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Teachers of all kinds face many difficult questions, and confusingly, many conflicting answers. Should I teach my students directly, or try to let them discover things for themselves? Should I emphasise content delivery in my area of expertise, or instead focus on general capabilities? Should I be strict and demanding, or stand back and allow students to sort things out for themselves? What are the differences in ways I should teach children, adolescents, and adults? Educational Psychology in Practice will provide you with insights into these questions by learning about memory, cognition, attention, what drives people to do what they do, and how teachers can best respond to learners by taking their perspective.

What will I learn?

In this course, you'll learn how learning can be effective, efficient, and enjoyable. Educational psychology is the science of learning, and you will draw from some of educational psychology's theories, research, and evidence to understand how to best manage memory and attention, how to spark interest and motivation, and how to optimise practice and engagement.

You will learn about principles and strategies that help your students enjoy what they are doing, engage deeply in learning, and fulfil their potential. You will hear from expert researchers and practitioners as they share some guiding frameworks, separate fact from fad, and build your confidence to design and implement teaching strategies that work.

Whether you are teaching in a classroom, training a team of staff, coaching a sporting team, writing a textbook, or designing an online course, educational psychology can help you to stimulate people's interests, engage them with challenging ideas, and make learning stick.

How will I learn?

This course will be delivered 100% online and provides a flexible learning environment. The course will initially use explicit instruction designed to stimulate students’ thinking and encourage participation in online whole group discussions, and also small group discussions. Students will engage with the course material through online lectures, activities, and discussion forums. Students will be asked to relate what they learn to their own existing teaching practices by evaluating and redesigning components of their own course/s.

Who should take this course?

This course is ideal for all teachers, irrespective of their disciplinary background.

As a faculty, we are committed to ensuring our short courses are accessible to individuals or groups who are experiencing financial disadvantage. Discounted registration prices are available. Please contact the ADA Short Courses team via email at ada.sc@unsw.edu.au if you would like to discuss discount rates. Decisions will be made on a case-by-case bases.

Who is leading this course?

Associate Professor Paul Evans

Paul is an Associate Professor of Educational Psychology and Deputy Head of School (Learning and Teaching) in the School of Education at UNSW Sydney. His areas of expertise include expertise, motivation, instruction, teaching strategies, learning, practice, and performance in educational settings. His research with schools, universities, and music programs is published in nationally and internationally leading journals and books. Paul supervises a team of research students and convenes the Cognitive Load and Motivation Lab at UNSW. He teaches educational psychology in undergraduate, postgraduate, and research degree programs, and is an active member of the Educational Psychology Research Group.

Paul's teaching philosophy is informed by his research in the area, and focuses on understanding students, their prior knowledge, and their interests, while developing evidence-informed teaching programs and strategies that engage students, develop their expertise, and maximise their potential.

Microcredential:

Students who complete this course can then undertake further assessment in a microcredential unit for Recognition of Prior Learning for postgraduate study.