| CODE | HPN5002 | ||||||||
| TITLE | Constructivist Learning Approaches and Differentiated Learning in Home Economics | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | ||||||||
| DESCRIPTION | Students will be exposed to constructivist learning pedagogy, differentiated learning and active methodologies particularly how learning can take place through student-centred approaches. These would include knowledge construction, critical thinking, reflection, learning through problem-solving techniques, decision-making, collaboration, co-operation, sharing, group work, higher order questioning, project–based learning, as well as basic teaching strategies. The use of effective technology as a pedagogy will be introduced. Complementary resources to teach mainstream classes having children with diverse needs and scenarios will also be tackled to foster an inclusive approach with regard to different genders, abilities, ethnicity, and parents family composition and SES background. Differentiated modes of learning will also be addressed in detail with respect to content and, pedagogies and instruction. Ways of teaching through the coursework topics and through projects and themes or teams will also be discussed. The main aspects of the HE syllabi will be analysed with the intention of exploring a wider use of constructivist learning pedagogy. One aspect of this study-unit will guide students on how to foster critical and investigative skills. Students will be given an insight on how to organise displays, demonstrations, practical sessions, experiments, investigative work, tasting panels and educational visits, which are student-centred. Study-Unit Aims: This study-unit aims to: 1) Give students the opportunity to develop ideas and approaches to teach HE in an effective manner; 2) Help students develop strategies and learning experiences for a differentiated class having children with different needs, different gender, abilities, ethnicity, family composition or SES background; 3) Demonstrate constructivist learning approaches which can give rise to a constructivist classroom and various teaching and learning resources suitable for a differentiated class. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Outline the theoretical concepts related to learning theory, constructivist and innovative pedagogies, differentiated approaches and ways for effective teaching; - Identify areas of the HE syllabus which can be taught through different approaches eg tasks/projects. - Explore ideas and approaches and different teaching strategies which may be utilised in HE to teach mainstream classes having children with special needs, different genders or abilities; - Use modern teaching and learning approaches to organise demonstrations and practical lessons. 2. Skills: By the end of the study-unit the student will be able to: - Design effective lesson plans utilising constructivist approaches, innovative pedagogies, student-centred approaches, and differentiated pedagogies; - Develop resources which could enhance the learning experience for students through constructivist approaches like hands on learning, etc.; - Plan, produce, and evaluate various lesson plans and teaching and learning resources for use in student-centred approaches, constructivist pedagogies and suitable for different ability-students and learning experiences; - Use innovative learning technologies as a means to make HE education more appealing and motivating for students. Main Text/s and any supplementary readings: Main Readings: - Asiksoy, G. & Ozdamli, F. (2017). An overview to research on education technology based on constructivist learning approach. Cypriot Journal of Educational Sciences, 12(3), pp.133-47. - Borg, Ph. (2018). Constructivist teaching: Mythical or plausible? Malta Review of Educational Research, 12(1), pp.63-89. Retrieved from: https://www.um.edu.mt/library/oar/bitstream/handle/123456789/32544/MRER%2c_12%281%29_-_A3.pdf?sequence=1&isAllowed=y - Pelech, J. & Pieper, G. (2010). The comprehensive handbook of constructivist teaching. From theory to practice. Charlotte, N.C.: Information Age Publishing. - Sumit, G. (2017). Effectiveness of project based learning (constructivist learning approach) on students’ achievement in science at secondary level. Educational Quest, 8(3), pp. 737-41. - Wah, Ch. S. K., Reynolds, R., Tavares, N.J., Notari, M. & Lee, C. (2017). 21st century skills development through inquiry-based learning: From theory to practice. Singapore: Springer. (in library) Supplementary Readings: - Bhattacharjee, J. (2015). Constructivist approach to learning: An effective approach of teaching learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies, 1(6), pp.65-74) - Brooks, J. & Brooks, M. (2001). In search of understanding, the case for the constructivist classroom. Alexandria, VA: Merrill Education/ASCD College Textbook Series. - Clarkson, B. & Brook, C. (2004). I can’t understand why I didn’t pass: Scaffolding student activities. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 190-196). Perth, 5-8 December. Retrieved from: https://www.ascilite.org/conferences/perth04/procs/pdf/clarkson.pdf - Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning. Retrieved from: www.thirteen.org/edonline/concept2class/constructivism/index.html - Grennon Brooks, J. & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Karen Mugliett |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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