a. Focus on learning processes when planning;
b. Acquire a wide range of strategies for learning;
c. Review and refine lesson planning;
d. Devise a link between retrieval and transfer of knowledge and how this can be tackled in the
classroom.
e. Link the role of executive functioning to attention and its effect on academic achievement.

a. Hold a rich conception of learning;
b. Understand learner variability;
c. Acknowledge learning as a social process;
d. Distinguish between thinking (cognitive factors), feeling (affective factors) and doing (conative
factors) and how each of these directly impact on learning;
e. Understand the concepts learning to learn, metacognition and metalearning.
f. Develop an understanding of the importance of sleep on learning;
g. Demonstrate an understanding on sensitive periods in brain development;
h. Expand their knowledge on different kinds of development and sensitive periods (emotional,
social);
i. Identify techniques that promote transfer of learning.

Applying knowledge and understanding

The learner will be able to:
a. Assess their own learning;
b. Develop strategies to engage different learners;
c. Recognise learners’ different learning preferences;
d. Plan creatively with an understanding of how children learn;
e. Demonstrate advanced knowledge of how children learn;
f. Apply cognitive research to the classroom to support learning;

This module will be assessed through: Assignment: Ongoing Reflective Tasks.

Core Reading List
1. Beattie IV, Collins, B. & Mcinnes, B. (1997) Deep and surface learning: a simple or simplistic
dichotomy? Accounting Education, 6 (1) pp. 1-12.
2. Biggs, J. (1985) The Role of Metacognition in Enhancing Learning Skills. Proceedings of the Annual
Conference of the Australian Association for Research in Higher Education. Hobart: AARHE
3. Biggs, J. (1985) The Role of Metalearning in Study Process. British Journal of Educational Psychology
55 pp. 185-212
4. Brockbank, A. & McGill, I. (2011) Facilitation and the affective domain. In M. Pedler (ed) Action
Learning in Practice (4th Edition) Surrey: Gower Publishing pp. 261-272.
5. Brophy, J.E. (2010) (3rd Edition) Motivating Students to Learn. New York, NY: Routledge.
6. Bruer, J.T. (1997) Education and the Brain: A Bridge Too Far. Educational Researcher 26 (8) pp .4-
16.
7. Curry, L. (1990) A critique of the research on learning styles. Educational Leadership, 48 (2) pp.50-
56.
8. Debello, T.C. (1990) Comparison of Eleven Major Learning Styles Models: variables, appropriate
populations, validity of instrumentation and the research behind them. Journal of Reading, Writing
and Learning Disabilities (6) pp. 203-222
9. Dweck, C.S. (2017) Mindset – Updated Edition – How You Can Fulfil Your Potential. London:
Robinson.
10. Forsten, C., Goodman, G. & Grant, J. (2006) The more ways you TEACH the more students you
REACH: 86 strategies for differentiating instruction. Peterborough, NH: Crystal Springs Books.
11. Hartman, H.J. (2013) (ed) Metacognition in Learning and Instruction: Theory, Research and Practice.
Springer Science.
12. Hattie, J. (2012) Visible Learning for Teachers. Maximizing impact on learning. Oxon: Routledge.
13. Jarvis, P. (2006) (ed) The Theory and Practice of Teaching (2nd Edition). Oxon: Routledge.
14. Jarvis, P. (2006) Towards a Comprehensive Theory of Human Learning, Lifelong Learning and the
Learning Society. London: Routledge.
15. Lafferty, H. & Burley, K. (2009) Do Learning Styles Exist? Available online
www.learningstyles.webs.com.
16. Larkin, S. (2010) Metacognition in Young Children. Oxon: Routledge.
17. Novak, J.D. (1993) How do we learn our lesson? Taking students through the process. The Science
Teacher 60 (3) pp. 51-55.
18. Twomey Fosnot, C. (2005) Constructivism: Theory, Perspectives and Practice. (2nd Edition) New York,
NY: Teachers College Press.
19. Watkins, C. (2001) Learning about learning enhances performance. Research Matters (13) Spring
pp. 1-9.
20. Weimer, M. (2002) Learner-centred teaching: Five key changes to practice. San Francisco, CA:
Jossey-Bass.
21. Beruenger, C., Miranda, A., Colomer, C., Baixauli, I. & Rosello B. (2017) Contribution of Theory of
Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High
Functioning Autism. Springer Science.
22. Karmiloff Smith, A. (2010) Neuroimaging of the Developing Brain: Taking developing seriously.
Wiley-Liss, Inc.
23. Kelly, A. E. (2011) Can Cognitive Neoroscience Ground a Science for Learning? John Wiley & Sons.
24. Kirk, H., Gray, K., Ellis, K., Taffe, J. & Cornish, K. (2017) Impact of Attention Training on Academic
Achievement, Executive Functioning, and Behavior: A Randomized Controlled Trial. Washingtion.
25. Thomas, M. & Victoria, K. (2009) Sensitive periods in brain development – implications for
education policy. European Psychiatric Review
Supplementary Reading List
1. Bernholt, S., Neumann, K., Nentwig, P. (eds) (2012) Making It Tangible. Learning Outcomes in
Science Education. Münster, Germany: Waxmann Verlags GmbH.
2. Biggs, J. (1987) Student Approaches to Learning and Studying. Hawthorn, Victoria, Australia:
Australian Council for Educational Research.
3. Bruer, J.T. (1993) Schools for Thought. A Science of Learning in the Classroom. Cambridge, MA: MIT
Press.
4. Bruer, J.T. (1999) The Myth of the First Three Years. A New Understanding of Early Brain
Development and Lifelong Learning. New York, NY: The Free Press.
5. Dawkins, B.U., Kottkamp, R.B., Johnston, C.A. (2010) Intentional Teaching: The Let Me Learn®
classroom in action. Thousand Oaks, CA: Corwin Press.
6. Dweck, C.S. & Masters, A. (2008) Self-Theories Motivate Self-Regulated Learning. In D.H. Schunk &
B.J. Zimmerman (eds) Motivation and Self-Regulated Learning: Theory Research and Applications
(pp, 31-51) New York, NY: Erlbaum.
7. Hattie, J. (2003). Teachers make a difference: What is the research Evidence? Paper presented at
the Australian Council for Educational Research Annual Conference on Building Teacher Quality,
Melbourne.
8. Hattie, J. & Anderman, E.M. (2013) International Guide to Student Achievement. New York, NY:
Routledge.
9. Hermida, J. (2015) Facilitating Deep Learning. Pathways to Success for University and College
Teachers. Oakville,ON: Apple Academic Press.
10. Johnston, C.A. (1998) Let Me Learn. Thousand Oaks, CA: Corwin Press.
11. Johnston, C.A. (2010) Finding your way: Navigating life by understanding your learning self.
Glassboro, NJ: Let Me Learn, Inc.
12. Kyrö, P., Seikkula-Leino, J. & Mylläri, J. (2011) Meta processes of entrepreneurial and enterprising
learner: the dialogue between cognitive, conative and affective constructs. In O.J. Borch, A. Fayolle,
P. Kyrö & E. Ljunggren Entrepreneurship Research in Europe: Evolving Concepts and Processes.
Cheltenham: Edward Elgar Publishing pp. 56-84.
13. Sharp, J.G., Bowker, R., Byrne, J. (2008) The Trouble with VAK. Educational Futures Vol. 1 (1) pp.89-
97.
14. Sharp, J.G., Bowker, R., Byrne, J. (2008) VAK or VAK-uous? Towards the trivialisation of learning and
the death of scholarship. Research Papers in Education Vol. 23 93) pp. 293-314.
15. Stahl, S.A. (1999) Different Strokes for Different Folks? A Critique of Learning Styles. American
Educator pp. 1-5.
16. Vanhear, J. (2015). Chapter 24: Vee Heuristics, Concept Mapping And Learning Patterns: Merging
Metacognitive Tools and Learning Processes to Improve Facilitation of Learning with Primary
Children in Calleja, C. & Johnston, C.A. (Eds.)(2015) A Learning Paradigm Informed by the Learning
Self: A Compendium of Applied Research in the Let Me Learn Process. pp. 491- 506. Horizon and
Forum on Learning Publication. Malta.
17. Vanhear, J. (2013) The use of Concept Mapping and Vee Heuristics in Higher Education to promote
critical reflection and meaningful learning. Journal for Educators, Teachers and Trainers (JETT).
18. Vanhear, J. & Pace, P. (2008) Integrating knowledge, feelings and action: using Vee heuristics and
concept mapping in education for sustainable development. Journal of Teacher Education for
Sustainability. Vol 10-2008 (pp.42-55)
19. Vanhear, J. & Reid, A. (2014) Concept Mapping and Universal Design for Learning: Addressing
Learner Variability. Paper presented at the Sixth International Concept Mapping Conference in
Brazil.
20. Dundar, S., Ayvaz, U. (2016) From Cognitive to Educational Neuroscience. Canadian Centre of
Science and Education.
21. Whitted, K. (2011) Understanding how social and emotion skills deficit contribute to school failure.
Taylor & Francis.