Supporting Learning I: Assessment and Intervention for Learning

Code

PSGY5000

School

Psychology

Level

5

Credits

20

Semesters

Full Year UK

Summary

This module examines: 

Key factors which impact on the engagement with and progression with learning.

Key aspects of literacy development and difficulties that arise in this area, particularly from the perspective of the role of the professional educational psychologist. 

Recurring themes in professional discussions about the development of literacy in children and young people and the different research traditions within which literacy difficulties have been investigated. 

Key aspects of numeracy development from the perspective of the role of the professional educational psychologist. 

The theoretical rationale and evidence base for interventions that have effectively helped increase the academic and social learning of students and young people.

Critical approaches for judging the efficacy of individual interventions, the relative efficacy of various interventions and the cost-effectiveness of such approaches

Research into the ‘acceptability’ of various interventions and the barriers to their implementation in educational and other settings.  

Tools associated with different paradigms in assessment as they pertain to learning.

Regard for the issues of sensitivity to individual differences (e.g. cultural, gender issues), important in developing ethical practice. 

The location of ‘assessment’ within a flexible, individualised and psychological problem-solving model, so as to allow a more purposeful and confident approach towards the use of specific tools and techniques.  In particular, the module will consider:

•    Historical and contemporary perspectives of factors which impact engagement on learning, including Executive Function Skills, the learning environment as a barrier to engagement with learning and the relationship between language and learning.

•    The role of motivation and attention in engagement with learning.

•    Historical and contemporary perspectives of typical literacy development and the teaching of literacy, including approaches to the assessment of literacy skill acquisition and the current legislation and practice guidelines for the teaching and assessment of literacy development linking to the paradigms which support the understanding of the difficulties in acquiring literacy skills.

•    Empirical studies relating to diversity and inequity in provision and outcomes for children with literacy difficulties.

•    Historical and contemporary perspectives of the teaching of numeracy (maths) and the teaching of numeracy including approaches to the assessment of numeracy skill acquisition and the current legislation and practice guidelines for the teaching and assessment of numeracy development.

•    Studies of successful school staff led, peer led and family led (parent/carer) interventions with children with literacy and numeracy difficulties in school.

•    The history of the specific literacy difficulties (dyslexia) debate, including paradigm affiliations and professional stances, and current policy and practice in relation to specific literacy difficulties (dyslexia) and EP practice, including legal issues. 

•    The practical skills necessary for the development of effective delivery of interventions to support difficulties with learning.

Target Students

Postgraduate research students enrolled on the Doctorate in Applied Educational Psychology (Professional Training) Programme.

Classes

• One seminar each week for 20 weeks

Module activity included within a series of university-based small group seminar sessions which will involve approximately 1 taught sessions of up to 3 hours per week: • Elicitation of TEPs’ previous learning and experiences in this area • Tutor-led overviews of research and practice in topic areas sometimes supplemented by presentations by external professionals of areas of expertise. • Analysis of video examples from professional practice. • Role play with coaching and pro-forma-guided observational analysis and feedback. • Small group documentary analysis. • Group presentations from school-based activities, classroom observation and documentary analysis tasks • Casework simulation exercises led by tutors • TEP group reflections and connection building • Follow-up and exploration of trainee learning during university- based tutorials • Set reading Methods included in EPS Fieldwork Placements: • Observation of professional casework carried out by Supervisor • Individual assessment work with two pupils with regard to difficulties with progression and development with learning including both literacy and numeracy • Experience of direct use of selected individual teaching approaches with children • Planning, carrying out, reviewing and writing up the module related placement tasks • Research for, and the write-up of, assignments. • Live and discussion-based supervision of casework carried out by TEP • Planning and review of learning points during three-way meetings between TEP, Supervisor and Fieldwork Tutor • Integration during university-based tutorials of knowledge, skills, confidence and objectivity in relation to casework in this area.

Assessment

• 100% Written assignment: Assessment will be by: 100% written assignment of 4,000 words in which the student's reflections and learning on professional practice are linked to the relevant theoretical and research literature. Specified placement tasks linked to this module are presented and assessed within the Year 1 Professional Practice Development (PPD) Module Placement Portfolio against the Programme's Professional Practice Requirements Criteria and the standards of professional practice outlined within HCPC Standards of Conduct. Performance and Ethics, HCPC Standards of Proficiency (SOPs) for Practitioner Educational Psychologists and BPS Professional Practice Competencies. An assignment related to Direct Instruction or Paired Reading is written up and submitted as a research report within the Applied Research Methods I Module.

Assessed by end of summer vacation

Educational Aims

Learning Outcomes

A Knowledge and Understanding 

1. The paradigms of working with the learning needs and individual differences of children and young people. 
2. The potential breadth of the EP role in working with children and young people to support engagement with learning and the development of learning skills. 
3. The potential breadth of the EP role in working with education staff and families in understanding the individual needs and learning difficulties of children and young people within their learning environment. 
4. Psychological and educational paradigms within which learning, particularly literacy and maths difficulties are conceptualised. 
5. Defining assessment needs: knowing when to use norm-referenced tests and when to use alternative approaches such as curriculum-based assessment or criterion referenced assessment. 
6. The potential breadth of the EP role in working with children and young people with literacy difficulties and the research base underpinning levels and types of assessment and interventions for literacy difficulties. 
7. Legislative requirements and policy developments in the identification and provision for pupils with significant levels of literacy difficulties. 
8. The potential breadth of the EP role in working with young people with maths difficulties and the research base underpinning levels and types of assessment and intervention for maths difficulties. 
9. Effective interventions relating to the differing needs of learners. 
10. Prepare, develop and deliver training to teachers, support staff  and families  in promoting effective teaching and learning in education settings actively promote inclusion, equity and diversity. 
11. The knowledge and understanding needed to critically evaluate particular approaches to the development of learning skills in children and young people. 
12. Instructional theory and its applications in the assessment of, teaching and monitoring of pupils.

B Professional Practice Skills

1. Demonstrate professional and ethical practice which adheres to professional codes of conduct, ethics and proficiency, through demonstrating the ability to operate effectively within legal, national and local frameworks for educational psychology practice. 
2. Maintaining a personal and professional critical self-awareness in relation to developing effective learning interventions in schools 
educational settings, along with the learning environment.
3. Maintaining sensitivity to issues of bias and equitability in relation to the learning needs of pupils 
4. Implementing directly and through others interventions appropriate to a range of formulations 
5. Selecting levels of intervention that are potentially the most effective and feasible in the varying contexts of problem presentation. 
6. Formulating an appropriate EP course of action and evaluation strategy grounded in a sound theoretical and/or evidence base. 
7. Engage in consultation, assessment and intervention planning with teachers, pupils, parents and other professionals. 
8. Provide written accounts of professional consultations, assessments and intervention planning for a range of recipients. 
9. Engage in skilled behaviour as a consultant in the assessment and development of effective learning interventions.

Conveners

• Marie House