This course equips students with advanced English communication skills essential for academic, professional, and interpersonal success. By mastering essay writing, fluent speaking, critical reading, and business communication, students will excel as educators, leaders, and effective communicators in diverse contexts.
- Teacher: Daniel HABIYAMBERE
- Teacher: JONATHAN HATEGEKIMANA
- Teacher: Alphonse NDIZEYE
- Teacher: Daniel NDAHIMANA
- Teacher: Sylvestre NGARAMBE
- Teacher: Alphonse NTEZIYAREMYE
Overview
As Students in the Faculty of Education, Psychology is an important module that will help them to understand well their role as future teachers, so as to help well learners learn how to learn, considering their specificities as individuals or/and group members. This module tries to cover a wide range of psychological aspects.
Students should be able to carry out informed discussions based on the principles and theories of learning.
They should be able to be aware of demonstrating and understanding classroom settings practices related to the above principles and theories.
They should produce in groups or as individuals properly researched long essays of at least 7 pages on relevant topics to be assigned to them by the lecturer, or chosen by the groups or individuals but which must be related to the major topics discussed in the module.
They should make competent oral presentations of the term paper/assignment before colleagues and Lecturer.
They should be able to identify specific areas in the field that encourage practices on the principles and theories discussed in the module and apply them with or without supervision.
They should identify educational problems related to psychology in their areas of community service and work out practical solutions to them based on practical knowledge of psychology.
As far as the content is concerned, the module starts with introducing the students to the meaning, historical development, branches and methods of the Introduction to Psychology, some theoretical paradigms in Psychology (models). In addition, Defense mechanisms, developmental psychology, differential psychology, experimental psychology, cognitive psychology, social psychology, psychopathology or abnormal psychology, psychophysiology and neuropsychology, clinical psychology, educational psychology, learning, motivation, memory, personality, conscious and unconscious, sense and perception, intelligence are the topics to be discussed thoroughly well in this module.
Learning and teaching strategies: Facilitation will encompass lecture presentations (principles and theories), class discussions, oral presentation of group assignments, structured exercises and/or set reading to be worked out. Students will be given summary notes on the major topics covered. They will be informed that it is their duty to add flesh to the summaries given through consultations in the library or the Web (cf. the Bibliography).
Examination papers on the module will go beyond the summary notes, and where necessary, (especially where application of the principles studied are called for) beyond the lectures given in the class.
Assessment strategies: The process requires that assessment should strictly be done in conformity with UTAB internal regulations. In this regard, Continuous Assessment Tests (CATs) is 60%, while the final examination takes 40%.
ASSESSMENT PATTERN
Component Weighting (%)
Continuous Assessment Tests (CATs) : 60
Final exam 40
As Students in the Faculty of Education, Psychology is an important module that will help them to understand well their role as future teachers, so as to help well learners learn how to learn, considering their specificities as individuals or/and group members. This module tries to cover a wide range of psychological aspects.
Students should be able to carry out informed discussions based on the principles and theories of learning.
They should be able to be aware of demonstrating and understanding classroom settings practices related to the above principles and theories.
They should produce in groups or as individuals properly researched long essays of at least 7 pages on relevant topics to be assigned to them by the lecturer, or chosen by the groups or individuals but which must be related to the major topics discussed in the module.
They should make competent oral presentations of the term paper/assignment before colleagues and Lecturer.
They should be able to identify specific areas in the field that encourage practices on the principles and theories discussed in the module and apply them with or without supervision.
They should identify educational problems related to psychology in their areas of community service and work out practical solutions to them based on practical knowledge of psychology.
As far as the content is concerned, the module starts with introducing the students to the meaning, historical development, branches and methods of the Introduction to Psychology, some theoretical paradigms in Psychology (models). In addition, Defense mechanisms, developmental psychology, differential psychology, experimental psychology, cognitive psychology, social psychology, psychopathology or abnormal psychology, psychophysiology and neuropsychology, clinical psychology, educational psychology, learning, motivation, memory, personality, conscious and unconscious, sense and perception, intelligence are the topics to be discussed thoroughly well in this module.
Learning and teaching strategies: Facilitation will encompass lecture presentations (principles and theories), class discussions, oral presentation of group assignments, structured exercises and/or set reading to be worked out. Students will be given summary notes on the major topics covered. They will be informed that it is their duty to add flesh to the summaries given through consultations in the library or the Web (cf. the Bibliography).
Examination papers on the module will go beyond the summary notes, and where necessary, (especially where application of the principles studied are called for) beyond the lectures given in the class.
Assessment strategies: The process requires that assessment should strictly be done in conformity with UTAB internal regulations. In this regard, Continuous Assessment Tests (CATs) is 60%, while the final examination takes 40%.
ASSESSMENT PATTERN
Component Weighting (%)
Continuous Assessment Tests (CATs) : 60
Final exam 40
- Teacher: Anastase MVUYEKURE
- Teacher: Gabriel BAZIMAZIKI
- Teacher: CLEMENT MAHORO