NATIONAL INSTITUTE OF EDUCATION

QED50/52A
Educational Psychology:
Theories and Applications for Learning and Teaching
(2AU)

Course Booklet

Psychological Studies Academic Group

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 OVERVIEW OF THE COURSE
This course provides the foundation for understanding the 21st-century learners, learner development,
and the psychology of learning and motivation. The ways in which these aspects influence the processes
of learning will be considered, and proactive approaches to enhancing student motivation, learning, and
thinking explored. Theories with a focus on students’ psychosocial and cognitive development will be
introduced and their implications for classroom-practice considered. In particular, the course will
explore how students learn and the challenges they face in the process. Students’ intellectual, social,
emotional, personal and moral development will be considered.
Student teachers will synthesize and consolidate the key concepts learnt to establish explicit theory-
practice links and analyse issues in authentic classroom scenarios. This enables the student teachers to
leverage on the acquired theoretical-knowledge in order to make theory-based decisions for enhancing
teaching and the design of learning experiences

LEARNING OUTCOMES
Student teachers will develop a positive and professional attitude towards teaching and acquire
knowledge and relevant skills to become caring, committed, creative and effective teachers.
By the end of this course, student teachers will be able to:
▪ identify the role of educational psychology in the teacher’s decision-making process;
▪ describe the developmental needs of students;
▪ explain cognitive, psychosocial and cultural factors that may facilitate or impede the
development of students and their learning;
▪ synthesize the concepts of student development and learning theories and apply this knowledge
in teaching and the design of learning experiences;
▪ use different theoretical explanations for learner motivation to enhance student engagement in
learning;
▪ describe several types of higher-level thinking skills (such as creativity, critical thinking, decision-
making, and problem-solving) and explore ways that teachers can foster them
▪ explain the principles of differentiated instruction and apply these in responding to the needs of
diverse learners in the classroom

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COURSE CONTENT:
Understanding the Learner
▪ The Role of Contemporary Educational Psychology in Effective Teaching and Learning
▪ Social Contexts of Development of the 21st Century Learner
▪ Personal Development
▪ Moral Development
▪ Social Development and Social Emotional Learning
▪ Learner Diversity I: Understanding and Meeting the Needs of Diverse Learners
Understanding the Learning Process
▪ Motivation in Learning and Teaching
▪ Learning as a Behavioural Change
▪ Learning by Doing
▪ Learning by Thinking
▪ Complex Cognitive Processes – Eliciting Higher Order Responses
▪ Learner Diversity II: Catering to the Needs of Diverse Learners

COURSE SCHEDULE:
Please refer to the Class Schedule posted in the NIE Portal to find out which class you are assigned to.
Each class meets once a week. If your class falls on a public holiday, please check with your tutor
regarding the arrangements for make-up lessons.

Session Date Topic Suggested Readings

1 11-15 Jan Understanding the Learner: An Overview Tan et al. - Chapter 1 (p23-58)
▪ The Role of Contemporary STP Resources on MOE OPAL
Educational Psychology in
Eggen - Chapter 1
Effective Teaching and Learning
▪ Social Context of Development of Santrock - Chapter 1, 3
the 21st Century Learner (Bronfenbrenner’s Ecological
Theory – p71-73)
2 18-22 Jan Understanding the Learner: Personal Tan et al., - Chapter 3 (p137-
Development 156), Chapter 9 (p388-394)
▪ Psychosocial Development Theory: Eggen - Chapters 3, 10
Identity
Santrock - Chapters 3, 13
● Erik Erikson’s Stages of
Development
● James Marcia’s Identity Status
Theory
▪ Self-Concept & Self Esteem
▪ The Pygmalion Effect

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3 25-29 Jan Understanding the Learner: Moral Tan et al. - Chapter 3 (p114-
Development 159)
▪ Theories of Moral Development Eggen - Chapter 3
● Piaget (3 Stages)
Santrock - Chapter 3
● Kohlberg (6 Stages)
● *Lickona reading (Flipped
Classroom)
● Gilligan (Male v Female)
4 1-5 Feb Understanding the Learner: Social Tan et al. - Chapter 3 (p137-
Development and Social-Emotional 144)
Learning (SEL)
Eggen - Chapter 3
▪ Emotional Development
Santrock - Chapter 3
▪ Social Development
▪ Social Emotional Learning
▪ Multitier System of Support
5 8-12 Feb Understanding the Learning Process: Tan et al. - Chapter 10 (p430-
11 Feb CNY Motivation in Learning and Teaching 477)
Eve � Half
▪ Needs-based theories
Day
● Hierarchy of Needs
12-13 Feb Eggen – Chapters 10,11
● Self-Determination Theories
CNY PH Santrock – Chapter 13
▪ Achievement Goal Theory
▪ Attribution Theory
6 15-19 Feb Team-Based Learning Tan et al. - Chapter 2 (p60-97);
a. i-RAT – 10 % Eggen - Chapters 2, 6,
b. t-RAT
Santrock - Chapters 2,7
c. Application Exercise
Learning by doing
Constructivist approaches to Learning
7 22-26 Feb Problem-Based Learning
▪ Stage 1: Identification of Key
Problems
▪ Stage 2: Application of Theories
1-5 Mar RECESS WEEK
8 8-12 Mar Problem-Based Learning
▪ Stage 2: Application of Theories
▪ Stage 3: Proposal of Theory-Based
Solutions and Consolidation

9 15-19 Mar Problem-Based Learning

▪ PBL Presentation

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 ▪ Submission of Presentation Slides
10 22-26 Mar Learning by thinking Woolfolk (p232-267)
▪ Cognitive approaches to Learning Tan et al. - Chapter 7 (p292-
331)
TA Weeks (29 Mar - 23 Apr)
11 26-30 Apr Learner Diversity I: Understanding and Tan et al. - Chapter 4 (p165-
Meeting the Needs of Diverse Learners 175); Chapter 5 (p210-221)
▪ Differentiation
▪ High ability learners
▪ Slow progress learners
12 3-7 May Learner Diversity II: Catering to the Needs Tan et. al. - Chapter 5; Chapter
e-Learning of Diverse Learners 8 (p359-380); Chapter 2 (p97-
103)
▪ Problem-Solving
▪ Creativity
▪ Mediated Learning
14 May Submission of Lesson Plan
(Friday)

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COURSE ASSESSMENT
You will be assessed on 4 aspects for this course:
No. Assessment component Weightage Due Date
(%)
1 Class Participation 5 Ongoing
2 PBL Presentation 30 Week 9 (15 -19 March)
(In class)
PBL Peer Evaluation 5
3 Team-Based Learning: Individual Readiness 10 Week 6 (15-19 Feb)
Assessment Test (iRAT) (In class)
4 Individual Assignment 50 14 May (Friday), by 4pm
Note: Late submission will NOT be entertained unless accompanied by Medical Certificate or approved
leave from the Office of Teacher Education. 5 points will be deducted for each day of late submission.

Principal Text
Tan, O. S., Chye, Y. L. S., Lim, K. J., Chua, B. L., Tuckman, B.W, & Monetti, D.M. (2017) Educational
Psychology (An Asia Edition). Singapore: Cengage Learning

Supplementary Texts
Eggen, P., & Kauchak, D. (2013). Educational Psychology: Windows on Classrooms (9th ed.). NJ: Pearson.
Santrock, J. W. (2011). Educational Psychology (5th ed.) (McGraw-Hill International Edition). Boston:
McGraw-Hill.
Course References
Ormrod, J. E. (2011). Educational Psychology: Developing Learners (7th ed.). (Pearson International
Edition). Boston: Pearson Education, Inc.
*Slavin, R.E. (2009). Educational psychology: theory and practice. (9th ed). Ohio: Pearson/Allyn & Bacon
Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st
century. Singapore: Thomson Learning.
*Tan, O. S. (2009). Problem-based learning and creativity. Singapore: Cengage Learning Asia Pte Ltd.
*Woolfolk, A. (2010). Education Psychology (11th ed.) (Pearson International Edition). NJ: Pearson
Education, Inc.
* Red Spot Book

Module Information and Resources Online

Please go to Blackboard at http://lonline.nie.edu.sg to access all AED related materials. Course
announcements will also be made through Blackboard.

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 Details on Assessment

1. Class Participation (5%)

Rubrics for Class Participation
Approaching Meeting Exceeding
Criteria Below Expectation
Expectation Expectation Expectation
0 - 1 marks 2 marks 3 marks 4 - 5 marks
Student never/ rarely Student seldom Student contributes Student contributes
Frequency contributes to class contributes to class to class discussion to class discussion
and Quality and needs an discussion. some of the time. most of the time.
of instructor to solicit
Participation input.

Contributions are Contributions are Contributions are

superficial. insightful. very insightful.

2. Problem-Based Learning: Group Project – 30%

Due Date: Session 10 (15 - 19 March) (In class)

The PBL Process:

Learning Stage Learners’ Activities Learner Deliverables
Session 6 ♦ Formation of PBL Groups (Max 4 Post-Lesson Activity: View respective scenario to
Briefing (15 min) Groups) identify possible problems for discussion in week
♦ Allocation of Scenarios to groups 6
♦ Brief overview of Problem-based
Learning
Session 7: ♦ Brainstorming and analysis of the Analyze the scenario and identify at least 5 key
Stage 1 problem; generation of possible problems/classroom issues pertaining to the
Identification of explanations. following domains:
Key Problems 1. Social Context of Development
2. Personal Development
3. Moral Development
4. Social Development
5. Motivation
Stage 2 ♦ Brainstorming and analysis of ♦ Compile a list of key problems identified
Application of problem; generation of possible ♦ Apply the relevant key concepts to analyze
Theories explanations, issues in authentic classroom settings
♦ Make linkages to theories learnt
in Week 1-5
♦ Assignment of Self-Directed
Learning

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 Session 8: ♦ Report on self-direct learning ♦ Integration and consolidation of
Stage 3 (prepare to tell your group members information as a group
Proposal of Theory- what you have read). ♦ Propose practical solutions informed
based Solutions and ♦ Consolidate information shared in by relevant key concepts to classroom
Consolidation Stage 2 and propose theory-based issues
solutions to the 5 problems ♦ Presentation materials
identified.
♦ Preparation for group presentation

Session 9: ♦ Group presentation of findings ♦ Each group will be given 20 minutes

Stage 4 to present. The presentation should
Solution Presentation include the following:
and Evaluation
o The key problems from the
scenario that your group focused
on,
o The theories related to the
scenario,
o The solutions to the problems
identified.
o The list of references used
♦ Submission of both hard and soft
copies of your group presentation
slides at the start of class on Week 9.

PBL Template (Optional)

Domain Identification of Key Application of Theories Proposal of Theory-
Problems (Stage 2) based Solutions
(Stage 1) (Stage 3)
Social Context of
Development
Personal Development
Moral Development
Social Development
Motivation
Note:
▪ The goal of the assignment is to provide you with the opportunity to clearly demonstrate your
knowledge and understanding of the issues explored in this course (i.e., the textbooks, course notes,
and supplementary readings).
▪ Be sure to make explicit links to course concepts about psychosocial development and the social
context of development.
▪ Cite and list all references used in your presentation.
▪ Use the Publication Manual of the American Psychological Association (6th ed.) (2010) or APA
publication manual (BF76.7Pub) to guide your referencing. Information on the APA format can also
be found at the following website: http://www.uwsp.edu/psych/apa4b.htm

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Rubrics for Problem-Based Learning Group Project (30%)
Criteria Below Expectation Approaching Meeting Expectation Exceeding Expectation
Expectation
0 – 2 marks 3 – 4 marks 5 – 7 marks 8 – 10 marks
● Not able to identify ● Somewhat able to ● Able to identify the ● Able to clearly
the problems in the identify the problems and identify the
scenario and facts problems and relevant facts in the problems and
identified are relevant facts in the scenario relevant facts in the
irrelevant scenario ● Problems identified scenario
● Problems identified ● Problems identified are linked to ● Problems identified
Problem are not linked to are somewhat linked theories in the 5 are explicitly linked
Identification theories in the 5 to theories in the 5 domains stipulated to theories in the 5
& Analysis domains stipulated domains stipulated ● Problem analysis is domains stipulated
● Problem analysis is ● Problem analysis is clearly and ● Problem analysis is
not clear and they somewhat comprehensively very clearly and
are unlikely to lead articulated; they are articulated; they are comprehensively
to useful solutions somewhat likely to likely to lead to articulated; they will
and applications lead to useful useful solutions and lead to useful
solutions and applications solutions and
applications applications
0 – 2 marks 3 – 4 marks 5 – 7 marks 8 – 10 marks
● Theories are not ● Theories are stated ● Theories are clearly ● Theories are very
clearly stated and somewhat clearly stated and solutions clearly stated
solutions are and solutions are are adequate solutions are
inadequate adequate in some ● Some errors in extensive
● Many errors in areas explanations of ● No or few errors in
explanations of ● Several errors in theories and explanations of
theories and explanations of concepts theories and
concepts theories and ● Theories and concepts
● Theories and concepts research findings are ● Theories and
Scope of research findings are ● Theories and discussed in depth in research findings are
Solution discussed research findings are most parts discussed in depth
superficially discussed in depth in ● Links between throughout
● Links between some parts theories, research ● Links between
theories, research ● Links between and scenario are theories, research
and scenario are theories, research clear in most parts and scenario are
unclear and scenario are ● Solutions presented evident throughout
● Solutions presented clear in some parts are appropriate and ● Solutions presented
are for the most ● Solutions presented well-researched for are appropriate and
part, inappropriate are appropriate and the most part supported by
and not well- well-researched in research throughout
researched some areas
0 – 2 marks 3 – 4 marks 5 – 7 marks 8 – 10 marks
● Presentation is ● Presentation is ● Presentation is ● Presentation is very
unengaging and not somewhat creative creative, engaging creative, engaging,
organized effectively and organized in a and presented provocative, and
● Presentation unclear somewhat logical clearly and precisely captures the interest
in most parts with manner and is at and is organized in a of the audience and
Presentation
almost no sense of times engaging logical manner maintained this
cohesion in the flow ● Presentation clear in ● Presentation clear throughout the
● Shows little some parts with in most parts with entire presentation
confidence in little sense of some sense of ● Presentation clear
delivery, reading cohesion in the flow cohesion in the flow and fluent
from notes of the presentation throughout with a

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 extensively with ● Shows some degree ● Shows some degree clear sense of
voice not well- of confidence in of confidence in cohesion in the flow
projected delivery, reading delivery, reading ● Shows confidence in
● Presentation from notes from notes delivery, reading
exceeds time frequently with occasionally with from notes
limit/not able to voice somewhat voice is well- judiciously with
complete well-projected projected voice is very well-
presentation ● Presentation ● Presentation does projected
exceeded time limit not exceed time ● Presentation does
but is able to limit and able to not exceed time
complete complete limit and able to
presentation presentation complete
presentation

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Peer Evaluation on PBL Assignment
A Peer Evaluation system will be used to ensure fair and equal distribution of work among student
teachers for PBL projects. Student teachers will evaluate their group members’ contribution to the PBL
project on a 0-5 scale. Each group member’s PBL grade is based on the average peer evaluation score.
The link to the Peer Evaluation Form will be put up on the Blackboard Announcement Page on Week 8;
ALL student teachers must complete the form by Week 9.

Criteria Below Expectation Approaching Meeting Expectation Exceeding

Expectation Expectation
0 – 1 marks 2 marks 3 marks 4 -5 marks
This group member This group member This group member This group member
▪ did not complete ▪ somewhat ▪ completed most ▪ completed all
his/her assigned completed of his/her his/her assigned
tasks for the his/her assigned assigned tasks for tasks for the
group tasks for the the group group
Peer ▪ contributed work group ▪ produced work of ▪ produced work of
Evaluation of low quality ▪ produced work of good quality excellent quality
▪ did not submit acceptable ▪ submitted his/her ▪ submitted his/her
his/her assigned quality assigned work on assigned work
work ▪ submitted his/her time ahead of time
▪ is not a team assigned work ▪ is a good team ▪ is an excellent
player late player team player
▪ is somewhat a
team player

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3. Team-Based Learning: Individual Readiness Assessment Test (iRAT) – 10%
Due date: Week 6 (15-19 Feb)

Team-Based Learning (TBL) is a well-defined instructional strategy developed by Dr Larry K. Michaelsen.

It is a form of collaborative learning based on procedures for developing high-performance learning
teams. The primary objective in TBL is to go beyond covering content and focus on providing the
learners with the opportunity to apply the course concepts to solve problems. Lesson time will focus on
application and integration of information and learners will actively participate before and during class
through preparation and group discussion.

Team-Based Learning emphasizes three key fundamental principles:

1. Promoting individual and group accountability
2. Reinforcing group interactions
3. Stimulating give-and-take discussion

Team-Based Learning consists of three phases:

Pre-Class
Preparation Readiness Assurance Application

Individual
(i-RAT) Team
Individual 10% (t-RAT) Team Team Application
Study Appeal Instructor Exercise
Feedback

Phase 1: Learners study independently before class.

You will be taking your Individual Readiness Assurance Test (i-RAT) in Week 10 (19-23 Mar 2018),
and you are required to complete the pre-class preparation before Week 10.

Session 10 Pre-Reading for Individual Readiness Assurance Test (iRAT)

The Individual Readiness Assurance Test (iRAT) makes up 10% of the course assessment for QED
50/52A: Educational Psychology: Theories and Applications for Learning & Teaching.

You are to complete your reading before your tutorial on Week 10.

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 Tan, O. S., Chye, Y. L. S., Lim, K. J., Chua, B. L., Tuckman, B.W, & Monetti, D.M.
(2017) Educational Psychology (An Asia Edition). Singapore: Cengage Learning.

Chapter 2: Page 66-97 (Piaget & Vygotsky)

Chapter 6: Page 247-279 (Behavioural Approaches to Learning)

Phase 2: Individual learners complete a multiple-choice test to assure their readiness to apply the
knowledge acquired in Phase 1 (To be assessed in this course).
Teams will then re-take this test and submit their consensus answers for immediate scoring and
posting.

Phase 3: Teams will collaborate on team application exercise. All teams will simultaneously share their
groups' answers with the entire class for comparison and immediate feedback.

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4. Individual Assignment – 50%
Due Date: 14 May (Friday), by 4pm

Lesson Planning
This assignment requires you to develop a lesson plan for one of your Curriculum Studies (CS) subjects.
The purpose of the assignment is for you to:
1. demonstrate your knowledge and understanding of the theories you have learned in this
module;
2. synthesize the concepts of student development and learning theories and apply this knowledge
in teaching and the design of learning experiences;
3. make connections between these theories and various aspects of lesson planning.

Instructions:
▪ Identify a lesson from one of your CS subjects that you plan to teach. The lesson should be a 60-
minute lesson.
▪ Use the first page of the lesson plan template to provide the rationale and explanation for the
overarching approach to your lesson plan. Through describing your approach, you should answer
the following:
o Are you developing a lesson plan for a high ability, middle ability, mixed ability, or low ability
class of students?
o How do you intend to meet the needs of various learner profiles?
o What is the level you are teaching? Please indicate the stream if you are developing a lesson
plan for secondary school teaching.
o What is your students’ prior knowledge?
o How does this lesson build on your students’ prior knowledge and how does it link to
previous or future lessons?
▪ Develop a lesson plan based on the given template (see below). The lesson plan should answer all of
the following:
o What are the instructional objectives of your lesson? You should have 2 objectives.
o What is the approximate time required for the introduction, body and conclusion of the
lesson?
o What are the materials and resources required for the lesson?
o What do you plan to do for the introduction or the pre-activity of the lesson?
o What do you plan to do for the body or the main activities of the lesson?
o What do you plan to do for the conclusion or the post activity of the lesson?
▪ For each theory, you need to provide a brief description of the theory before you make the
connection to the planned instructional activity.
▪ You should demonstrate either 4 theories or a variation of the same theories used.
▪ The lesson should fulfil the instructional objectives that you identify.

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▪ In the Rationale column, provide the theoretical basis of what you plan to do for the introduction,
body, and conclusion of the lesson. Specifically, you should select from the theories you have
learned in this module as indicated below:
o Understanding the Learner: Personal Development (Week 2 – Non-learning Theories)
▪ Erik Erikson’s Stages of Development
▪ James Marcia’s Identity Status Theory
▪ Self-Concept & Self Esteem
▪ The Pygmalion Effect
o Understanding the Learner: Moral Development (Week 3 – Non-learning Theories)
▪ Piaget
▪ Kohlberg
▪ Gilligan
▪ Lickona
o Understanding the Learner: Social Development and Social-Emotional Learning (SEL)
(Week 4 – Non-learning Theories)
▪ Emotional development
▪ Social development
▪ Social-emotional learning
▪ Bullying
o Motivation in Learning (Week 5 – Non-learning Theories)
▪ Maslow’s Hierarchy of Needs
▪ Self-Determination Theories
▪ Achievement Goal Theory
▪ Attribution Theory
o Understanding the Learning Process (Weeks 10 and 11 - Learning Theories)
▪ Personal constructivism – Piaget
▪ Social-Constructivist Approach: Vygotsky’s Social Development Theory
▪ Behaviourism
▪ Contemporary Cognitive Theories: Information Processing Model
o Learner Diversity I: Understanding and Meeting the Needs of Diverse Learners (Week 12 –
Non-learning Theories)
▪ Differentiation
▪ High ability learners
▪ Slow progress learners
o Learner Diversity II: Catering to the Needs of Diverse Learners (Week 13 - Learning
Theories)
▪ Problem-Solving
▪ Creativity
▪ Mediated Learning

▪ Attach the handouts and materials (if applicable) that you plan to give your students to your lesson
plan.

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▪ The lesson plan should not exceed 5 pages excluding references, worksheets and resources.
It should be typewritten with Arial font size 12 and single-spaced.
The page layout should be landscape.

Further Instructions on Submission of Assignments:

▪ You are required to submit the softcopy of your assignment through Turnitin found on the NIE
Blackboard. Turnitin is a check for plagiarism.
▪ You must also submit a hardcopy of your assignment. Please submit the version from Turnitin with
the plagiarism check report (page with the matching % ONLY) indicated.
▪ Use the student declaration form as the cover page, clearly stating your name, matriculation
number, programme, course code, title, and submission date.
▪ Cite and list all references used. All references cited in your paper must be listed in the References
section.

References should adhere to the American Psychological Association (APA) Guidelines

Use the Publication Manual of the American Psychological Association (6th ed.) (2010) or APA
publication manual (BF76.7Pub) to guide your referencing. Alternatively, information on the APA format
can be found at the following website: http://www.uwsp.edu/psych/apa4b.htm

Journals:
Ee, J., Moore, P. & Atputhasamy, L. (2001). The relationship between teachers’ goal orientations and
strategy-based instruction and low-achieving students’ goal orientations, self-regulation and
achievement. Asia-Pacific Journal of Teacher Education & Development. 4(2), 115-134.

Books:
Ee, J., Chang, A., & Tan, O. S. (Eds.). (2004). Thinking about Thinking: What Educators Need to Know.
Singapore: McGraw Hill.

Chapters:
Ee, J. & Moore, P. J. (2004). Motivation, strategies and achievement: A comparison of teachers and
students in high, average and low achieving classes. In Ee, J., Chang, A. & Tan, O. S. (Eds.),
Thinking about thinking: What educators need to know. Singapore: Mc-Graw Hill Education,
Chapter 7, 142-160.

Conference Proceedings:
Ee, J. & Chan, L. (1994). Attributional beliefs, goal orientations, strategic learning and achievement of
Primary 6 Singaporean students. Paper presented at Australian Asso. For Research in Education
(AERA), Annual Conference in Newcastle, New South Wales.

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Website:
Collis, B. (1997). Design of multimedia Web-based learning materials: Course site. [On-line] Available:
http://www.to.utwente.nl/ism/isml-96/home.htm

Citing an original work from a secondary source:

a. Secondary citation within the text:
According to Piaget (as cited in Ormrod, 2014), the characteristics …

b. The document used is cited in the reference list:

Ormrod, J.E. (2014). Educational Psychology: Developing Learners, 11th Ed. London. Pearson Education.

* Books or articles not cited in the assignment SHOULD NOT be included in References.
* Be careful of plagiarism. Always cite the source whenever you quote or paraphrase another author's
work.

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 LESSON PLAN TEMPLATE

Subject: Class:

Topic Date:

Brief description of the profile of the class:

Strategies for differentiation:

Prior knowledge
Students should already know:

Connection to future lesson/topic:

Instructional objectives
By the end of the lesson, students will be able to:

Time Lesson Development Rationale Resources

Introduction OR Pre-
activity

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 Lesson Development OR
Main Activities

Closure and
Consolidation OR Post-
Activity

Adapted from © 2015, NIE, Office of Teacher Education (OTE), Practicum

Rubric for Individual Assignment: Lesson Planning (50%)

Criteria Below Expectation Approaching Expectation Meeting Expectation Exceeding Expectation
(State learning theories) (State and explain learning (State, explain and good (State, explain, good
theories) application of learning application of learning
theories) theories with clear link
between instructional
activities)
0 – 2 marks 3 – 4 marks 5 – 7 marks 8 – 10 marks
● At least 1 learning theory ● At least 1 learning theory ● At least 1 learning theory ● At least 1 learning theory
or 1 non-learning theory or 1 non-learning theory or 1 non-learning theory or 1 non-learning theory
is cited are cited somewhat are cited clearly are cited very clearly
Introduction
● Shows little or no clearly ● Shows clear ● Shows insightful
Preparing
understanding of ● Shows adequate understanding of theories understanding of theories
learners for
theories cited understanding of theory cited cited
learning
● The rationale shows no cited ● The rationale shows clear ● The rationale shows very
attempt to make link ● The rationale shows link between instructional clear link between
1 Theory
between instructional somewhat clear link activity/activities and instructional
activity/activities and between instructional theories cited activity/activities and
theory activity/activities and theories cited
theory cited
0 – 4 marks 5 – 8 marks 9 – 14 marks 15 – 20 marks
● At least 1 learning theory ● At least 1 learning theory ● At least 1-2 learning ● At least 1-2 learning
or 1 non-learning theory or 1 non-learning theory theories and/or 1-2 non- theory and/or 1-2 non-
Body is cited. are cited somewhat learning theory are cited learning theory are cited
Management ● Shows little or no clearly clearly very clearly
of learners understanding of ● Shows adequate ● Shows clear ● Shows insightful
and learning theories cited understanding of theory understanding of understanding of
● The rationale shows no cited theories cited theories cited
2 Theories attempt to make link ● The rationale shows ● The rationale shows clear ● The rationale shows very
between instructional somewhat clear link link between clear link between
activity/activities and between instructional instructional instructional
theory activity/activities and activity/activities and activity/activities and
theory cited theories cited theories cited

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 0 – 2 marks
● At least 1 learning theory
or 1 non-learning theory
is cited
Conclusion ● Shows little or no
Closure and understanding of
consolidation theories cited
● The rationale shows no
1 Theory attempt to make link
between instructional
activity/activities and
theory
0 – 2 marks
● Plan is slipshod and
discussion seemed to be
superficial
● Instructional activities do
not support instructional
objectives
Introduction
● Plan does not cater to
and Overall
students’ diverse needs
plan
and abilities
● Plan does not encourage
and sustain student
interest
● Plan does not encourage
student participation
3 – 4 marks 5 – 7 marks 8 – 10 marks
● At least 1 learning theory ● At least 1 learning theory ● At least 1 learning theory
or 1 non-learning theory and 1 non-learning and 1 non-learning
are cited somewhat theory are cited clearly theory are cited very
clearly ● Shows clear clearly
● Shows adequate understanding of ● Shows insightful
understanding of theory theories cited understanding of
cited ● The rationale shows clear theories cited
● The rationale shows link between ● The rationale shows very
somewhat clear link instructional clear link between
between instructional activity/activities and instructional
activity/activities and theories cited activity/activities and
theory cited theories cited
3 – 4 marks 5 – 7 marks 8 – 10 marks
● Plan is not thorough and ● Plan is somewhat ● Plan is very thorough
lacked rigour and depth in thorough with rigour and with much rigour and
discussion. depth in the discussion depth in the discussion
● Instructional activities ● Instructional activities ● Instructional activities
somewhat support support instructional strongly support
instructional objectives objectives instructional objectives
● Plan somewhat caters to ● Plan clearly caters to ● Plan very clearly caters to
students’ diverse needs students’ diverse needs students’ diverse needs
and abilities and abilities and abilities
● Plan somewhat ● Plan clearly encourages ● Plan very clearly
encourages and sustains and sustains student encourages and sustains
student interest interest student interest
● Plan somewhat ● Plan clearly encourages ● Plan very clearly
encourages student student participation encourages student
participation participation
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Individual Assignment Assessment Descriptors
1. The overall purpose of this assignment is to briefly evaluate if a teacher is able to purposefully apply
theories and link theories with instructional activities which assist the learners in their development of
knowledge or skills in the lesson.
2. A Clear understanding of the pertinent points in theories selected as well as the relevance in the choice
of activity in the Lesson Plan should be demonstrated.
3. Explanation of these choices in the Lesson Plan should also be logically sequenced and clear.
4. Assessment of the assignment will also take into consideration
▪ the number of theories mentioned and discussed in relation to the Lesson Plan
Example
o Mentioning that Self-Determination Theory was leveraged upon for the pre-activity
(non-learning theory)
o Referencing an activity which utilises Piaget’s Personal Constructivism theory to prime
pupils for lesson (learning theory)
In this example, 1 learning theory and 1 non-learning theory were cited.
▪ the explanation and the application of the theories in relation to the respective sections in the
Lesson Plan
o Explaining briefly what the theory used is about
Example
Vygotsky theorised the use of Zone of Proximal Development as providing scaffolds for pupils
to be equipped with knowledge/skills in order to become increasingly proficient …
▪ Explaining how the activity in the Lesson Plan applies the theory discussed
Example
This group activity has been planned to allow pupils opportunity and the environment to
learn from one another …
▪ the rationale for the use of theories and activities in Lesson Plan
Example
In line with Alesandrini and Larson (2002)’s tenets of constructivism, where it is suggested
that learning is a community activity, the group work/ paired work planned in Stage 2 & 3 of
the lesson aims to provide a conducive environment for the pupils to learn from each other. In
addition, the authentic activity planned for writing in Stage 3 allows pupils to participate in
problem-solving as a group in a “real world” setting/context
▪ the overall flow and design of the Lesson Plan from Pre-lesson to Conclusion
o Demonstrating a cohesive link between the parts of the Lesson Plan from the initial
ideas and knowledge of the class, pupils’ needs, outcomes etc. to the chosen activities
and even to the homework or tasks assigned at the end of lesson for consolidation
5. Citation of the theories are appropriate and accurate
6. Relevant resources (for e.g., worksheets, slides, handouts) may be included as appendices if this will
facilitate understanding of the lesson plan.
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