Educational psychology as a scientific and applied field Understanding learners and promoting learning Connecting theory with classroom practice Dates in September: 1st week: Tuesday, September 1 and Wednesday, September 2 2nd week: Monday, September 7 and Tuesday, September 8 4th week: Monday, September 21, Tuesday, September 22, and Wednesday, September 23 Teacher knowledge, efficacy, and reflective practice Required reading: Kozulin et al., Introduction, pp. 1–14

Cognitive and social development Piaget, Vygotsky, and the Zone of Proximal Development Feuerstein and mediated learning Behavioural and cognitive perspectives on learning The teacher as mediator Required reading: Kozulin, ‘Psychological Tools and Mediated Learning,’ Chapter 1, pp. 15–38 Required reading: Tan and Ong, ‘Feuerstein’s Theory and Well-Being for Children,’ PDF pp. 10–16 Recommended reading: Chaiklin, ‘The Zone of Proximal Development,’ Chapter 2, pp. 39–64

Guest session on Universal Design for Learning (UDL) Learner variability, individual differences, special educational needs, and diversity Removing barriers to learning Preparation for the first school visit Recommended reading: Gindis, ‘Remediation Through Education,’ Chapter 10, pp. 200–221

Meeting time and place: 8:00 at ZŠ Poznávání, Crystal campus School introduction before pupils begin at 8:30 Students work in pairs across four or five classes, with pupils aged 10–14 Delivery of a 20-minute community-circle activity focused on the Skills Builder theme of listening Pairs may adapt a Skills Builder activity or create an original age-appropriate activity Group A only: collection of feedback and anonymised observational evidence Resource: https://www.skillsbuilder.org/

Group A presents results, observations, pupil responses, and feedback from its field session Motivation, engagement, classroom climate, and classroom management Peer learning and learner self-regulation Group B uses the shared learning to prepare its own community-circle activity Required reading: Tan and Ong, sections on Presence, Purpose, and Propagation, PDF pp. 19–24 Recommended reading: Falik and Bellanca, ‘Mediating Past the First Level of Resistance,’ PDF pp. 33–48

Group B only: meet at ZŠ Poznávání at 8:00 for the school briefing Delivery in pairs of a 20-minute community-circle activity on listening Application of course principles and relevant insights shared by Group A Collection of feedback and anonymised observational evidence Use of formative assessment during teaching

Group B presents results, observations, pupil responses, and feedback from its field session Formative and summative assessment, feedback, and self-assessment Evaluation of teaching effectiveness Teacher well-being and professional development Digitalisation, gamification, and final course reflection Required reading: Lidz and Gindis, ‘Dynamic Assessment of the Evolving Cognitive Functions in Children,’ Chapter 5, pp. 99–118 Recommended reading: DiPardo and Potter, ‘Beyond Cognition,’ Chapter 15, pp. 317–348