Post on 17-Dec-2014
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PBL Scenario 2Benedict, Denise, Mei Ling, Song-I, Ying Ying
● Dozes off in class as he lacks sleep
● Often ostracized and teased by classmates; a solitary person
● Affected by harsh words from adults and peers
● No time for personal and social life
● Lacks support and attention at home
About Jeremy
Jeremy’s TeachersLack empathy, judgmental
Ms Low ● Cares more about getting in touch with parents than understanding
Jeremy● Alienates and embarrasses Jeremy out of frustration with him
Mr Tan● Also embarrasses Jeremy
Also…
• They do not encourage disinterested student (Jeremy)
• They do not promote good behaviour
The lack of empathy, support, and communication in relationships can be detrimental to a student’s academic and socioemotional* well-being.
* Depression, low self-esteem, feelings of alienation
Problem statement
1. Classroom dynamics (the learning environment, student behaviour & relationships) can drastically affect individual behaviour and cognitive learning
2. A teacher has the ability to activate and facilitate students’ motivation and critical thinking (self-evaluation, reflection) process
Hypotheses
Two-Pronged Approach: OverviewCognitive and Behavioural
1. Cognitive Constructivist (Piaget)
2. Social Constructivist (Vygotsky)
3. Social Cognitive: Inner motivation (Maslow)
4. Behavioural
● Classical Conditioning
● Operant conditioning (Skinner)
Cognitive Constructivist Piaget
The Approach:∙ Cognitive development as process of adaptation and
organization of knowledge∙ Key figure: Jean Piaget (1896-1980)
o Conceptualization of his Theory of Cognitive Development influenced by his early work as a biologist
o Theory describes how humans gather and organize information
Cognitive Constructivist Piaget
Key Concept:- Principle of Adaptation
• Four Concepts
o Schema
o Assimilation
o Accomodation
o Equilibrium
Cognitive Constructivist Piaget: Schema
o Cognitive structure by which we intellectually adapt to and organize our environment
o New experiences organized into schemata through two separate cognitive process - Assimilation and Accommodation
Cognitive Constructivist Piaget: Assimilation and Accommodation
Cognitive process Assimilation Accomodation
What? Integration of new materials into an existing schemata
Development of a new schema when process of assimilation is impossible because there are no schemata to fit new data
How? Connecting new material to existing knowledge
Creation of new schema
Cognitive Constructivist Piaget: Equilibrium
○ State of balance between Assimilation and Accommodation
○ Piaget: “one of the most effective methods for motivating a
child is to set up a state of cognitive disequilibrium in which the child is thrown into ‘cognitive conflict’ - when he expects something to happen a certain way but it does not”
Cognitive Constructivist Strategies: Theory of Cognitive Development
1. Address Jeremy’s pre-existing schemata 2. Create Cognitive Disequilibrium
3. KWL Method
Social Constructivist Vygotsky
The Approach:
• Social contexts of learning; knowledge is mutually built and constructed
• Key figure: Lev Vygotsky (1896-1934)
o Social influences (especially instruction) on children’s cognitive development
o Collaboration & social interaction
Social Constructivist Vygotsky
3 Key Concepts
• Teaching in the Zone of Proximal Development (ZPD)
• Scaffolding
• Language and thought
Social Constructivist Vygotsky: Teaching in the ZPD
What is ZPD?
Social Constructivist Vygotsky: Teaching in the ZPD
What is teaching in the ZPD?
o Awareness of student ability
o “teaching to enable developmental readiness, not just waiting for students to be ready” (Horowitz & others, 2005, p.105)
Social Constructivist Vygotsky: Scaffolding
● How? Probing questions e.g.
o What would an example of that be?
o Why do you think that is so?
o What’s the next thing you need to do?
o How can you connect those?
● Develops ‘more sophisticated thinking skills’ ● Students will gradually internalize probes and begin to examine own work
(Horowitz & others, 2005).
Social Constructivist Changing Perceptions
• Recognize that ZPD differs from student to student
• Understanding/Empathizing with Jeremy
Social Constructivist Strategies: Teaching in the ZPD + Scaffolding
1. Scaffold Jeremy’s Learning
2. Check and Assist
3. Encourage
Social Constructivist Strategies: Teaching in the ZPD + Scaffolding
4. Group work
a. “Children also benefit from the support and guidance
of more-skilled children” (Gredler, 2009).
b. Strategic grouping of students
Social Constructivist Strategies: Teaching in the ZPD + Scaffolding
5. Peer Tutoring
■ “Fellow students also can be effective tutors” (De Smet &
others, 2010; McDuffle, Mastropieir, & Scruggs, 2009)
■ (Cross-age) Peer-tutoring programme
∙ Train student tutors
∙ Monitor students
∙ Parental consent
Social Cognitive (Inner Motivation)Abraham Maslow
The Approach:● A theory of human motivation: Psychological health
predicated on fulfilling innate human needs.● Key figure: Abraham Maslow (1908-1970)
○ Key participant of the humanistic movement.
○ The importance of focusing on the positive qualities in people.
○ Belief that humans are motivated to satisfy needs.
Growth Need
Deficiency Need
Maslow’s Need Hierarchy
Maslow’s Need Hierarchy
Food, Water, Sleep & Pain reduction
Good health & Security from harm and danger
Needs for friends and family to give and receive love
Desire to have respect & personal value
Satisfy curiosity and seek knowledge
Need to experience beauty and truth
Lack of sleep
Harsh words from people around Jeremy
1. Busy parents2. No time for social life
Jeremy’s needs were not met because...
Jeremy’s Issues according to Maslow’s hierarchy
It is easier to meet the higher needs when the lower needs have already been met.
For Jeremy, it is difficult for him to achieve the higher needs as the lower needs have not been satisfied.
Social Cognitive (Inner Motivation)Maslow
Behaviorism in the Classroom• First proposed by John B. Watson (1913) • A belief that behaviors can be measured, trained, and
changed through conditioning • Our behaviors are shaped by our responses to
environmental stimuli
Classical Conditioning
Operant Conditioning
Classical ConditioningIntroduce a new stimulus so as to break the association between the conditioned stimulus and conditioned response.
Counterconditioning
• Discourage negative comments • Utilizing non-competitive games • Keeping the classroom climate relaxed and supportive• Give positive reinforcements and no sarcasm
Operant Conditioning (1968)
B. F. Skinner
• Behavioral contract• Identify effective reinforcers• Reinforce contingently and timely• Best schedules of reinforcement• Use cues and prompts• Use negative reinforcements
effectively
Solutions: Positive, negative or punishments?
Operant Conditioning in the Classroom
✓ It is successful for learning-challenged children ✓ Useful when working towards larger, more valued
goals✓ Students learn to persist toward more significant
achievements ✓ Extrinsically reinforced behavior may become an
intrinsic motivation
Solutions to Scenario 2Cognitive
• For cognitive development…o Piaget
To address students’ schemata Provide problem-solving opportunities Apply KWL method
o Vygotsky Scaffold learning process Encourage group work and peer tutoring
Solutions to Scenario 2Behavioural
• To resolve behavioral issues…o Maslow
Applying the hierarchy of needso Skinner
Social contract Effective reinforcers
• Other solutions
Conclusion
• Empathy, support and communication in relationships are crucial to the student’s socioemotional well-being
• In order to provide a nurturing environment for the student, the teacher needs to be aware of the following factors:o Classroom dynamics will affect the individual
student’s behavior and cognitive learningo The teacher has the ability to activate and stimulate
the students’ motivation
References
• Santrock, J.W. (2011). Educational Psychology (5th ed.) Boston: McGraw-Hill.
• Skinner, B. F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.
• Tan, O.S., Parsons, R.D., Hinson, S.L. and Sardo-Brown, D. Educational Psychology - A Practitioner-Research Approach (2nd ed.). Singapore: Cengage Learning
• Thorndike, E. L. (1905). The Elements of Psychology. New York: A. G. Seiler.
• Vygotsky, L.S. (1987). The collected works of L.S. Vygotsky. Vol.1: Problems of general psychology. Including the volume Thinking and speech. R.W. Rieber & A.S. Carton, Eds., N. Minick, Translators. NY: Plenum Press.
• Watson, J. B. (1913). Psychology as the Behaviorist Views it. Psychological Review, Vol 20(2), Mar 1913, 158-177.
Thank you!