Studying at York
Theories of Learning & Development - EDU00025M
Module summary
The aim of this module is to provide the opportunity to reflect critically on key theories of learning and development, and to ground such theories in the actual contexts of teaching and learning.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
The purpose of this module is to provide students with the opportunity to learn about and reflect critically on key theories of learning and child development, and to ground such theories in the actual contexts of education. Over the course of nine weeks, students will review the major contemporary theories of learning and development, and consider them in relation to learning and teaching that happens both in school and out of school. Students will be encouraged to position the various theories discussed in relation to each other, and to apply an understanding of the theories to the actual teaching and learning across a range of educational contexts. In this way they are expected to begin to understand the relationship between development, learning and education.
Module learning outcomes
Subject content
- Review a number of theories of child development in relation to learning
- Position the various theories discussed in relation to each other
- Apply an understanding of the theories to the actual learning of children in nursery, primary and secondary schooling
- Begin to understand the relationship between development, learning and education
Academic and graduate skills
- Formulate arguments and contribute to discussion
- Develop academic writing skills
- Participate in individual and group work, presentations, and peer-teaching activities
- Demonstrate effective planning and time management
- Word-process, manage files, use-email, VLE and the Web
- Undertake empirical and literature research
Module content
- Presenting an overview of learning theories going back to the 20th century.
- Looking at behaviourist theory and its applications in education, drawing on the work of Burrhus Skinner.
- Considering Piaget’s theory of cognitive development. Particular attention will be paid to the educational implications of Piaget’s theory, especially how Piaget’s work is viewed today.
- Considering Bruner’s theory of culture, mind and education which sees learning and education as cultural processes.
- Considering Vygotsky’s sociocultural view of cognitive development and discusses the social sources of individual thinking, cultural tools and cognitive development and the role of language and private speech.
- Considering definitions of intelligence and discusses Gardner’s theory of multiple intelligences. The relationship between intelligence and achievement will be explored.
- Considering Lave’s theory of situated learning and Wenger’s theory of social learning. Particular attention will be paid to the implications of the theories for professional learning in organisations such as schools and universities.
- Focusing on theoretical issues and explanations in relation to motivation (i.e. ways of motivating students to learn).
- Focusing on Bloom’s taxonomy of learning. Some time will be also spent on drawing connections between the various theories encountered in this module.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information
Indicative reading
Illeris, K. (2009). Contemporary theories of learning: Learning theorists in their own words. London: Routledge.
Schunk, D.H. (2004). Learning theories. An educational perspective. Columbus, NJ: Pearson-Merrill Prentice Hall.