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Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
Edpsych-ed Final PPT
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Edpsych-ed Final PPT

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Transcript

  • 1. Edpsych-ed PBL Scenario 2
  • 2. JEREMY
  • 3. JEREMY Possible explanations for his problems
  • 4. Root Problems <ul><li>Poor quality between microsystems </li></ul><ul><li>Vygotsky’s Theory of Cognitive Development </li></ul><ul><li>No role model </li></ul><ul><li>Bandura’s Social Learning Theory </li></ul>
  • 5. Friends <ul><li>Disrespectful and insensitive to Jeremy </li></ul><ul><li>Bandura’s Theory: Social Learning Theory </li></ul><ul><li>No role model to mimic </li></ul><ul><li>Skinner’s Theory: Behavioural Theory </li></ul><ul><li>Positively reinforced by teacher </li></ul>
  • 6. Parents <ul><li>No time management </li></ul><ul><li>No shared responsibility with school </li></ul><ul><li>Unrealistic expectations </li></ul><ul><li>Theory: BF Skinner’s Behavioural Theory </li></ul><ul><li>Positive punishment </li></ul><ul><ul><li>Take away Jeremy’s free time by making him complete more assignments </li></ul></ul>
  • 7. School <ul><li>Fixated on correcting Jeremy’s attitude </li></ul><ul><li>Skinner’s Theory: Behavioural Theory </li></ul><ul><li>Positive punishment: Standing outside the class </li></ul><ul><li>Vygotsky’s ZPD: Parents & School/Teachers </li></ul><ul><li>No feedback between school and parents </li></ul><ul><ul><li>Cannot establish ZPD </li></ul></ul>
  • 8. JEREMY Possible solutions for his problems
  • 9. Solutions <ul><li>Bronfrenbrenner’s Ecological Systems Theory </li></ul><ul><ul><li>- Work on the links in the microsystems and mesosystems surrounding Jeremy </li></ul></ul>TEACHERS
  • 10. Friends <ul><li>Lesson Teaching Values </li></ul><ul><ul><li>Students can play games/role play </li></ul></ul><ul><ul><li>(e.g.: games that reflect certain aspects of social relationships) </li></ul></ul><ul><ul><li>Perspective Taking </li></ul></ul><ul><ul><li>(Piaget’s Theory of Cognitive Development) </li></ul></ul><ul><ul><li> Increase social understanding and therefore interaction between him and his friends </li></ul></ul>
  • 11. Friends <ul><li>Lesson Teaching Values </li></ul><ul><ul><li>Task/experience is within his Zone of Promixal Development (ZPD) </li></ul></ul><ul><ul><li>(Vygotsky’s Social Development Theory) </li></ul></ul><ul><ul><li>Provide feedback to guide and encourage Jeremy’s individual social learning </li></ul></ul>
  • 12. Friends <ul><li>As a teacher, model good and appropriate behaviour in class for the students to adopt </li></ul><ul><li>(Bandura’s Social Learning Theory) </li></ul>
  • 13. Parents <ul><li>Work towards building rapport with the the parents </li></ul><ul><ul><li>Give updates via email </li></ul></ul><ul><ul><li>Potentially act as a mediator between Jeremy and his parents </li></ul></ul>
  • 14. Parents <ul><li>Propose to keep Jeremy in school for individualized attention (on certain days), as opposed to tuition. </li></ul>
  • 15. School <ul><li>Providing a Male Role Model </li></ul><ul><ul><li>E.g.: teacher or counselor to establish healthy relationships with him </li></ul></ul><ul><ul><li>(Bandura’s Social Cognitive Theory) </li></ul></ul>
  • 16. School <ul><li>Avoid Using Punishment </li></ul><ul><ul><li>Negative reinforcement </li></ul></ul><ul><ul><li>E.g.: reducing his existing punishments in school if he does his work and/or behaves well in class </li></ul></ul><ul><ul><li>Positive reinforcement </li></ul></ul><ul><ul><li>(Skinner’s Behavioural Theory) </li></ul></ul>

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