Teaching and Learning Processes in the School Context

Year
1
Academic year
2015-2016
Code
02024343
Subject Area
Education Sciences
Language of Instruction
Portuguese
Mode of Delivery
Face-to-face
ECTS Credits
4.0
Type
Elective
Level
2nd Cycle Studies - Mestrado

Recommended Prerequisites

Psychopedagogy of school learning

Teaching Methods

Lecture; individual and group assignments, as well as research works done by students.

Learning Outcomes

The Curricular unit “Psycho pedagogical Planning and Intervention” is aimed at school context and the connections that it may establish with other contexts in order to acquire and strengthen formal learning.

Thus, students should develop psycho pedagogical assessment, planning and intervention skills in specific fields of school learning, namely those related to reading, and writing. Within this field, instruments of observation and assessment will be studied as well as development programs of strategies which easily enable learning.

Students should:

- know models of psycho-educational assessment;

- apply instruments of psycho-educational assessment ;

- build development plans/programs of schooling competences;

Work Placement(s)

No

Syllabus

I. Psycho-educational assessment

1. Functions of psychopedagogical  assessment

2. Models: Psychometric, behavioral, development, and dynamic model;

3. Techniques: Formal and informal.

II. Psycho-pedagogical planning and intervention

1. Taxonomies of cognitive and/or affective/relational development: its validity and application in psycho-educational planning and intervention.

2. Psycho pedagogical prevention and intervention plans that are derived from taxonomic schemes.

3. Analysis of problematic educational situations

III. Assessment and intervention on specific school subject matters

Methods, techniques and instruments of evaluation of  pre-reading, reading, writing and text comprehension skills

Intervention programs: 1) Reading – pre-reading skills and reading acquisition; 2) Text comprehension (Ribeiro et al. [2010]); ) Text composition  (Self-Regulated Strategies Development [SRSD])

Assessment Methods

Assessment
Exam (100%) or Test (70%) + Other (30%): 100.0%

Bibliography

Anderson, L. & Krathwohl, D. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Addison Wesley Longman.

Andrews, J.J., Saklofske, D. H., & Jansen, H. L. (2001). Handbook of psychoeducational assesssment: Ability, achievement, and behavior in children. New York: Academic Press.

Raposo, N.V., Bidarra, M. G. & Festas, M. I. (Eds.) (1998), Dificuldades de desenvolvimento e aprendizagem. Lisboa: Universidade Aberta.

Harris, K., Graham, S., Mason, L., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore: Paul H. Brookes Publishing Co.

Ribeiro, et al., (2010). Compreensão da leitura. Dos modelos teóricos ao ensino explícito. Um programa de intervenção para o 2.º ciclo do ensino básico. Coimbra: Almedina.

Steege, M. W., & Watson, T. S. (2009). Conducting school-based functional behavioral assessments: A practioner's guide (2nd ed.). New York: The Guilford Press.