Teaching and Learning Processes in School Context

Recommended Prerequisites

NA

Teaching Methods

Lecturing, presentation and discussion of assignments carried out by students, development of teaching and learning programs.

Learning Outcomes

This course is intended to provide a specific training focused on teaching and learning at school setting. It is centered on two domains: 1) on teaching processes and 2) on students’ learning processes.

At the end, students should:

-To know and to analyze the theoretical foundations of teaching organization

-To understand the role played by the educator in the analyze and organization of teaching

-To apply acquired knowledge to teaching organization

-To know and to understand the cognitive, socio-cognitive, and motivational

 processes involved in learning

-Understanding the influence of beliefs and expectations regarding teaching and learning on behaviour and achievement in school context

-To understand how the cognitive processes constrain and determine learning

-To apply learning processes’ knowledge, aiming to promote school achievment.

Work Placement(s)

No

Syllabus

1. Teaching organization

Foundations of teaching organization: research on teaching; official guidelines; educators’ decisions

Framework for teaching organizing founded in cognitive theories; the taxonomies

Planning, implementation and evaluation of teaching

2.Study of the socio cognitive and motivational processes within school environments.

Implicit beliefs and theories about teaching and learning.

Causal attributions and control expectations of the outcomes.

Theory of the accomplishment objectives.

3. Cognitive processes involved in learning

Attention and memory. Load cognitive theory

Comprehension. Comprehension strategies

Problem solving. Problem solving strategies. The role of domain specific knowledge.    

Head Lecturer(s)

Maria Isabel Ferraz Festas

Assessment Methods

Final assessment
Exam: 100.0%

Continuous assessment
Other: 30.0%
Frequency: 70.0%

Bibliography

-Cordeiro, P. M., Lens, W., & Bidarra, M. G. (2009). O lugar das variáveis motivacionais no processo de instrução e aprendizagem: A teoria dos objectivos de realização. Revista Portuguesa de Pedagogia, 43 (2), 305-328

-Festas, I., Oliveira, A., Rebelo, J. A., Damião, H., Harris, K., Graham, S. (2014). Professional development in Self-Regulated Strategy Development: Effects on the writing performance of eighth grade portuguese students. Contemporary Educational Psychology, DOI: 10.1016/j.cedpsych.2014.05.004

-Festas, I. (2011). Compreensão de textos e métodos activos. Revista Portuguesa de Pedagogia, Extra-Série, 213-221

-Mayer, R. (2011). Applying the science of learning. Boston, MA : Pearson

-Paas, F., Ayres, P. (2014). Cognitive load theory: a broader view on the role of memory in learning and education. Educational Psychological Review, 26, 191-195

-Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. San Francisco: Jossey-Bass