Educational Psychology Hud

LBBN 1104 Educational Psychology
Module LBBN 1104

Educational Psychology
BSc (Hons) in Nursing

Post Registration
Year 1, Semester 1
TABLE OF CONTENTS
Introduction to the Module.2

Module Learning Outcomes ..........................4
Topics of the Module ....5
Brief Contents of The Module..........................................8
Assessment of the Module .......................................................33
Formative Assessment......34
Summative Assessment...........35
Marking Criteria .........................................................................37
Directed Study Activities ....38
Activity 1: Reflective writing........38
Activity 2: Group presentation ....39
Activity 3: Short essay.......40
Group Work Sessions.......................................................................41
Session 1: Reflective learning............42
Session 2: Group presentation...............42
Session 3: Referencing ........43
References .........44
Additional Reading List ......46
Introduction to the Module

This is a four credit module, which provides an introduction to psychological theories
applied to teaching. It informs a wide range of elements, which include a scientific
study of psychology, curriculum development, classroom management, adult
learning theories and its learning styles.
The module aims to familiarize students with practical strategies that are
underpinned by educational psychology as well as relevant various issues, in order
to improve the effectiveness of teaching and learning in the classroom or clinical
setting.
For better teaching and learning effect, elements of the transferable skills are
needed and directly impose to the roles and responsibilities among qualified nurses.
They include:
Application of theory to practice
Evidence-based findings
Critical thinking and using self-directed learning (SDL)
Report findings objectively
Hence, this module is designed to help you to explore those transferable skills in
relation to your own practice through identifying and responding to problems or
issues that are encountered in the workplace. By doing this, it could help to ensure
the needs of patients, clients, student nurses and other health service users are
properly fulfilled.
Delivery of the module consists of lectures, group discussions and a series of

assessment methods, which would allow you to explore the transferable skills in
relation to your own professional expertise. This means that at the end of the
module, you are enabled to become nurse preceptors, nurse educators and
mentors.
Furthermore, critical thinking using self-directed learning (SDL) allows you to share
experiences and identify key issues or contributing factors which could influence the
current education system. Implications of psychological research could help to
improve the effectiveness of teaching and learning by developing an awareness of
educational psychology practice in both classroom and clinical settings.
At the end of this module, you will be able to apply the best approaches and
teaching styles that are most appropriate to improve, sustain and develop your
learning process, through the application of psychology in education.
The module activities are directly related to the completion of the module
assignment and the output from the activities, which form into both formative and
summative elements. The exploration of theory will require a face-to-face contact
with the module leader.
Module Learning Outcomes
1. Discuss an integrative approach to the theory and practice of
teaching.
2. Critically analyze students abilities, potential and learning needs.
3. Discuss the role of motivation in learning.
4. Demonstrate the use of different motivation techniques for
learning in classroom management.

5. Identify some learning styles.
Topics of the Module

Table 1 below outlines the topic and highlights the subject matter, which you need to
learn in order to complete your assignment.
Table 1: Educational Psychology
TOPIC 1
INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

Early views of educational psychology
Psychology of teaching and learning
Contemporary view of learning and motivation
TOPIC 2
LEARNING THEORIES
Behaviorist learning theory
Cognitive learning theory
Humanistic theory
Models of adult learning
Pedagogy
Andragogy
TOPIC 3
ADULT LEARNING STYLES (TYPES)

Conception of learning
Rote learning
Problem solving and decision making
Reflective learning
TOPIC 4
ADULT LEARNING STYLES (MODELS)

Kolbs theory of experiential learning
Gregorcs Cognitive Style Model
Gagne: the condition of learning and theory of instructions
Social learning theory
TOPIC 5
LEARNERS CHARACTERISTICs
Culture
Age
Emotional status
Socioeconomic level
TOPIC 6
INDIVIDUAL DIFFERENCES IN LEARNING

Learning styles
Academic ability (Intelligence)
Achievement level (Motivation)
Approaches to deal with individual differences in learning
TOPIC 7
CLASSROOM MANAGEMENT
Use of senses
Active involvement
Conducive environment
Fun in learning
TOPIC 8
MOTIVATION AND BEHAVIOR CHANGE THEORIES

Introduction of motivation
Motivation theory
Motivating students to learn
Brief Contents of the Module
Introduction to educational psychology

Early views of the educational psychology
Educational psychologists study what people think and do as they teach and
learn a particular curriculum in a particular environment where education and
training are intended to take place. (Berliner, 1989)
Educational psychology concerned about what people think and do as they
teach and learn.
The role of the teacher, the relationship between teacher and student, methods of
teaching, the nature and order of learning, the role of affect in learning.
In the 1500s, the Spanish humanist Juan Luis Vives emphasized:
The value of practice
The need to tap students interests and adapt instruction to individual

differences
The advantages of using self-comparison rather than competitive social

comparison in evaluating students work.
In the 1600s, the Czech theologian and educator Johann Amos Comenius
introduced:
Visual aids and proclaimed that understanding was the goal of teaching.
Writings of European philosophers and reformers stressed the value of activity,

prior experience and interest.
Developments in education continued to be closely tied to psychologists in the
first half of the twentieth century.
Psychology of teaching and learning

Thorndike teaching and transfer
Developed methods for teaching, reading and arithmetic, as well as the scales
to measure ability in reading, arithmetic, handwriting, drawing, spelling and
English composition.
But his view proved narrow as he thought laws of learning in laboratories could
be applied to teaching without actually evaluating the applications in real
classrooms.
Binet assessments of intelligence
Early 1900s, he believed having an objective measure of learning ability is

important.
Several modern intelligence tests have been developed to determine the

concept of intelligence quotient (IQ).
Piaget (1952) development of thinking
Devised a model to describe the thinking and explain how humans gather and
organize information.
His assumption believed that people try to make sense of the world and
actively create their knowledge through direct experience with objects, people
and ideas.
Maturation, activity, social interaction and equilibration influence the way

thinking and knowledge developed.
Four stages in cognitive development: sensorimotor, preoperational, concreteoperational and formal operational.
Bloom - goals of instruction
Developed taxonomy of educational objectives which are divided into three

domains: cognitive, affective and psychomotor.
Contemporary educational psychology
Bruners
Classroom learning should take place through inductive reasoning.
Students must actively identify key principles.
Problem situation should provide to stimulate students to question, explore
and experiment (discovery learning).
David Ausubel
He believed that people acquire knowledge through reception and
deductively from the general to the specific.
Contemporary views of learning and motivation

Different theories of learning have different impacts on education and supported
practices. There are three types of views in learning which are:Behavioural view of learning
Behaviourist defined learning as a change in behaviour brought about by
experience with little concern for the mental or internal aspects of learning.
Skinner (1974) has developed operant conditioning which showed that voluntary
behaviour can be altered by changes in the antecedents of the behaviour, the
consequences or both. It also emphasizes the application of principles in
reinforcement and punishment is enabling to change behaviours. In addition, a
model of teaching is able to improve student learning (direct instruction/explicit
teaching).
Cognitive view of learning

Cognitive psychologist sees people as active learners who initiate experiences,
seek out information to solve problems in order to achieve new insights. It focuses
on individual and developmental differences in cognition. Therefore, it is
consistent with the educational theories of Bruner and Ausubel with the
approaches in teaching learning strategies e.g. summarizing, organizing, planning
and note taking.
Constructivist theories of learning

This theory emphasized the shared and social construction of knowledge.
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Behavioural Theories of Learning

Behaviourist learning theory
Behaviourist views learning as the product of the stimulus condition (S) and the
responses (R) S-R model of learning. They alter the S in the environment or
change what happens after a R occurs in order to modify peoples attitudes and
responses.
Pavlov Classical conditioning (Respondent conditioning)
A neutral stimulus (e.g. bell) that at first prompts no response becomes paired
with an unconditioned stimulus (e.g. meat) and gains the power of that stimulus to
cause a response (e.g. salivation). It emphasizes the importance of stimulus
conditions and the associations formed in the learning process (Ormrod, 2004).
The concepts that are based on respondent conditioning are: Systematic desensitisation
It helps to reduce fear and anxiety where the student is able to confront the
stimulus.
Stimulus generalization
The tendencies of initial learning experiences are easily applied to other
similar stimuli. Discrimination learning occurred when individuals learn to
differentiate similar stimuli with more and varied experiences.
Skinner Operant conditioning
It focuses on the behaviour of the organism and the reinforcement that occurs
after the response. Reinforcer, which is also defined as a stimulus or event
applied after a response, that strengthens the probability that the response will be
performed again. There are two methods to increase the probability of a
response:
Positive reinforcement e.g. reward conditioning
Negative reinforcement involves the removal of an unpleasant stimulus

through either escape conditioning or avoidance conditioning
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In addition, there are two methods to decrease or extinguish the probability of a

response also.
Non-reinforcement an organisms conditioned response is not followed by

any kind of reinforcement (positive, negative or punishment)
Punishment an aversive stimulus that the organism cannot escape or avoid

once applied
Cognitive learning theory

Cognitive learning is a highly active process which is largely directed by the
individual, and involves perceiving, interpreting and reorganizing the information
into new insights (Bandura, 2001). It emphasizes the individuals cognition
(perception, thought, memory and ways of processing and structuring
information). Learners goals and expectations, which create disequilibrium,
imbalance and tension, are able to motivate them to act.
Piagets theory
Piaget has identified and described four sequential stages of cognitive
development, which are sensorimotor, preoperational, concrete operations and
formal operations. Learners take information as they interact with people and
environment. They either make their experiences fit with what they already
know (assimilation) or change their perceptions and interpretations in keeping
with the new information (accommodation).
In addition, there is two perspectives within cognitive theory:
Social constructivism
In the constructivist view, individuals formulate or construct their own
version of reality. It is richly coloured by the social and cultural context in
which people find themselves. The central tenet of this approach is
ethnicity, social class, gender, family life, past history, self-concept and the
learning situation.
Social cognition
Effective learning occurs through social interaction, collaboration and
negotiation.
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.
Humanistic learning theory
Humanist believes an individual is unique and all have a desire to grow in a
positive way. The cornerstones of a humanistic approach to learning are:
Importance of emotions and feelings
Right of individuals to make own choices
Human creativity
From a humanistic perspective, motivation is derived from a persons needs,

subjective feelings about the self and the desire to grow. The transfer of learning
is facilitated by curiosity, a positive self-concept and open situations, where
people respect individuality and promote freedom of choice.
Maslow (1954)
Maslow is a major contributor to humanistic theory and identifies the hierarchy
of needs as an important role in human motivation (refer to Figure 1). In
professional education, humanistic principles can be taught through caring,
role modelling, small group discussions, case discussions, attention to selfawareness and feelings, role playing and videotaping students in the clinical
setting, followed by feedback and reflection.
Models of adult learning

i) Pedagogy
Literally means the art and science of educating and often used as a synonym for
teaching. It embodies teacher-focused education (teacher direct learning).
Teacher assumes responsibility for making decisions about what will be learned,
how it will be learned and when it will be learned. The learner has a submissive
role that requires obedience to the teachers instructions.
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Figure 1: Maslow Hierarchy of Needs

ii) Knowles theory of androgogy
Knowles emphasizes adults are self-directed and are expected to take
responsibility for decisions. The assumptions of androgogy are: Adults need to know why they need to learn
Adults need to learn experientially
Adults approach learning as problem solving
Adults learn best when the topic is of immediate value
In practical situations, strategies e.g. case studies, role playing, simulations and
self evaluations are useful. Instructors adopt a role of facilitator or resource rather
than lecturer or grader. Those strategies have been used extensively in the design
of organizational training programs e.g. soft skills domains. In addition, the
principles of androgogy are:
Adults need to be involved in the planning and evaluation of their instruction.
Experience provides the basis for learning activities.
Adults are most interested in learning subjects that have immediate relevance
to their jobs or personal lives.
Adult learning is problem-centred rather than content-orientated.
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Learning Styles
Conception of learning
The approaches to academic work have been related to learners conception of
what learning is. Six qualitative ways have been identified in the process.
Increasing the quantity of information of which an individual is aware
Memorizing
The acquisition of facts, methods, etc..which can be retained and used when
necessary
The abstraction of meaning
An interpretative process aimed at understanding reality.
Learning as changing as a person
Learners conception of learning is found to be correlated with two different

approaches to learning, which are surface or deep.
The first three conceptions of learning correlate positively with surface

approaches to study. They believe that learning is no more than the absorption
of facts but are more likely to adopt a surface approach to study as a way of
absorbing facts.
Another three conceptions of learning correlate positively with deep

approaches to study. Learners believe that learning is about the creation of
new structures of meaning, or about developing ways of interpreting reality.
Therefore, learners conceptions of learning are related to their approaches to

learning and the quality of their learning outcomes. It has provided a clear
indication of qualitatively different views on learning and it strongly connected to
different ways of thinking and acting, as well as the adoption of different study
strategies.
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Rote learning
It is a process of learning in which an individual memorizes information through
the use of repetition. The repetition may be verbal, visual, auditory or written, and
is who used as a homework tool. The rote learning is use for basic materials and
concepts which do not require analytical thinking. The major benefits of rote
learning are:
It allows fast learning of information, which could provide a foundation for

further learning.
Best methods in teaching learners with mental and learning disabilities.
However, it has limited effectiveness with a variety of learning styles and stifles
learners ability for critical thinking and analysis.
Problem solving and decision making

Problem solving is a process in which we perceive and resolve a gap between a
present situation and a desired goal. Individuals with a thinking preference will
tend to use logic and analysis during problem solving. They will want solutions to
make sense in terms of the facts, models and principles under consideration.
However, individuals with a feeling preference are more likely to consider values
and feelings in the problem solving process. They will tend to be subjective in their
decision making and consider how their decisions could affect other people.
Decision making is a selection process where one of two or more possible

solution is chosen to reach a desired goal. Most models of problem solving and
decision making include at least four phases:1. Input phase
In this stage, problem is perceived and an attempt is made to understand the
situation or problem. The steps include: To identify the problems and state it clearly and concisely.
To state the criteria that will be used to evaluate possible alternatives to the
problem as well as the effectiveness of selected solutions.
To gather information or facts relevant to solving the problem or making a
decision.
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2. Processing phase
In this phase, alternatives are generated and evaluated, and solution is selected.
The major steps include:To develop alternatives or possible solutions.
To evaluate the generated alternatives and stated criteria.
To develop a solution that will successfully solve the problem.
3. Output phase
The solutions are planned and implemented. The major phases of implementation
are considered (intuition) while developing a plan, then follow by the steps
necessary for each phase
.
4. Review phase
Last step, the solution is evaluated and modifications are made if necessary.
Ensure completeness of implementation prior to evaluating effectiveness.
Evaluate the effectiveness of the solution.
Modify the solution in ways suggested by the evaluation process.
Reflective learning
Reflection is an inter-subjective process that promotes deeper learning. In higher
education, it provides a framework for developing professionals as lifelong
learners, who are committed to continuous improvement of their practice. There
are many theories explaining what reflection is and why it is so important in higher
education e.g. Schon (1983) and Kolb (1984).
Schon defines reflective practice as two capabilities:
Reflecting in action
Reflecting on action
Kolb cyclical model for reflective practice where individuals learn from
experience.
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It enables learners to activate prior knowledge and to construct, deconstruct and

reconstruct their knowledge. Several benefits accrue which include:
Learning from experience.
Developing meta-cognitive skills.
Developing the skills of professional practice.
Exercising responsibility for their learning and actions.
Building capacity to restructure or reframe knowledge.
Continual improvements in practice.
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Learning Style Model

Kolbs theory of experiential learning
Kolb proposes that an individual learner moves through a spiral of immediate
experience, which leads to observations and reflections on the experience. These
reflections are then absorbed and linked with previous knowledge and translated
into abstract concepts or theories, which result in new ways and actions. In
addition, he also proposes experiential learning has six main characteristics:
Learning is best conceived as a process, not in terms of outcome.
Learning is a continuous process grounded in experience.
Learning requires the resolution of conflicts between dialectically opposed

modes of adaptation to the world.
Learning is a holistic process of adaptation to the world.
Learning involves transactions between the person and the environment.
Learning is the process of creating knowledge that is the result of the

transaction between social and personal knowledge.
Kolb describes four stages in the cycle of experiential learning:- (refer to Figure 2)
Concrete experience (CE)
This stage emphasizes personal involvement with people in everyday
situations. Learner would tend to rely more on feelings than on a systemic
approach to problems and situations.
Reflective observation (RO)
Learner would rely on patience, objectivity and careful judgment in forming
opinions. It helps people understand ideas and situations from different points
of view.
Abstract conceptualization (AC)
Learning involves using theories, logic and ideas rather than feelings to
understand problems or situations. Typically, learner relies on systemic
planning and develops theories and ideas to solve problems.
Active experimentation (AE)
Learning in this stage takes an active form and experimenting with changing
situations.
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Figure 2: Kolbs Experiential Learning Cycle

Gregorcs cognitive style model
Gregorc proposes learners having two perception styles and two processing
styles:Perception style Concrete
A learner is concrete in perceiving registers data directly through the senses
(smell, sight, hearing, touch, taste). Generally, they deal with the tangible and
do not look for hidden meanings.
Perception style Abstract
Learner grasps ideas, thoughts, concepts, drives and feelings through
emotional and intuitive intellect. They do believe in what they cannot see and
realize that things are not always what they seem.
Processing style Sequential
Learner with sequential processing style orders information in a crisp, clear,
organize, liner and step-by-step way. They tend to process in a logical and
conventional manner.
Processing style - Random
This learner processes large chunks of information at the same time and
working out how they relate to one another. They need flexibility and tolerate
ambiguity.
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However, Gregorc also discusses that a learner could be anyone of the following
combination:Concrete sequential
Task-orientated, efficient, detailed, precise, predictable and reliable.
Abstract sequential
Intellectual, analytical, theoretical, logical, structured, conceptual and focused.
Abstract random
Imaginative, emotional, holistic, subjective, sociable, empathetic, thematic and
interpretive.
Concrete random
Divergent, experiential, inventive, creative, independent and innovative.
Gagne: the condition of learning and theory of instruction

Gagne stipulates that there are several different types of learning, and each type
requires different types of instruction. He identifies five major categories of
learning outcomes which could lead to different classes of human performance:Verbal information
Intellectual skills
Cognitive strategies
Motor skills
Attitudes
Gagne breaks the ideas of instruction down into internal and external conditions.
Internal conditions deal with previously learned capabilities of the learner. External
conditions deal with the stimulus that is presented externally to the learner. He
formulated nine events of instruction which intended to promote the transfer of
knowledge or information from perception through the stages of memory.
Gaining attention (reception)
Informing learners of the objective (expectancy)
Stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
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Providing learning guidance (semantic encoding)

Eliciting performance (responding)
Providing feedback (reinforcement)
Assessing performance (retrieval)
Enhancing retention and transfer (generalization).
Social learning theory
It is a perspective on learning that includes consideration of the personal
characteristics of the learner, behaviour patterns and the environment. The role
modelling is a central concept of the theory. Individuals learn by taking note of
other peoples behaviour and what happens to them.
Banduras (1986) analysis of observational learning (four phases)
Attentional
Paying attention to a model
Retention
Learners practice by intimating the behaviour of the model
Reproduction
Learners try to match their behaviour to the model
Motivational phases.
Learners believe that intimating a model will increase their chances to
be reinforced.
Vicarious reinforcement
It involves determining whether role models are perceived as rewarded or
punished for their behaviour. The role model, viewed by the observer as
rewarded or punished, may have a direct influence on learning.
Self-regulated learning
People observe their own behaviour, judge it against their own standards and
reinforce or punish themselves. Goal setting and self evaluation strategies are
needed among the learners
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Learners Characteristics
Culture
The cultural background of an individual is affected by his or her ethnicity,
socioeconomic status, religion, home language, gender and other group identities
and
experiences.
For
example,
different
ethnic
groups
are
important
considerations for students self-perception in learning. Students with limited

language proficiency present a dilemma to the educational system. In addition,
evidence also shows differences in temperament and personality between male
and female.
Male: Works well in general knowledge, mechanical reasoning and mental
rotations.
Female: Works well in language measures that include reading and writing
assessments, and on attention and planning tasks.
Therefore,
behaviour
associated
with
particular
cultures
has
important
consequences for classroom instruction. Understanding students background is

critical for effective teaching.
Age
Learners many differ as a result of their age or prior experience with the teaching
content. Malcom Knowles (1970) devised a set of four assumptions that
differentiated adult from children as learners:Self-concept
Adults are self-directing.
Experience
Adults have a richer source of previous experience.
Readiness to learn
Adults are more developmentally ready because their learning needs relate to
fulfil their social roles.
Orientation to learning
Adult typically wish to use the information immediately
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Emotional status
The learning situation tends to intensify the students emotional problems. There
are three categories/levels of emotion:Mild emotion everyday type of emotion, which would affect motivation e.g.
dissatisfaction with jobs, personal lives, etc.
Strong emotion cause large amounts of tension, which could affect life or
work.
Disruptive emotion will disrupt logical action and clear thinking.
A few techniques for controlling (emotional escape mechanism) have been

identified. They include:Projection transfer the blame from oneself to someone/something else.
Rationalization find a believable excuse for ones actions or failure.
Resignation give up or resign to the situation.
Flight physically or mentally remove oneself from the tension.
Aggression take ones tension out on someone else.
Socioeconomic level
Socioeconomic refers to individuals income, occupation, education and prestige
in society. Students social class has a profound effect on attitudes and
behaviours as well as background knowledge and academic achievement. For
example, students from low socioeconomic status often learn a normative culture
that is different from middle class culture, which demands independence,
competitiveness, and goal setting. Teacher should help learners from low
socioeconomic status family to excel by motivating them to learn.
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Individual Differences in Learning

Learning styles
Differences in rates of learning are based on differences in intelligence,
background, experience, interest, desire to learn and countless psychological,
emotional and physical factors. Style of learning is a subset of a much wider
range of individual differences affecting the process of learning. It refers to the
manner in which a person perceives, processes, stores and recalls what they are
attempting to learn.
Learning style and cognitive style cover many domains such as physical,
psychological, audio, visual, kinaesthetic, etc. A teacher may use a multi-approach
instruction such as cooperative learning and doing experiments which are suitable
for field-dependent students. He/she may also use diagrams and charts, which
are suitable for visual learning as well as records and videotapes for auditory
learning.
Academic ability (Intelligence)

Snyderman and Rothman (1987) have defined intelligence as the ability to deal
with abstractions, to solve problems and to learn. Sternbergs triarchic theory of
intelligence has identified intelligence into three main facets.
Analytical ability to respond effectively to problems
Creative ability to generate ideas
Practical ability to handle everyday problems and issues
Based on the Sternbergs triarchic theory, four key elements for teachers are
needed:Teaching for memory learning
Teaching for analytical learning
Teaching for creative learning
Teaching for practical learning
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Kornhaber (2001) describes nine multiple intelligences:Linguistic,
logical/mathematical,
musical,
spatial,
bodily/kinaesthetic,
naturalistic, interpersonal, intrapersonal and existential.

They imply that concepts should be taught in a variety of ways that call on
many types of intelligence.
E.g. learners should provide verbal definition, formula, metaphor or visual
images and experiments by instructors.
Achievement level (Motivation)

Learner typically differs with respect to motivation. There are two types of
motivation:Intrinsic motivation e.g. relevance of the material to their own goal
It is a more powerful force than extrinsic motivation. Malone and Lepper (1987)
identify seven factors that affect learners intrinsic motivation:
Curiosity
Challenge
Control / choice
Competition
Cooperation
Recognition
Fantasy or imagination
Extrinsic motivation e.g. rewards, grades, praise, etc.

Students academic achievement can increase when they are faced with an
optimal level of challenge. Therefore, instructional experiences should be
designed in order to motivate the student to make the effort to learn. At the
same time, any stereotypical beliefs about learners interests should be
avoided.
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Approaches to deal with individual differences in learning

1. Grouping (Four main approaches)
Between-class ability grouping (levelling/tracking)
Students are assigned based on their level and measured ability. The
weaknesses of this method are:
Student knowledge and aptitude may not be uniform across all areas of
the content being studied.
Teachers generally not well organized and use different strategies for
questioning especially within lower-ability students.
Student may lower their own expectations if wrongly placed in a lowerlevel class.
Within-class ability grouping

Students are assigned to ability groups within a class. This method is more
flexible and less stigmatizing.
Cooperative learning
Students are placed in heterogeneous groups. It is the best researched
educational
innovations
which
have
dramatic
effects
on
student
achievement.
Individualized instruction
The best way to deal with individual differences, however, it is difficult to
accomplish in practice. For example, computer-assisted instruction (CAI) is
one of the innovative ways to improve its weakness.
2. Mastery learning
Change the system within which instruction is provided.
The teaching environment is structured to enable students to develop
mastery of prerequisite skills before beginning a new lesson.
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Classroom Management
Use of senses
The most effective approach to classroom management is effective instruction
(Evertson & Poole, 2008). According to Wolfe (2001), information is acquired
through five senses: sight, smell, taste, touch and sound. This information is stored
temporarily and the brain decides what to do with the acquired data. The more of
these stimuli that are activated, the more impact the data has on the brain.
Therefore, this information is pertinent to differentiation which could activate
multiple senses and has a greater impact on the brain. For example, differentiation
in teaching approaches e.g. diagrams and charts for visual learning as well as
records and videotapes for auditory learning, which could help students in
readiness level, interest and learning profile. Teacher should set different
expectations for task completion for students based on their individual needs.
Active involvement
Active learning makes the classroom a dynamic and changing environment in
which learners have a voice to share and talk about their ideas. The characteristics
of effective classroom management are:Learners are actively engaged in learning.
Clear learners expectations for behaviour and their achievement.
Transition times are smooth and learners move through routines in a calm and
orderly manner.
The classroom climate is work-orientated and positive.
Active student involvement can be designed through:Small group discussions, case studies, role playing, skill practice, simulations,
cooperative learning, peer teaching, etc. It could encourage students to help and
rely on one another to complete a task, and to learn to work with people who
may differ from themselves. Instructor can help to achieve an active learning
design by:-
Setting up problem solving activities and discussions in small group.
Getting feedback on the activities.
Encouraging reflection e.g. learning journals.
Encouraging learners to challenge ideas and share them.
Giving learners concrete and real life situations to analyze.
Learning environment needs to be dynamic but not passive.
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Conducive environment
It is important to promote a favourable mood or atmosphere in a classroom to
ensure an effective teaching and learning process. Research shows that student
learning is significantly determined by a quality classroom environment. Proactive
classroom management is based on organizing the classroom in ways that create
physical and emotional environment. One of the integral features in creating
conducive classroom environment is a good classroom organization and
management. It includes:
Teachers play the role of a manager in the classroom and should possess
effective management and time management skills.
Attractive physical classroom environment with a good physical layout and

seating arrangement. It could help establish quality control expectations for
various tasks and assessment.
Learning - a pleasant experience

Through creating a conducive environment, students social relationships,
motivation and engagement in productive work could be enhanced. It could be part
of building a supportive climate for learning that involves the teacher sharing their
expectations, concern of learning content, achievement and social behaviour
among students.
Educational research also supports that, by creating an atmosphere of mutual

respect and support in the classroom, students feel safe in expressing their
concerns or asking questions. Therefore, by establishing a culture of mutual respect
and understanding in the classroom, tolerance and a sense of common identity and
community can be promoted (Stronge, 2002).
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Motivation and Behaviour Change Theories

Introduction of motivation
Motivation is an internal process that activates, guides and maintains behaviour
over time (Murphy & Alexander, 2000). It can vary in both intensity and direction.
Students who are motivated use higher cognitive processes in learning and retain
more.
Motivation theory
Motivation and behavioural learning theory
Motivation is closely tied to the principle of reward and reinforcement. It explains
behaviour that has been reinforced, is more likely to be repeated if compared to the
behaviours that have not been reinforced.
Motivation and human needs

Maslows hierarchy of needs
Maslow introduces the distinction between deficiency needs and growth needs.
Deficiency needs: Those critical to physical and physiological well-being e.g.

physiological, safety, love and esteem.
Growth needs: The need to know and understand things, which will never be
satisfied completely.
He also includes the concept of self-actualization which is defined as the desire

to become everything that one is capable of becoming. It is characterized by
acceptance of self and others, spontaneity, openness, relatively deep but
democratic relationships with others, creativity, humour and independence.
Hence, Maslows view could help in creating an environment that is more
conducive to academic as well as social-emotional learning.
30
Motivation and attribution theory

This motivation focuses on how people explain the causes of their own
successes and failures. It helps to understand how students interpret and use
feedback on their academic performance and their greatest motivational value.
Weiner (2000) suggests three characteristics for the explanation of success or
failure:
Internal (within the person e.g. ability, effort) or external (e.g. task difficulty,
luck)
Stable (ability, task difficulty)or unstable (effort, luck)
Controllable
The central assumption of attribution theory is people will attempt to maintain a

positive self-image. The concept central to attribution theory is locus of control
(Rotter, 1954).
Internal locus of control (self-efficacy): belief that ones behaviour makes a

difference.
External locus of control: likely to believe other factors e.g. luck, effort,
abilities, etc cause success or failure.
Motivation and self-regulated learning

It refers to learning that results from students self-generated thoughts and
behaviour that are systematically orientated toward their learning goals
(Zimmerman & Schunk, 2003). This type of motivation can come from many
sources:
Social modelling: Seeing other students use self-regulated strategies
Goal setting: To establish their own learning goals.
Feedback: Emphasize students effort and abilities.
Hence, the terms engagement, investment and self-determination, for

example, are used to describe motivation as self-regulated learning which are
required for a learner to take independent responsibility for learning.
31
Motivation and expectancy theory

This theory is based on the belief that peoples efforts to achieve depend on
their expectation of award. Atkinson (1964) develops an expectancy-valence
model:Motivation (M) = Perceived probability of success x Incentive value of success
(Ps)
(Is)
It implies that peoples motivation to achieve something depends on the product
of their estimation of the chance of success (Ps) and the value they place on
success (Is). Hence, persons motivation increases when task difficulty
increases.
Motivating students to learn

Students can be motivated by intrinsic and extrinsic motivation.
Intrinsic motivation
Intrinsic incentive means an aspect of an activity that people enjoy and therefore
find motivating. For example, students willing to learn with no incentive when
they are interested in the topic taught. Therefore, increasing intrinsic motivation
is always helpful for learning regardless if extrinsic incentives are in use. It could
arouse students interest by convincing them the importance of the knowledge to
be gained will be useful to them.
A variety of instructional design should be used to arouse students in the course

of a lesson e.g. demonstration, in order to maintain their curiosity. The use of
interesting materials as well as variety in mode of presentation could enhance
students intrinsic motivation e.g. role play, simulation. One fundamental
principle of motivation is that people work harder for their own goals. Goal
setting strategies have been found to increase students academic performance
and self-efficacy.
32
Extrinsic motivation
Extrinsic incentive is a reward that is external to the activity. For example,
student will be given recognition or a good grade for learning. But the extrinsic
rewards on intrinsic motivation should be used wisely. The proper use of
rewards does increase intrinsic motivation especially when rewards are
contingent on the quality of performance rather than on merely participation in
an activity. There are a few principles for providing extrinsic incentives to learn:
Communicating and expressing clear expectations.
Providing clear feedback on the results of ones effort.
Providing immediate feedback as motivational value of feedback will be

diminished if the feedback is late.
Providing frequent feedback to maintain students best efforts.
Increasing the value and availability of extrinsic motivators.
33
Assessment of the Module

Completion of both formative and summative pieces of work is required for this
module.
Formative
Formative assessment involves a mid-term examination which provides students
and teacher with input on how to improve the study. The aim of this method is to
develop initiatives, self-directed learning and critical thinking in the learning
process among students.
Summative
The summative assessment requires an individual written assignment and
submitted via email to module leader.
34
General Guidelines
All assessment guidelines have been provided to assist you in developing your
work and to enable you to reflect on what you should be doing. It is important that
you demonstrate your understanding in a range of relevant theories in nursing
science, health science and behavioural science. Indeed, the important outcome
for this module is completion of its learning outcomes on both theory and
practical through application of knowledge learned. You are required to develop
initiatives, self-directed learning and critical thinking in this learning process.
Formative Assessment: 40% (Mid-term test)

The formative assessment for this module comes in a formal way by using written
test. Generally it occurs in the short term where you are in the process of making
meaning of new content and of integrating it into what you have already known.
The feedback given is immediate and could enable you to change the behaviour
and understanding right away. At the same time, the educator is able to rethink
effective instructional strategies, activities and learning content based on your
understanding and performance through the assessment.
35
Summative Assessment: 60%

You are required to write an essay to discuss the theoretical issues that
influence the teaching and learning process.
Instructions:
Introduce the topic and address the subject learning outcomes.
In the body of the assignment, you may wish to briefly define the key concepts
of teaching and learning which are relevant to the topic.
It is also important in the body of the essay that identifies specifically the
problem, or the solution.
You must critically analyze and discuss your role in line with the learning
outcomes in order for you to reduce and control the problems, antisocial acts
and behaviors of the students.
You must conclude with recommendations that consider your role in

contributing to make teaching and learning more effective.
Guidelines:
1. Word count: 2,000 2,500 words. A 10% more or 10% less is allowed.
2. You must complete your assignment using Microsoft Word.
3. You are required to submit a softcopy and hardcopy of your assignment.
4. The softcopy submission is sent via email to module leader.
5. The text font should be Times New Roman or Arial, Font size 12 and the text
must be 2 inches or 1 inches line spaced.
6. Work must be referenced using latest APA format.
7. You must support this assignment with at least 10 or more references.
8. Marks will be deducted for excess or below the word count, different formats
and different font sizes, grammar, spelling and reference errors.
9. Plagiarism is an offence and is taken very seriously.
36
Where do I start?
Gather all relevant research or notes on the topic that you are writing about.
Review all and record what your research findings/information is telling you
about your topic.
Form a working statement that describes the point that you want to make.
Begin to select what information you would like to include in your essay based
on your research findings.
The pyramid outlines the sections of your essay:
Point
ss
3-5
Supporting Details
Transition must relate back to your

major point. You have to rewrite
the major points in the conclusion!
37
Marking Criteria
The outline listed below is the criteria for evaluating a written assignment. This will
also help you in the process of drafting and developing your assignment.
Introduction
Brief introduction to provide a concrete picture.
Clearly stated objectives/learning outcomes.
Content
Able to identify the problems or solutions.
Show understanding and application of the relevant theories learnt.
Implication of teaching skills/strategies to learners.
Highlight the roles of educators in contributing towards the success of teaching
and learning skills.
Display logical reasoning and critical thinking abilities in writing.
Conclusion
Concise and clear.
Writing style
Appropriate format font size, margins, spacing, headings and subheadings.
Sequence logical and systematic.
Link and flow of content is smooth.
Diagrams/pictures labelled correctly.
Minimal spelling and grammatical errors.
Referencing and citation

Adequate and relevant literature review.
Correctly cited in the writing.
Latest and primary citation
Documented correctly in the referencing list with APA style
38
Directed Study Activities

This session is divided into two activities. Both activities require you to write
based on the evidence searched, and apply it using your creative and analytical
thinking in nursing. It enables you to gain a better understanding of the nursing
science through the application of theories and knowledge gained.
Activity one: Reflective writing

This activity forms part of your learning in the general preparation for your career.
You should work independently and identify an event that you would like to reflect.
Choose one model of reflective cycle which could help you to reflect the event that
you have experienced (personal/career) and write in detail how it has helped you
in your learning. You must critically analyze and discuss the event (good or bad)
with recommendations or solutions which can contribute towards effective
learning.
39
Guideline for activity one: Reflective writing
1. Write a log of the event.

Describe what happened as briefly and objectively as possible.
2. Reflect
You should reflect upon the experience before you start to write. You may
discuss with your friends or colleagues and develop your own insights towards
the event.
3. Select reflective learning cycle to structure your writing
The reflective process should involve planning, acting, observing, reflecting
and re-planning again. By doing it, it helps to explain why the event happened
and the improvements that can be made based on your new understanding.
Activity two: Group presentation

Review and present how to promote motivation of learners within
the class with examples.
This activity forms part of your directed study in general preparation for a career
as a nurse educator in classroom or clinical setting.
You should work in a group and identify the techniques which could help in
promoting the motivation within the class group. The techniques/strategies
must be appropriate for the nursing service and up-to-date either from your
own experience or from the relevant literature. The learner should include the
background information on events and comes out with the solutions with the
use of evidence based nursing and education.
40
Activity three: Short essay

Review and discuss the strategies to promote positive
classroom management with examples.
You need to work independently. This activity forms part of your directed study
in general preparation for a career as a nurse educator in classroom or clinical
setting.
Where do I start?
Gather all relevant information or notes on the relevant topic.

Review all the resources and note down the important and useful points about
the topic.
Reflect and apply the information to a real situation that you have previously
encountered.
41
Group Work Sessions

(Note: This is not a graded work session)
Learning Outcomes
Demonstrate problem solving skills (solution and application) in relation to
practice settings.
Identify the strengths and weakness in learning skills via group discussions.
Purpose and output

The group work activities provide a supportive environment to share and discuss
own experience and knowledge gained together. Team working is highly valued
in health-care settings and is a skill that employers seek in potential employees.
Therefore, we want you to work in a team to help each other to solve problems,
as this is the norm in clinical practice. The output may come as a peer review but
might include a better understanding of the problems and potential solutions.
Problem solutions and application

In this group work, you will explore solutions to the problems/weakness you have
identified from your colleagues when they do their presentation and reflective
sharing. The ability of problem solutions could be enhanced, as you become an
active learner and your critical thinking skills developed. You have the ability to
learn from each other through the positive learning environment and facilitate
greater transfer of knowledge and learning (application to practice).
42
Group Work: Session one

Peer review on reflective writing this will be done among classmates of the
same class.
Each of you, as a class will, state the strengths and weaknesses of the presenter
for the reflective learning:
Share and describe the solution you have identified that may help your
colleague in future learning.
How can your colleague improve? Enumerate the steps of the proposed
improvements and make sure that it is specific, measurable, attainable, and
realistic.
Other group members, classmates or colleagues will be involved and contribute

through discussion about the problems and share their experiences in reflective
learning.
Group Work: Session two

Peer review on group presentation this will be done among the classmates
themselves (classroom).
Each student will be encouraged to share and discuss their ideas which are
relevant to the topic presented. You should think critically and focus on the actual
practical steps that you can recommend to show the integration of teaching and
learning. Group members can contribute through sharing and discussion on what
they have learnt and reviewed from the literature.
43
Group Work: Session three

Referencing and citation.
In this session, you will set out a schedule for the group to have a discussion on
how to do referencing. You can divide among yourselves, who is going to be
responsible for book citation referencing, journal referencing and website
referencing.
44
References
Atkinson, J. W. (1964). An Introduction to Motivation. New York: American BookVan Nostrand-Reinhold.
Bandura, A. (2001). Social cognitive theory and clinical psychology. In N. J. Smelser

& P. B. Baltes (Eds.), International encyclopedia of the social and behavioral
sciences (Vol. 21, pp. 14250-14254). Oxford: Elsevier Science.
Berliner, D.C. (1989). Furthering our understanding of motivation and environments.

San Diego: Academic Press.
Evertson, C. & Poole, I. (2008). Proactive classroom management. In T. Good (Ed.),

21st century education: A reference handbook. (pp. I-131-I-140). Thousand
Oaks, CA: SAGE Publications, Inc. doi:
http://dx.doi.org/10.4135/9781412964012.n14
Knowles, M. S. (1984) Andragogy in Action. Applying modern principles of adult

education, San Francisco: Jossey Bass.
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and
development. Prentice Hall, Englewood Cliffs: NJ.
Kornhaber, M. L. (2001) Howard Gardner in J. A. Palmer (ed.). Fifty Modern
Thinkers on Education. From Piaget to the present, London: Routledge.
Malone, T. & Lepper (1987). Making Learning Fun: A Taxonomy of Intrinsic

Motivations for Learning. In Snow, R. & Farr, M. J. (Ed). Aptitude, Learning,
and Instruction Volume 3: Conative and Affective Process Analyses. Hillsdale,
NJ.
Maslow, A. H. (1954). Motivation and personality. New York: Harper.
Murphy, P.K., & Alexander, P.A. (2000). A motivated exploration of motivational

terminology. Contemporary Educational Psychology, 25 [special issue], 3-53.
Ormrod, J.E. (2004). Human learning. Prentice Hall: NJ.
Piaget, J. (1952). The origin of intelligence in children. New York:International

University Press.
Rotter, J. B. (1954). Social Learning and Clinical Psychology. Prentice Hall: NJ.
Schn, D. (1983). The Reflective Practitioner. How professionals think in action.

London: Temple Smith.
Skinner, B. F. (1974). About behaviorism. New York: Alfred A. Knopf.
Snyderman, M. & Rothman, S. (1987). Survey of expert opinion on intelligence and

aptitude testing. American Psychologist, 42, 137-144. doi:10.1037/0003066x.42.2.137
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: ASCD.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an

attributional perspective. Educational Psychology Review, 12 (1), 1-14.
Wolfe, J.M. (2001). Asymmetries in visual search: An introduction. Perception and

Psychophysics, 63(3): 381-389.
Zimmerman, B. J., & Schunk, D. H. (2003). Educational psychology: A century of

contributions. Mahwah, NJ: Erlbum.
45
Additional Reading Lists

Akinsaya, C. Williams, M. (2004). Concept Mapping For Meaningful Learning.
Nurse Education Today, 24, 41-46.
Bach, S. Grant, A. (2009). Communication and interpersonal skills for nurses.

Exeter: Learning Matters Ltd.
Barrow, E.J, Lyte, G & Butterworth, T. (2002). An Evaluation Of Problem-Based

Learning In A Nursing Theory and Practice Module. Nurse Education In
Practice, 2, 55-62.
Butterworth, T. Faugier, J. & Burnard, P. (1998). Clinical supervision and

mentorship in nursing. Cheltenham: Stanley Thornes.
Department of Health. (1999). Making A Difference: Strengthening the Nursing

Midwifery and Health Visiting Contribution To Health and Health Care.
London, DH.
Department of Health. (2007). Mental Health Act 2007 Overview [online]
Available at: http://www.dh.gov.uk/en/Healthcare/NationalService
Frameworks/Mentalhealth/D H_078743
th
Dimond, B. (2005). Legal Aspects of Nursing (4 ed.). Harlow: Longman.
Fowler, I. (1998). Handbook of clinical supervision your questions answered.

London: Mark Allen Publishing Ltd.
Glen, S. & Wilkie, K. (2000). Problem-based learning in nursing: a new model

for a new context? Hampshire: Palgrave.
Glen, S. & Leiba, T. (2002). Multi-professional learning for nurses. London:

Palgrave.
Hogan, C. (2002). Understanding facilitation: theory and principle. London,

KoganPage.
46
Honey, P. & Jarvis, P. (2002). The theory and practice of teaching. London:
Kogan Page.
Jarvis, P., Holford, J. & Griffin, C. (2003). The theory and practice of learning
nd
(2
ed.). London: Kogan Page.
Kember, D. Jones, A., Loke, A., Mckay, J. & Sinclair, K. (2001). Reflective
teaching and learning in the health professions. Oxford: Blackwell
Science.
Kenworthy, N. & Nicklin, P. J. (2000). Teaching and assessing in nursing

practice: an experiential approach (2nd ed.). London: Scutari Press.
Nursing and Midwifery Council. (2008). The Code: Standards of conduct,

performance and ethics for nurses and midwives. London: NMC.
Nursing and Midwifery Council. (2011). Guidance on professional conduct

for nursing and midwifery students (3rd Ed). London: NMC.
Race, P. (2001). The lecturers toolkit: a practical guide to learning teaching

nd
and assessment (2
ed.). London: Kogan Page.
Royal College of Nursing. (1998). Guidance for clinical governance. London:

RCN.
Savin-Baden, M. (2000). Problem-based learning in higher education: untold

stories. SRHE:Open University Press.
Timmins, F. & McCabe, C. (2005). Nurses and midwives assertive behaviour in
the workplace. Journal of Advanced Nursing. 51(1), 38-45.
Tingle, J. & Cribb, A. (2002). Nursing law and ethics (2nd ed.). Oxford: Blackwell
Publishing.
Winningham, M. & Preusser, B. (2001). Critical thinking in medical-surgical

settings - a case study approach (2nd ed.). London: Mosby.
47

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LBBN 1104 Educational Psychology

Module LBBN 1104

BSc (Hons) in Nursing

LBBN 1104 Educational Psychology

Introduction to the Module.2

LBBN 1104 Educational Psychology

Introduction to the Module

Application of theory to practice

Critical thinking and using self-directed learning (SDL)

Report findings objectively

LBBN 1104 Educational Psychology

Delivery of the module consists of lectures, group discussions and a series of

LBBN 1104 Educational Psychology

Module Learning Outcomes

1. Discuss an integrative approach to the theory and practice of

learning in classroom management.

LBBN 1104 Educational Psychology

Topics of the Module

INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

ADULT LEARNING STYLES (TYPES)

ADULT LEARNING STYLES (MODELS)

INDIVIDUAL DIFFERENCES IN LEARNING

LBBN 1104 Educational Psychology

MOTIVATION AND BEHAVIOR CHANGE THEORIES

LBBN 1104 Educational Psychology

Brief Contents of the Module

Introduction to educational psychology

The value of practice

The need to tap students interests and adapt instruction to individual

The advantages of using self-comparison rather than competitive social

Writings of European philosophers and reformers stressed the value of activity,

Psychology of teaching and learning

LBBN 1104 Educational Psychology

Binet assessments of intelligence

Early 1900s, he believed having an objective measure of learning ability is

Several modern intelligence tests have been developed to determine the

Piaget (1952) development of thinking

Maturation, activity, social interaction and equilibration influence the way

Bloom - goals of instruction

Developed taxonomy of educational objectives which are divided into three

Contemporary educational psychology

LBBN 1104 Educational Psychology

Contemporary views of learning and motivation

Cognitive view of learning

Constructivist theories of learning

LBBN 1104 Educational Psychology

Behavioural Theories of Learning

Positive reinforcement e.g. reward conditioning

Negative reinforcement involves the removal of an unpleasant stimulus

LBBN 1104 Educational Psychology

In addition, there are two methods to decrease or extinguish the probability of a

Non-reinforcement an organisms conditioned response is not followed by

Punishment an aversive stimulus that the organism cannot escape or avoid

Cognitive learning theory

LBBN 1104 Educational Psychology

Importance of emotions and feelings

Right of individuals to make own choices

From a humanistic perspective, motivation is derived from a persons needs,

Models of adult learning

LBBN 1104 Educational Psychology

Figure 1: Maslow Hierarchy of Needs

Adults need to be involved in the planning and evaluation of their instruction.

Experience provides the basis for learning activities.

Adult learning is problem-centred rather than content-orientated.