are relevant to roles in Psychology and Education. This includes:<ul><li>Translating theoretical understanding into practical learning materials and teaching resources suitable for delivery to small groups of primary school aged pupils</li><li>Delivering an educational intervention to a small group of pupils in schools</li><li>Critically reflecting on experiences and solving problems</li><li>Effective communication and collaboration with colleagues (including peers, and school-based teaching staff) in a professional education environment.</li></ul>Through the placement experience students will further develop their autonomy and initiative, through self-directed study, and through reflecting on their experiences of implementing intervention and adapting delivery to best serve pupil and school needs and optimise effectiveness. <ul><li>Apply theories about the psychology of learning and the importance of oral language to an agreed intervention.</li><li>Discuss appropriate methods of evaluation, including quantitative and qualitative approaches </li></ul> <ul><li>Critically evaluate the translation of theory into practical implementation in school based interventions in the complexity of real schools. </li></ul> <ul><li>Communicate information about the intervention effectively through written presentation.</li></ul> <ul><li>Use digital tools to produce intervention resources and visual materials that communicate the intervention.</li><li>Demonstrate autonomy and problem solving skills in developing an intervention and proposing a method of evaluation</li><li>Reflect on collaborative work in a professional education setting.</li></ul> The unit is taught across the year as follows:  In Semester 1 students are guided through the process of intervention design and development, to translate understanding of psychological theory and research evidence into a practical intervention. The outcome of Semester 1 is a fully developed blueprint for intervention which will be delivered in Semester 2. Sessions in Semester 1 also prepare students to implement their intervention in Semester 2, and to critically evaluate their experiences, including reflections on evaluation and implementation methodologies.  Semester 2 involves a 6-7 week placement in a local partner (primary) school where students work in their groups to deliver their intervention to a small group of pupils. Around placement, there are also campus-based sessions which are used to review assignment details and support students to critically reflect on the implementation and feasibility of their intervention, problem-solve, and consider strategies for evaluation. A workshop at the end of the semester provides opportunity to discuss experiences on placement and explore implications for intervention design, implementation, and evaluation.  The unit is taught using a blended learning approach, and is comprised of two stages:  In Stage 1 (semester 1) students are to translate their understanding of psychological theory into practical interventions to support learning and development.    Working in small groups, students are guided through the process of intervention design and development through campus-based lectures and workshops, online learning content, and guided group working. Students are expected to supplement on campus sessions with independent and guided group working to build their theoretical knowledge and design and develop their interventions In Stage 2 (semester 2), students are placed in their groups in a local partner school to deliver their intervention to a small group of pupils. The placement takes place every week for 6-7 weeks (depending on school and University timetables) for approximately 1 hour per week (exact timings depend on the stage of education/age of pupils targeted in intervention, and school preferences). Students are to critically reflect on the implementation and feasibility of their intervention and consider strategies for evaluation. In person seminars mid-way and at the end of placement are used to prepare for the assignment, support self-reflection and problem solving, and review experiences and their implications for intervention development and evaluation.Throughout the unit, students have access to online learning materials (including video content, quizzes, suggested reading) and a unit padlet to raise questions and discussion points.    7 Oral assessment/presentation 100% Via VLE BSc (Hons) Educational Psych BSc (Hons) Educational Psych Third Year Mandatory N Beck, I., McKeown, M., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guildford PressBranagan, A., Cross, M., & Parsons, S. (2020). Language for Behaviour and Emotions: A practical guide to working with children and young people. Routledge.Carroll, J., Bowyer-Crane, C., Duff, F., Hulme, C., & Snowling, M. (2011). Developing language and literacy: Effective intervention in the early years. Wiley-Blackwell.Clarke, P., Truelove, E., Hulme, C., & Snowling, M. (2013). Developing reading comprehension. Wiley-Blackwell.Gross, J. (2018). Time to Talk: Implementing outstanding practice in speech, language, and communication (2nd Ed). Routledge.Parsons, S. & Branagan, A. (2013). Word Aware: Teaching vocabulary across the day, across the curriculum. Routledge.Quigley, A. (2018). Closing the vocabulary gap. Routledge.Quigley, A. (2020). Closing the reading gap. Routledge. Lectures 13 Placement 7 180