The NSW IER Harold Wyndham Lecture

When:28 Nov 2018, 6pm - 7:30pm
Venue:Room 119 John Goodsell Building, UNSW Kensington Campus
Who:Scientia Professor Andrew Martin
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The NSW IER Harold Wyndham Lecture

This year, it is an honour to have Scientia Professor Andrew Martin presenting the Harold Wyndham memorial lecture. Details on the late Harold Wyndham can be found here.

Harnessing Evolutionary Educational Psychology to Improve Educational Outcomes at School — and Beyond

As schools strive to provide a quality education leading to happy, healthy and achieving children and to active, productive and successful adults, schools are becoming more aware that children and young people need to develop not only cognitive but also social and emotional competences to help them navigate successfully through the tasks, challenges and stresses they are set to face in their development and pathway towards adulthood. Education with a Heart, integrates both the Head and the Heart for an adequate, meaningful and relevant education for the twenty first century; providing one without the other will be denying our children their basic right to a quality education.

This presentation discusses why it is important for children to develop social and emotional competencies in school and how these are related both to their social and emotional wellbeing as well as to their academic learning. It maps the lessons we have learnt in the last 30 years of practice and research in the area and presents an evidence based multilevel framework on how SEL may be introduced in schools.Informed by core evolutionary processes that have shaped human development, evolutionary educational psychology seeks to explain how evolved biases in learning and motivation influence students’ capacity and motivation to learn and achieve. This presentation explores how evolutionary educational psychology can support effective educational practice aimed at enhancing and sustaining students’ academic outcomes. Evolutionary educational psychology also emphasizes key practices that can facilitate classroom functioning and pedagogy.

These practices include activating unifying mechanisms such as cooperation, mutualism, compassion, help-giving, and reciprocity. At the same time, educators are encouraged to reduce intra-group conflict, competition for limited resources (e.g., teacher attention), and competition for narrowly defined forms of success. In these ways, educators can more effectively harness the diverse skills, interests, experiences, and strengths of students within the classroom. Taken together, the ideas and possibilities advanced by evolutionary educational psychology shed light on the achievement-relevant factors that have helped humans adapt in the past, with a view to better assisting students to achieve in the classroom and the ever-changing world of the future.

Scientia Prof Andrew MartinAbout Andrew Martin

Andrew J. Martin, PhD, is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia. He specializes in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Research Fellow in the Department of Education at the University of Oxford, Honorary Professor in the School of Education and Social Work at the University of Sydney, Fellow of the American Psychological Association, Fellow of the American Educational Research Association, Fellow of the Academy of the Social Sciences in Australia, and Fellow of the (Australian) College of Educational and Developmental Psychologists. He is Associate Editor of British Journal of Educational Psychology, Associate Editor of School Psychology International, Consulting Editor for Educational Psychology and serves on numerous international and national Editorial Boards (Journal of Educational Psychology; Educational Psychologist; Contemporary Educational Psychology; Learning and Individual Differences; Educational and Developmental Psychologist; Journal of Psychologists and Counsellors in Schools).

All Public Lectures are registered at Professional Competence level with NESA (Formerly BOSTES).

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Completing this workshop will contribute 1 hour of NESA Registered PD addressing Standards 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

**Please note that attendance for all hours is mandatory in order to receive accreditation. No partial attendance will be able to receive accreditation, so please plan your travel and commitments accordingly.

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