EDUC0102 Positive Education: Promoting Optimal Learning and Well-being in Schools

   

 

 

 

 

 

 

 

 

 
Course Code EDUC0102  
Course Title Positive Education: Promoting Optimal Learning and Well-being in Schools  
Class Date 16, 17, 18, 19, 22 and 23 July 2024

(24 July 2024 is reserved for class make-up in case there is any cancellation of classes due to bad weather or other unexpected factors.)

(25 July 2024 is reserved for class assessment.)

  
Class Time 1:00pm – 3:30pm
Class Location TBC
Teacher Prof. Ronnel B. King

Associate Professor
Department of Curriculum and Instruction
The Chinese University of Hong Kong

  

 
 
Medium of Instruction English
Course Description This course will focus on understanding the theory and practice behind positive education. Students will learn about how to use the science and practice of positive education to enhance learning, happiness, and well-being in school contexts. Throughout the course, participants will engage in discussions, case studies, and class activities to deepen their understanding and the practical application of positive psychology/education in educational settings. Students will also be engaged in several experiential learning activities. By the end of the course, participants will be equipped with a comprehensive toolkit of evidence-based strategies to create positive teaching and learning environments that could promote optimal learning and well-being.
Course Content Optimal Teaching and Learning Environments

  • Curriculum, teaching, and learning designed to promote learning and well-being in school contexts
  • Whole-person development in the Hong Kong school curriculum

 

Happiness and Well-being

  • Positive emotions
  • Life satisfaction
  • Meaning in life

 

Character Strengths

  • Strengths of wisdom
  • Strengths of courage
  • Strengths of humanity
  • Strengths of justice
  • Strengths of temperance
  • Strengths of transcendence

 

Social and Emotional Learning

  • Collaborative for Academic, Social and Emotional Learning (CASEL)
  • Big Five Theory of Social and Emotional Skills

 

Experiential Learning Activities to Promote Well-being
Learning Outcomes By the end of this course, students are expected to:

  • Recognize the different theories and models that underpin the field of positive education
  • Understand the basic principles of behind student learning and well-being
  • Apply the principles of positive education to foster positive learning environments
  • Evaluate the different positive psychology/education theories and models in terms of their applicability to their personal and future professional choices
Recommended Reading(s) / Reference(s) Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432.

 

Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129-143.

 

Kwok, S. (2021). Implementation of positive education projects in Hong Kong. In: Kern, M.L., Wehmeyer, M.L. (Eds) The Palgrave Handbook of Positive Education. Palgrave Macmillan.

 

Oppenheimer, M. F., Fialkov, C., Ecker, B., & Portnoy, S. (2014). Teaching to strengths: Character education for urban middle school students. Journal of Research in Character Education, 10(2), 91.

 

Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 137-155.

 

Seligman, M. E. (2019). Positive psychology: A personal history. Annual Review of Clinical Psychology, 15, 1-23.

 

Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
Course Assessment In-class participation (20%)

Formative assessments and in-class activities will be given during each lecture day.

 

Group presentation (30%)

Students will be asked to engage in a group presentation about a selected research topic.

 

E-Portfolio (50%)

Students will be asked to create an e-portfolio relating to the key lesson content.
  The above course information is subject to change and approval.
  Last updated on 28 February 2024
   

 

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