OUTCOMES
1. Understanding of basic psychological approaches in the explanation of learning.
2. The ability to implement learning principles in the education.
3. The ability to recognize and to distinguish basic personality characteristics.
4. The understanding the necessity of adjustment to individuality of students and their special needs and as well the basic knowledge about how to adapt to hyperactive students, students with learning disabilities and gifted students.
5. The understanding of how self concept, self esteem, self efficacy, procrastination and anxiety affect school behaviour and academic success of students.
6. The ability to recognize different motivation in students and knowledge about principles of increasing academic motivation.
7. Understanding the role of stress in academic life of students and teachers.
LECTURES:
1. The introduction in educational psychology and the subject and methods of the educational psychology.
2. Human memory.
3. Approaches to learning. The humanistic approach to teaching.
4. Classical and operant conditioning and the implementation in education.
5. Cognitive approach to learning and implication for education.
6. Social-cognitive approach and implication for education.
7. Methods of teaching.
8. The role of intelligence in learning and school behaviour.
9. Characteristics of adolescents and adaptation to their needs in teaching.
10. The characteristics of students with special needs and the adjustment in teaching methods.
11. The role of personality dimensions and traits for the student's behaviour and the implication for the role of the teacher.
12. Self concept, self esteem, self efficacy and school success.
13. Motivational aspect of personality and the role of teacher in fostering academic motivation.
14. Students' stress in academic setting.
15. Psychometric basis for knowledge assessment.
SEMINARS:
Each part of seminar curriculum is connected with lectures and also includes practical application in students' work.
1. Introduction to the rules of drawing the mind maps and applying that knowledge
2. Short exercises that demonstrate laws of memory.
3. Application of rules of memory and learning in teaching.
4. Recognising of and coming up with examples of classical and instrumental conditioning.
5. Formulation of learning outcomes according to revised Bloomberg's taxonomy
6. Simulation of school class that includes detection of good practices together with pointing out negative ones and solving them by implementing learning theories introduced in seminar's curriculum.
7. Demonstration of debate as a teaching method
8. Application of Gardner's "intelligences" in class; Emotional intelligence.
9. Erikson's theory of psycho-social development; Developmental characteristics of adolescents.
10. Teaching pupils with learning disabilities; Teaching gifted students;
11. Managing pupils with behavioural problems; Managing and teaching hyperactive students.
12. Perfectionism in class; Self compassion and how to develop it in school.
13. Role of teacher in developing school efficacy.
14. Basic psychological needs in educational context; Application of goal orientations theory in education.
15. Test anxiety and teacher's role in it.
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- Vizek-Vidović, V., Rijavec, M., Vlahović-Štetić, V., Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP.
- Larsen, R. J., Buss, D. M. (2008). Psihologija ličnosti. Jastrebarsko: Naklada Slap (odabrane stranice)
- Grgin, T. (1997). Edukacijska psihologija. Jastrebarsko: Naklada Slap
- Fulgosi, A. (1997). Psihologija ličnosti: Teorije i istraživanja. Zagreb: Školska knjiga
- Zarevski, P. (2007). Psihologija pamćenja i učenja. Jastrebarsko: Naklada Slap
- Čudina-Obradović, M. (1991). Nadarenost: razumijevanje, prepoznavanje, razvijanje. Zagreb: Školska knjiga
- Pervin, L. A., Cervone, D., John, O. P. (2011). Psihologija ličnosti - teorije i istraživanja. Zagreb: Školska knjiga
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