MH4074 Psychology of Learning and Development Syllabus:
MH4074 Psychology of Learning and Development Syllabus – Anna University PG Syllabus Regulation 2021
OBJECTIVES
To introduce general concepts of learning theory.
To help understand research related to theories of learning.
To enable opportunity to engage in critical analysis of theories through discussions.
UNIT I INTRODUCTION
Introduction to learning. Behaviourism – Classical and Operant. Social Learning Theory. Taxonomies. Mastery Learning. Cognitive Information Processing. Problem Solving, Transfer. Meaningful Learning. Situated Cognition. Development and Learning. Interactional Theories of Learning. Nature and Meaning of Psychology. Methods and Scope Psychology.
UNIT II EDUCATIONAL PSYCHOLOGY
Nature and Meaning of Educational Psychology. Functions Educational Psychology. Physical, Social, Emotional and Cognitive development patterns. Stage. Specific Characteristics of Infancy and Childhood and their developmental tasks. Characteristics and Problems of Adolescents. Needs, aspiration, attitudes and Self-concept of Adolescents. Guidance and Counselling for adolescents.
UNIT III UNDERSTANDING LEARNER STAGES OF HUMAN DEVELOPMENT
Cognitive Development. The Self, Social, and Moral Development. Learner Differences and Learning Needs. Language Development. Language Diversity and Immigrant Education. Culture and Diversity, Behavioural Views of Learning. Cognitive Views of Learning. Complex Cognitive Processes.
UNIT IV LEARNING AND MOTIVATION
Concept of learning and its nature. Factors influencing learning – Personal and Environmental. Motivation – Nature, Types. Techniques of enhancing learner’s motivation. Theory of Learning. Operant Conditioning theory of learning. Gestalt theory of Learning. Learning goals with classroom activities, create motivating and inclusive environments, and integrating assessment into learning. Frameworks like Backward Design. Effective teaching and learning frameworks from psychological, cognitive, sociological, and educational research.
UNIT V APPRECIATION AND CRITICISM
Ability of Understanding– appreciation, advocatory, descriptive, evaluative, interpretative and other evaluation criteria and methodology. Development of Design Thoughts-understanding, developing and expressing a design thought in its right perspective purpose, manner and mode. Theories and models for experiencing architecture.
TOTAL: 45 PERIODS
COURSE OUTCOMES
CO1 Knowledge about major social and psychological processes involved in learning and development in an educational setting.
CO2 Ability to engage in knowledgeable and productive dialogue with colleagues about human learning, development, and educational practice.
REFERENCES
1. Ellen D. Gagne, Carol Walker Yekovich, Frank R. Yekovich,‘ The Cognitive Psychology of School Learning’ , Pearson, 1997.
2. Derville, Leonore, M.T ,’The use of Psychology in Teaching’, Longman London, 1982.
3. Biggs, Jhon B, ‘The Process of Learning’, Pearson Higher Education,1993.
4. McShane, J, ‘Cognitive Development, An Information Processing Approach Basic’, Black Well, Oxford, 1991.
5. Glover, J.A and Bruning,‘Educational Psychology Principles and Applications, Pearson, 1990.
6. Dececco J.P, ‘Psychology of Learning and Instruction: Educational Psychology’, Prentice Hall of India Ltd, NewDelhi, 1970.
7. Herbert J. Klausmeier, Richard E. Ripple, ‘Learning and Human Abilities: Educational Psychology’, Joanna Cotler Books, 1975.
8. Carol Davidson Cragoe, ’How to Read A Building’, Rizzoli, 2008.