Outline

Overview

This unit introduces the study of the psychology to learning and instruction, presenting an overview of the historical relationships between education and psychology, and how cognitive research informs educational practices. It develops students' understandings of psychology's applicability to music education through discussion of relevant research, participation in class activities, and consideration of real-life situations. It aims to develop students' understanding of learners, the learning process, and how educators can optimise music instruction through adopting best practices based on research and understandings of psychology relevant to educational settings.

Unit details and rules

Academic unit	Music Education
Credit points	3
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Rachel White, rachel.a.white@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Tutorial Presentation Students will present to class in week 5, 6, 7 or 8	25%	Multiple weeks	10 minutes during tutorial
Outcomes assessed:
Presentation	Collaborative Learning task Oral presentation with peer assessment Overview and feedback submission	20%	Week 03 Due date: 18 Mar 2021 at 13:00	15 minutes
Outcomes assessed:
Tutorial quiz	Quiz Quiz covers content from weeks 1-9	25%	Week 10 Due date: 13 May 2021 at 13:00	30 minutes quiz during class
Outcomes assessed:
Assignment	Essay Essay question options found in the UoS outline.	30%	Week 13 Due date: 28 May 2021 at 23:59	1000 words
Outcomes assessed:

Assessment summary

Collaborative Learning task: Conduct a 15-minute oral presentation to two of your peers discussing the first chapter of Bruning et al. (2011). Each student will concentrate her or his discussion on one of the eight “Cognitive Themes for Education”.
Tutorial Presentation: Each student will have 10 minutes to present to the rest of the class an overview of one topic chosen from the list provided.
Quiz: A closed book quiz covering course content from first 8 weeks of course. The quiz will consist of multiple choice and time allowed will be 30 minutes.
Essay: Students will write a 1000 word essay. Question available on Canvas

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Work of exceptional standard
Distinction	75 - 84	Work of superior standard
Credit	65 - 74	Highly competent work demonstrating potential for higher study
Pass	50 - 64	Work of acceptable standard
Fail	0 - 49	Work not of acceptable standard

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Course overview and organisation 2. Introduction to Educational Psychology 3. Behaviourist vs. Cognitive approaches	Seminar (2 hr)
Week 02	1. Modal Model 2. Sensory memory, Attention, Perception	Seminar (2 hr)
Week 03	1. Working Memory 2. Collaborative Learning Task (Assessment 1)	Seminar (2 hr)
Week 04	1. Long term memory 2. Schema Theory	Seminar (2 hr)
Week 05	1. Cognitive Load Theory 2. Presentations	Seminar (2 hr)
Week 06	1. Encoding and Retrieval 2. Presentations	Seminar (2 hr)
Week 07	1. Intelligence 2. Presentations	Seminar (2 hr)
Week 08	1. Metacognition 2. Expertise development & Automaticity 3. Presentations	Seminar (2 hr)
Week 09	1. Problem Solving	Seminar (2 hr)
Week 10	1. Motivation and learning 2. Quiz (Assessment 3)	Seminar (2 hr)
Week 11	1. Social Cognitive Learning Theory 2. Self Efficacy	Seminar (2 hr)
Week 12	Critical Thinking and Creativity	Seminar (2 hr)

Attendance and class requirements

Attendance requirements: Please click on below link to find more information on attendance requirements, as per the Sydney Conservatorium of Music resolutions - http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.shtml (Item 12).
Referencing: All texts you refer to should be referenced using the style outlined in the Publication Manual of the American Psychological Association (APA, 2010 – 6th edition). Download and refer to this guide carefully: http://sydney.edu.au/library/subjects/downloads/citation/APA%20Complete_2012.pdf.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

All readings available on Canvas

Bruning et al.(2011) Chapter 1

McInerney & McInerney (2002) pp. 73-81

Bruning et al.(2011) pp. 14-23

Bruning et al.(2011) pp. 24-36

McVee, M.B., Dunsmore, K., & Gavalek, J.R. (2005). Schema Theory Revisited. Review of Educational Research 75(4) pp. 531-566 (PAGE 531 – 540 ONLY)

Van Merrienboer, J.J.G., & Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review 17(2) pp. 147-152, 155-160

McInerney & McInerney (2002) pp. 80 - 102

McInerney & McInerney (2002) pp. 53 - 68

McInerney & McInerney (2002) pp. 112 - 123

McAdams, S. (2004). Problem-solving strategies in music composition: A case study. Music Perception, 21 (3), 391-429.

Bruning et al.(2011) pp.168 - 178

McInerney & McInerney (2002) pp. 140 - 154

McInerney & McInerney (2002)pp. 316-320

Chandasekaran, S. (2014). Intelligence Quotient as predictor of Creativity among some higher secondary school students. Intl Journal of Humanities and Social Science Invention, 3(1) 27-30.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. analyse the cognitive structures and processes used in learning
LO2. demonstrate how to be an effective communicator in the classroom
LO3. demonstrate how to design effective instructional material
LO4. demonstrate how to manage classroom content
LO5. develop problem solving, creative and critical abilities
LO6. develop social cognitive perspectives on effective learning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.5.2. (Proficient) Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities. 2.2.2. (Proficient) Organise content into coherent, well-sequenced learning and teaching programs. 2.3.2. (Proficient) Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. 2.6.2. (Proficient) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. 3.1.2. (Proficient) Set explicit, challenging and achievable learning goals for all students. 3.2.2. (Proficient) Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.4.2. (Proficient) Select and/or create and use a range of resources, including ICT, to engage students in their learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 3.3.2. (Proficient) Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. NESA Priority Area Elaborations - 3-ICT.04. Understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.3.2. (Proficient) Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.5.2. (Proficient) Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
3.3.1		(Graduate) Include a range of teaching strategies.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.2		(Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
2.2.2		(Proficient) Organise content into coherent, well-sequenced learning and teaching programs.
2.6.2		(Proficient) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
3.2.2		(Proficient) Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.3.2		(Proficient) Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.
3.4.2		(Proficient) Select and/or create and use a range of resources, including ICT, to engage students in their learning.

NESA Priority Area Elaborations -

Competency code	Taught, Practiced or Assessed	Competency standard
3-ICT.04		Understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MUED1009: Psychology of Learning and Instruction

Semester 1, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect