EDUCATIONAL PSYCHOLOGY

Problem-based Learning

Problem Statement

To investigate how these 4 interlinked aspects - the micro and meso environment (family, classmates, teachers) of a child, the degree of fulfilment of needs of the child,  the social-emotional learning processes of the child, and how a child processes information, would influence the learning ability of a child.

Learning Ability

Needs

Micro-environment

Information Processing

Social - Emotional Learning

Outline of Presentation

Conclusion

Problem Hypothesis

Solutions

Needs Microenvironment SEL

InformationProcessing

Hypothesis

Needs Parents’ lack of personal care to a child’s sense of belonging, safety and

self-esteem affects his desire to learn. Microenvironment

A child’s relationship with his microenvironment (parents/classmates/teachers) affects his propensity to learn in school.

A child’s socio-economic status (SES) influences parents’ expectations on the child.

A teacher’s expectations and impressions of a child affects his performance in school

Social and Emotional Learning A child’s deficiencies in social-emotional competencies adversely affect

his performance in school Information Processing

A child’s attention can be divided when faced with emotional issues. Inherent abilities such as Cognitive resources play a part in learning

abilities

• A child’s relationship with his microenvironment affects his propensity to learn in school.

• A child’s SES influences parents’ expectations on the child.• A teacher’s expectations and impressions of a child affects

his performance in school

Microenvironment

Bronfenbrenner’s Bioecological Theory of Development

Bio”: influence of genetic makeup on development physical traits temperament

“Ecological” refers to the environmental influences Microsystem Mesosystem Exosystem Macrosystem Chronosystem

Chronosystem

Macrosystem

Exosystem

Mesosystem

Microsystem

Child • most powerful influence on development• parents, teachers and peers

• interactions between the elements of the microsystem• relationship between parents and teachers

Bronferbrenner’s Bioecological

Theory of Development

Levels Involved

BRONFENBRENNER’S THEORYMicrosystem – Parents

Problem

•Parents do not seem to care for Jeremy, and blames each other for his poor grade

Theory

•Parents constitute child’s microsystem•Perhaps the

most powerful influences on child’s development

•Authoritarian style of parenting•Parents are

unresponsive and detached from the child

•Negligence would adversely affect the child’s motivation and performance in school

Solution

•Help parents realize that they have to take primary responsibility for their child•School

can organise talks that focuses on parents’ and teachers’ roles on a child’s development

Problem

•Teachers are insensitive and not understanding enough, and hurls insensitive and hurtful remarks at Jeremy•Inflict

further emotional damage

•Encourage negative self concept

Theory

•Teachers constitute a child’s microsystem•Teach

ers are a crucial source of support for a child

•Also a source of motivation and acceptance

Solution

•Teachers should try to find out child’s situation before reprimanding child

•Scolding should be done tactfully

BRONFENBRENNER’S THEORYMicrosystem – Teachers

Problem

•Jeremy is ostracized by his peers in school

Theory

•Peers constitute a child’s microsystem•Peers

provide emotional support

•Allow opportunities for development of social skills

•Being in a clique gives one a sense of identity

Solution

•Teachers could encourage interaction•Talk to

the class to clarify student’s situation

•Incorporate interactive activities or games during lessons

BRONFENBRENNER’S THEORYMicrosystem – Peers

Problem

•Form teacher made repeated attempts to speak with Jeremy’s parents, but failed to contact them•Pare

nts are too busy

Theory

•Mesosystem poorly established•Inef

fective communication between teacher and parents

•Adversely affects child’s development

Solution

•More frequent meetings

•More effective communication

•Interest of child as priority

BRONFENBRENNER’S THEORYMesosystem

Problem

•Parents are working professionals and seem to have very high expectations for Jeremy

Theory

•Socio-Economic Status•Parents with

middle or high socioeconomic status (SES) often lack the time and energy to fully invest in their child’s preparation and performance in school (Ramey & Ramey, 1994)

•Child feels neglected, and have no sense of belonging

•Child may eventually become withdrawn

Solution

•Help parents realize that they need to invest more into their child's development•Schoo

l can organise talks that focuses on a child’s needs and what parents should do

Social Economic System

Parents’ lack of personal care to a child’s sense of belonging, safety and self-esteem affects his desire to learn.

Needs of a Child

NEEDS – Belonging to family

Problem

•Student becomes overwhelmed by anxiety as he/she seeks to please parents to fulfill his/her need to be loved by parents.

Theory

•Emotional stress on child.

•Eagerness to perform well to please parents, but no means to do so.

•Insecurity and added anxiety which hampers ability to learn.

Solution

•Parents should show concern for child other than academic areas.

•Recognise child’s interest and talents in non-academic areas.

NEEDS – Sense of Relatedness

Problem

•Student desires to leave the class and feels apart from classmates rather than being a part of the class.

Theory

•Mind cluttered with thoughts of ‘getting out of situation’

•Hampered from acquiring knowledge with a peace of mind.

Solution

•Teachers should communicate positive regard unconditionally and show earnest commitment to students and their learning. (Cornelius-White, 2007)

•Teacher can entrust the child some form of responsibility in class.

NEEDS – Self Determination

Problem

•Students feel that they have no say in their timetable.

•Lack of rest (unfulfilled physical needs)

Theory

•Interest in school tasks is increased when students have been given some choice and opportunities to take personal responsibility for learning. (Grolnick, Gurland, Jacob & Decourcey, 2002)

•Meeting of basic physiological needs such as sufficient rest is essential. (Maslow, 1970)

Solution

•Parents can sit down with child and work out a consensus on study regime

•Factor in free time for rest.

A child’s deficiencies in social-emotional competencies adversely affect his performance in school

Social-Emotional learning

Awareness of Self & Others• Awareness &

management of feelings

• Constructive sense of self

• Perspective-taking

Positive Attitudes & Values• Personal

responsibility• Respect for others• Social responsibility

Responsible Decision-making• Problem-

identification• Social-norm

analysis• Adaptive goal-

setting• Problem-solving

Social Interaction Skills• Expressive

communication• Cooperation• Negotiation• Help-seeking• Refusal

SOCIAL-EMOTIONAL LEARNING

COMPETENCIES

Adapted from: http://www.casel.org/downloads/Safe%20and%20Sound/3B_SEL_Framework.pdf

SOCIAL-EMOTIONAL LEARNING

Proble

m

•Student is lethargic and listless in class•As

a result of staying up late doing work/ having tuition

Theory

•Responsible decision-making •Witho

ut ability to identify problem situations, the student is unable to make responsible and helpful decisions.

SOCIAL-EMOTIONAL LEARNING

Problem

•Student does not perform well academically in school

Theory

•Awareness of self •Student is

unable to recognize his strengths and weaknesses

•Responsible decision-making•Student is

unable to act on his perceived strengths and weaknesses

•Student is unable to solve problems

•Student did not practise adaptive goal-setting

•Student does not seek help

SOCIAL-EMOTIONAL LEARNING

Problem

•Student is ostracized by friends in school

Theory

•Social interaction skills•Student did

not expressively communicate his opinions and feelings to his peers

•Student is unable to issue refusals

•Awareness of self•Student

does not display awareness of his strengths and weaknesses

SOCIAL-EMOTIONAL LEARNING

Problem

•Teachers’ insensitive remarks about student not fitting in with any group

Theory

•Awareness of self•Stude

nt is unable to manage his feelings and regulate his responses to comments by others

SOCIAL-EMOTIONAL LEARNING

Problem

•Parents’ lack of attention and encouragement to student.

Theory

•Social interaction skills (Relationship Management Skills)•Studen

t did not demonstrate expressive communication skills to convey his feelings and opinions to others

•Student has no negotiation skills to suggest compromises

Solutions

Inability to practise

responsible decision-making

Lack of awareness of self and

others

Lack of social

interaction skills

Exploit teachable moments in class

to practise SEL skills

Create emotionally- and

psychologically- safe learning environment

Foster positive relationships in

classRole Models

• A child’s attention can be divided when faced with emotional issues.

• Inherent abilities such as cognitive resources play a part in learning abilities

Information processing

INFORMATION PROCESSING

Problem

•Student does not spend quality time with parents and feel neglected

Theory

•Sense of belonging and safety is essential to a child before self-actualization can take place

•Primary concerns are emotional issues. Students will be unable to focus and perform in school & his Information Processing skills are affected.

Solution

•Parents should set aside quality time to spend with their child/children.

•Child/Children should be provided with care and a sense of belonging before being able to concentrate and focus on Information Processing in the classroom.

INFORMATION PROCESSING

Problem

•Student is distracted in class

Theory

•Inability to focus in class due to emotional & psychological stresses

•Information Processing skills are affected & students are unable to catch up academically with peers

Solution

•Manage the distressing issues of the students to ensure that there is a marked improvement in the attention of the students towards education.

INFORMATION PROCESSING

Problem

•Absent of trust between educators & students

Theory

•Lack of trust affects students’ attitude towards Information Processing

•Creates an unhealthy learning environment

•Impedes students’ ability in Information Processing

Solution

•Create a bridge to promote mutual understanding & respect

•Allows a healthy 2 way communication to approach each other

•Promotes the development of Information Processing

INFORMATION PROCESSING

Problem

•Students do not feel cared for in the school/classroom.

Theory

•A caring environment nurtures positive Information Processing

•Students who feel uncared for are in a negative learning environment which impedes & disrupt their Information Processing skills.

Solution

•Showing genuine care & concern for students allows for improvement in Information Processing.

Needs

Hypothesis: For effective learning to take place, the

learner's basic needs, such as need for belonging and safety, have to first be met.

Conclusion: When the deficiency needs are not met,

the student’s focus cannot be fixated on learning.

Environment [Bronfenbrenner’s Theory]

Hypothesis The micro and mesoenvironment has a

direct impact on the social-emotional capacities of a child 

Conclusion

Social-Emotional Learning Hypothesis: Components of Social Emotional Learning such

as Self-Awareness, Self-Management and Relationship Skills have a direct relationship with the effectiveness of learning.

Conclusion: Without SEL competencies, the student’s

learning capacity will be crippled because learning is also achieved through co-construction as a community rather than solo effort.

Information Processing

Hypothesis: To ensure that effective learning takes

place, it is important for teachers to learn how information is being processed in different types of learners to cater lesson design and teaching according to their needs. 

Conclusion:  

Conclusion