The Psychology of Exceptional Learning

Subject EDUC90278 (2011)

Note: This is an archived Handbook entry from 2011.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2011:

March, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Parkville Campus

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 18 hours
Total Time Commitment: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

Coordinator

Dr John Munro

Contact

Education Student Centre
Subject Overview: This subject examines concepts, theories and issues in educational and developmental psychology necessary to understand and diagnose academic learning disabilities that will lead to effective curriculum development. It will examine the individual differences in cognitive structures such as the representation of knowledge by learners, short-term and long-term memory, cognitive and metacognitive processes, and the affective processes associated with understanding learning, such as self-efficacy and motivation to learn.
Objectives: On completion of this subject, students should be able to:
  • Understand the developmental processes that underpin a student's abilities to successfully engage in literacy and numeracy learning
  • Describe the role of long- and short- term memory, meta-cognitive processes and affective processes in learning
  • Investigate how curriculum can be developed to assist students to develop and cope with their particular learning difficulty.
Assessment: An essay of approx 4,000 words that provides a critical examination of a major concept or issue in the psychology of exceptional learning and its implications for improving instruction/education/pedagogy. (100 per cent)
Prescribed Texts: McInerney D.M. & V. McInerney. (1998) Educational Psychology: Constructing Learning. Sydney: Prentice Hall

Kaufman, A.S. & Kaufman, N.L. (2000). Specific learning disabilities and difficulties in children and adolescents. Cambridge University Press.

Slavin, R.E. (1997). Educational Psychology: Theory and practice. Needham heights, MA: Allyn & Bacon
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Links to further information: www.education.unimelb.edu.au
Related Course(s): Master of Education (Specific Learning Difficulties)
Postgraduate Certificate in Education (Generalist)
Postgraduate Certificate in Education (Specific Learning Difficulties)

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