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1. Course general information

1.1 Basic information

Faculty or Program: Core: Course name:

academic unit: B.A. in Modern Languages with Disciplinary Psychology and Education
Education Emphasis in English Área:
Sciences Research
and
innovation
Code: Academic term: Semester: No. credits: No. hours:
BOGPRE4771 2020-2S Fifth
2 32

Theoretical Theoretical- Practical Associated Yes No

Course type: practical to
transversal
x project: x
Created on: Updated on:
July 2018 July 2019

1.2 Course description

This course is an introductory examination of current studies on cognitive and developmental psychology. The pre-
service teachers will explore psychological and neurological models of language and fundamentals on language
acquisition and language processing. Students will discuss about the human brain performance and how cognitive
processes such as concept formation, language, memory and thought are generated.

2.Learning intentions

2.1. Formative aims

General aims:
Analyzes how psychological theories influence on educative processes when teaching and learning a foreign
language.

Specific aims:
 Understands certain theories connected to psychology and education and remember how to use them in
teaching procedures.
 Analyzes how the human development in different stages of life is a fundamental element to take into
account in teaching and learning processes.
 Evaluates new learning strategies and proposes how to use them in a bilingual class.
2.2 UGC graduate profile

Alumni from the B.A. in Modern Languages with Emphasis in English at Universidad La Gran Colombia stand out
due to their knowledge of context-based needs, meaning to cooperate in building initiatives that will impact their
betterment and their communities’ quality of life. In this way, they will acknowledge their political role and their
profession's fellowship range, as educators aiming to transform society from fields that strengthen the development
of English as a second language, by promoting an environment of self-recognition and the exchange of experiences
and sociocultural knowledge.
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2.3. Competences:

Specific Competence Evaluation indicators.

 Understands certain theories connected to  Mind map

psychology and education and remember how to  Problem solving cases
use them in teaching procedures.

Generic Competence Evaluation indicators.

 Adapt new teaching trends aligned with the needs  Projects

of the environment to engage learners in their  Workshops
educational process.

Cross-Competence Evaluation indicators.

 Act ethically in different contexts by being
productive participants of their society to obtain  Self-assessment
successful results regarding the integral
development of themselves and those who learn
from them.

2.4. Expected learning results

By the end of the course the student will be able to:

 Distinguish certain theories that connect psychological processes with education.
 Determine how the human development in different stages of life is a fundamental element to take into
account in teaching and learning processes.
 Reflect about the learning process of a second or foreign language and use psychological theories to
propose a new way to teach English.

2.5. Teaching methodology

The class will be developed in two parts, one will be theorical and the other will be practical. The first one will be
presented mainly by the teacher with contributions of students and the second will be totally led by the proposals of
students.

3. Evaluation

3.1 Types of evaluation:

Formative
Self-assessment
Peer-assessment
Teacher’s assessment
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3.2 Evaluation percentages and strategies

Partial Resource strategy Date

Mind map
First 30% Problem solving case 1 to 5 week
First Term exam

Task
Problem solving cases
6 to 11 week
Second 30% Self-assessment
Second Term exam

Task
Proposal
Third 40% 12 to 16 week
Final Exam

Weekly study guide (appendix)

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Appendix
Weekly Study Guide
Course Professor

Full name

E-mail

Program B.A. in Modern Languages with Emphasis in English

Academic degree

Specific___ Generic____ Transversal___

Description
 Understand certain theories connected to psychology and education and analyze how to use them in
teaching procedures.
 Adapt new teaching trends aligned with the needs of the environment to engage learners in their
educational process.
 Act ethically in different contexts by being productive participants of their society to obtain successful
results regarding the integral development of themselves and those who learn from them.

Week Core Topics and Academic Activities

Presentation of syllabus
1.Topic: WHY DO WE NEED PSYCHOLOGY IN EDUCATION? Learners and teacher go brainstorming about what
psychology might be about and its relation to education.
1 2. Suggested Reading for next session: Chapter 1: Introduction to psychology and education: some essential
nd
background. Pages 1-12. The psychology of Education. 2 Edition. Martyn Long, Clare Wood, Karen Littleton,
Terri Passenger and Kieron Sheehy. 2010. Source: http://www.ifeet.org/files/Psychology-of-Education.pdf

3. Moodle Activity: Based on the reading of the chapter number 1, write a 180 word opinion in the forum posted
where you answer the question “Why do we need psychology?”. Do not forget to comment on your partners’
opinions.
1.Topic: PSYCHOLOGY CONTRIBUTIONS TO EDUCATION. Based on the reading of last read chapter, students will
present in groups their thoughts about the main contributions psychology has made to education.
nd
2. Suggested Reading for next session: Chapter 2: Learning. Pages 13 -20. The psychology of Education. 2
2 Edition. Martyn Long, Clare Wood, Karen Littleton, Terri Passenger and Kieron Sheehy. 2010. Source:
http://www.ifeet.org/files/Psychology-of-Education.pdf

3. Moodle Activity: Students watch the video posted about how the human brain learns and leave a comment
about what caught their attention.
1.Topic: DISCUSSING YOUR STRATEGIES TO LEARN BETTER. Based on the reading of last read chapter, students
will discuss in peers what it works for them to learn and the reasons why they consider those tips work. They
share thoughts and come up with a list of strategies.
3
nd
2. Suggested Reading for next session: Chapter 2: Learning. Pages 20 -31. The psychology of Education. 2
Edition. Martyn Long, Clare Wood, Karen Littleton, Terri Passenger and Kieron Sheehy. 2010. Source:
http://www.ifeet.org/files/Psychology-of-Education.pdf
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3. Moodle Activity: Students write a 300 word reflection paper where they describe the kinds of learning
methods they had at elementary and high school by associating them with the categories of learning seen in the
chapter.

1.Topic: COGNITIVE PROCESSES AND LEARNING. Based on the reading of last read chapter, students will present
in groups the kinds of memory and their categories by providing everyday examples.
nd
2. Suggested Reading for next session: Chapter 2: Learning. Pages 33 -47. The psychology of Education. 2
4
Edition. Martyn Long, Clare Wood, Karen Littleton, Terri Passenger and Kieron Sheehy. 2010. Source:
http://www.ifeet.org/files/Psychology-of-Education.pdf

3. Moodle Activity: Students upload and present activities to work short and long –term memory.
1.Topic: COGNITIVE DEVELOPMENT AND LEARNING. Based on the reading of last read chapter, students will
summarize in groups the main learning development theories.

5 2. Suggested Reading for next session: Students must review chapters 1 and 2 to get ready for the exam in the
next session

3. Moodle Activity: Students upload a summary paper of the cognitive development theories discussed in class.

6 1st Midterm

First term exam feedback

1.Topic: WHAT KIND OF LEARNER ARE YOU? Teacher does a brief introduction for the multiple intelligences topic
by applying a small test to identify the way students prefer work and learn.

7 2. Suggested Reading for next session: Howard Gardner Theory of multiple intelligences. Source:
http://www.autismempowerment.org/wp-content/uploads/2013/12/Howard-Gardner-Theory-of-
Multiple-Intelligences.pdf

3. Moodle Activity: Students upload a summary paper based on the text provided.

1.Topic: MULTIPLE INTELLIGENCES. Students present and apply activities to their partners based on each one of
the multiple intelligences seen in the text.

2. Suggested Reading for next session: A brain-based approach to teaching English as a second language.
8 Source:https://www.academia.edu/7348401/A_brainbased_approach_to_teaching_English_as_a
_second_language

3. Moodle Activity: Students upload their presentations of the activities presented in class.

1.Topic: BRAIN BASED APPROACH. Based on the text due as homework, students are split in 12 different groups
to explain each other every single characteristic of the brain displayed in the text.
9 2. Suggested Reading for next session: All the prior texts.

3. Moodle Activity: Students upload a paper where they explain their top 5 brain characteristics explaining why
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they are important when teaching a second language.

1.Topic: REVIEW BEFORE THE EXAM. After a week off, it is advisable to review the seen topics and to be
evaluated in the next session. The teacher asks students to make groups and select one topic to share with their
partners.

10 2. Suggested Reading for next session: All the prior texts

3. Moodle Activity: Students fill out a forum by creating a question bank about the kinds of questions that might
be included in the exam to help their partners.

11 2nd Midterm

SECOND-TERM EXAM FEEDBACK

1.Topic: CHILDHOOD BRAIN DEVELOPMENT. The teacher asks students to discuss the ways they think children
learn and the kinds of suitable activities for them.

12 2. Suggested Reading for next session: Understanding Children’s Development:

https://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/BTEC/BTECFirstChildrensCareLearn
ingandDevelop/Samples/SampleMaterial/UCD%20Unit%201.pdf

3. Moodle Activity : Students upload a lesson plan for a 5 year-old English class, based on the theories seen in
the text.

1.Topic: CHILDHOOD BRAIN DEVELOPMENT. The teacher asks students to make groups and apply one of their
lesson plans for children uploaded on Moodle to be performed in class.

2. Suggested Reading for next session: Adolescent Development Explained. Source:

13 https://www.hhs.gov/ash/oah/adolescent-development/explained/index.html

3. Moodle Activity : Students upload a lesson plan for a 16 year-old English class, based on the theories seen in
the text.

1.Topic: HUMAN DEVELOPMENT: ADOLESCENCE (SOCIAL, COGNITIVE AND PHYSICAL DEVELOPMENT). The
teacher asks students to make groups and apply one of their lesson plans for teenagers uploaded on Moodle to
be performed in class.

2. Suggested Reading for next session: Revisiting Adult Development: Changing Capabilities, Perspectives, and
14 Worldviews Morris, Linda E, EdD; Klunk, Clare D, PhD.Adult Learning; Bowie Tomo 27, N.º 1, (Feb 2016) Source:
https://journals.sagepub.com/doi/abs/10.1177/1045159515616239

3. Moodle Activity : Students upload a lesson plan for a 20 - 40 year- old English class based on the theories seen
in the text.
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1.Topic: HUMAN DEVELOPMENT: ADULTHOOD (SOCIAL, COGNITIVE AND PHYSICAL DEVELOPMENT). The
teacher asks students to make groups and apply one of their lesson plans for adults uploaded on Moodle to be
performed in class.
Ref
15 2. Suggested Reading for next session: All the prior texts about brain development. ere
nce
3. Moodle Activity: Students upload a 300-word paper where they reflect about the importance of knowing s
brain development stages to develop good classes.

16 End of Semester – final test

Compulsory references Location

website
 Adolescent Development ExplainedU.S. Department of
Health and Human Services, Office of Adolescent Health,
Adolescent Development Explained. Washington, D.C:
U.S. Government Printing Office, November 2018.
https://www.hhs.gov/ash/oah/sites/default/files/adolescent-
development-explained-download.pdf

 Beyond Learning Styles: Brain-Based Research and Website

English Language Learners .Judy Lombardi, PhD, is an
associate professor of secondary education at California
State University Northridge, California. Copyright © 2008
Heldref Publications
http://biologydiva.pbworks.com/f/Beyond+Learning+Styles+-
+Brain+based+research+and+english+language+learners.pdf

 Embodied cognition and language learning in virtual

environments. Data base UGC
https://ugc.elogim.com:2097/education/docview/1715855824/B2F7
756839674B8EPQ/2?accountid=50439
UGC Library
 Gardner, H. (1991). The unschooled mind. Barcelona
España: Ediciones Paidós Ibérica, S.A. UGC Library

 Gardner, H. (2006). Five minds for the future. Barcelona

España: Ediciones Paidós Ibérica, S.A.

 Howard Gardner’s Theory of Multiple Intelligences .

Northern Illinois University, Faculty Development
and Instructional Design Center. 2010
https://www.niu.edu/facdev/_pdf/guide/learning/how
ard_gardner_theory_multiple_intelligences.pdf Data base UGC
 Memory, Thinking and language. Judith Greene.
http://www.cee.uma.pt/ron/Greene%20-
%20Memory,%20thinking%20and%20language.pdf
Chapters, 1, 2,3,4.
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 Learning strategies, teaching strategies and new curricular Website

demands: a critical view. researchgate.net
https://www.researchgate.net/publication/263854179_Learning_stra
tegies_teaching_strategies_and_new_curricular_demands_a_critic
al_view

 Learner Perception of learning tasks B.

Kumaravadivelu.San Jose State University,
California,USA.
https://www.researchgate.net/publication/250138574_Learne
r_Perception_of_learning_tasks/link/586be9d708ae8fce4919
e04e/download

 Papalia, D., Feldman R & Martorell G. (2012). Desarrollo

Humano. Colombia. McGrawHill Education.

 Revisiting Adult Development: Changing Capabilities,

Perspectives, and Worldviews Morris, Linda E, EdD; Klunk,
Clare D, PhD.Adult Learning; Bowie Tomo 27, N.º 1, (Feb
2016)
https://ugc.elogim.com:2097/education/docview/1764317918/D180
60C0547B4145PQ/12?accountid=50439

 Rayner, S. G. (2015) Cognitive Styles and Learning

Styles. In, J. D. Wright, (Ed.).
International Encyclopedia of Social and Behavioral Sciences (2nd
edition), Vol
4, pp. 110–117.
https://www.researchgate.net/publication/279749704_Rayner_S_
G_2015_Cognitive_Styles_and_Learning_Styles_In_J_D_Wright_
Ed_International_Encyclopedia_of_Social_and_Behavioral_Scienc
es_2nd_edition_Vol_4_pp_110-117_Oxford_Elsevier

 Sanz, L. (2012) Piscología evolutiva y de la educación.

España: CEDE.
Suggested Reading: Estimating Emotions Through Language
Statistics and Embodied Cognition. Data base UGC
https://ugc.elogim.com:2097/education/docview/1993918220/B2F7
756839674B8EPQ/1?accountid=50439

 Understanding Children’s Development:

https://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational
/Childcare/BTEC/BTECFirstChildrensCareLearningandDevelop/Sa
mples/SampleMaterial/UCD%20Unit%201.pdf

 Wolfolk, A. Psicología educativa. (2018). USA. Pearson.

 What are cognitive processes? An example-

basedapproachAlbert Newen:
https://www.researchgate.net/publication/281169649_Wha
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t_are_cognitive_processes_An_example-based_approach

Complementary references Location

Ausubel, D.et al. (1968). Educational psychology: A Cognitive
View. New York: Holt, Rinehart and Winston.
Luis Ángel Arango Library

Costa, A. & Kallick, B. (2007). Discovering and exploring habits of

mind. Corporación. USA: Intel.

Sanz, C. (2005) Mind and context in adult second language

acquisition methods, theory, and practice. Washington: UGC Library
Georgetown University press.

Shapiro, L. (2011). Embodied cognition. London and New York: UGC Library
Routledge.
Luis Ángel Arango Library
Sternberg, R. & Spear-Swerling, L. (1996). Enseñar a pensar.
España: Santillana.

Garhart, C. (2000)Theories of Childhood: An Introduction to Luis Ángel Arango Library

Dewey, Montessori, Erikson, Piaget & Vygotsky

Lightbown, P. (2013). How Languages are Learned, Oxford UGC Library

Handbooks for Language Teachers
UGC Library}
Rowland, C. (2014) Understanding Child Language Acquisition
UGC Library
Williams, M., Mercer S & Ryan S. (2016) Exploring Psychology in
Language Learning and Teaching
UGC Library

Digital or technological resources

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Van Heuven, W., & Dijkstra, T. (2010) Language Comprehension

ScienceDirect (Electronic Resources UGC)
in the Bilingual Brain. Brain Research Reviews. Volume 64, Issue
1. Páges 104-122.

Small, S.L. (2008) The neuroscience of Language in Brain and ScienceDirect (Electronic Resources UGC)
Language. Volume 106. Pages 1-3.
https://doi.org/10.1016/j.bandl.2008.05.004