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Pbl Pbl Presentation Transcript

  • Education Psychology I
    Lim Wee Keong
    Lin Junxiang Dennis
    Tang Wei Lun Aaron
    Teo Qin Yi
  • Approach
  • Overview
    Ms Rita – Beginning Teacher
    Ms Lim & Mr Yeo – Experienced Teachers
    Students (Secondary Two Express)
  • Problem EncounterCharacter Analysis
    Ms Rita
    Beginning Teacher
  • Problem EncounterCharacter Analysis
    Ms Lim
    Experienced Teacher 1
  • Problem EncounterCharacter Analysis
    Mr Yeo
    Experienced Teacher 2
  • Problem EncounterCharacter Analysis
    Students
    Secondary 2 Express
  • Problem Inquiry
    Why was the class unable to answer the questions??
    Why was Ms Rita so disappointed and frustrated??
    Why were the students unconfident??
  • 6
    3
    Teacher was frustrated and dismayed with the students when they were unable to understand what she was teaching.
    Students were not confident of their answers.
    5
    Skinner, Maslow & Vygotsky
    Students could not understand teacher’s explanation on tsunami
    Attribution
    2
    Maslow, Piaget, Vygotsky (ZPD)
    Students were unable to answer questions posed by teacher
    4
    Students incorrectly attributed the formation of tsunami to high and low pressures.
    Vygotsky & Erikson
    Schema, Dual Coding
    Teacher asked questions that student couldn’t answer
    1
    7
    Lesson objectives were not met!
    The Problem Statements
  • Theories: OverviewUnderstanding it at a glance!
  • Theories: OverviewUnderstanding it at a glance!
  • Theories: OverviewUnderstanding it at a glance!
  • The CorrelationsRelating the problems to the theories
    What caused these problems???
    Teacher asked questions beyond their schema and did not activate/build upon their prior knowledge.
    • Piaget’s Cognitive Learning Theory
    • Schema Theory
  • The CorrelationsRelating the problems to the theories
    What caused these problems???
    Teacher was not able to effectively scaffold, to lead students towards lesson objective and Teacher asked questions beyond their ZPD
    • Vygotsky’s Scaffolding Theory (ZPD)
    • Vygotsky’s Socio-cultural Theory
  • The CorrelationsRelating the problems to the theories
    What caused these problems???
    Students wrongly attributed the formation of the tsunami to high and low atmospheric pressure, which are actually what causes a tornado = Misconception!
    • Origins of Misconceptions
  • The CorrelationsRelating the problems to the theories
    What caused these problems???
    Learning gap not bridged. Intelligence involves Experiential components which involves relating new experience to old.
    • Schema Theory
  • The CorrelationsRelating the problems to the theories
    What caused these problems???
    Deficiency needs such as esteem needs were not met. Hence, growth needs (i.e. need to know and understand) could not be met.
    • Maslow’s Hierachy of Needs
  • The CorrelationsRelating the problems to the theories
    What caused these problems???
    Novice Teaching’s Planning
    (Teacher enter Erikson's Generativity Stage)
    • Erikson’s Psychosocial Theory
  • Problem Inquiry Revisited
    Why was the class unable to answer the questions??
    Poor scaffolding
    Poor understanding of class profile
    Why was Ms Rita so disappointed and frustrated??
    High expectations
    Inability to accept failure
    Why were the students unconfident??
    Esteem need not fulfilled
    No sense of belongingness
  • Our SolutionOverview
    Lesson Preparation Phase
    Start of Lesson
    Lesson Development
    Lesson Conclusion
    Reflection Phase
  • Our SolutionLesson Preparation
    Understand Class Profile
    consult other teachers about the profile of the class.(Vygotsky’sScaffolding Theory)
    Constructive Staff Sharing
    can pick up some useful insights and cut down on her overambitious mindset and eagerness to succeed.(Erikson’s Psychosocial Theory)
  • Our SolutionStart of Lesson
    Engage Prior Knowledge
    via various tools (e.g. ICT, KWL, asking questions etc) to identify the students’ ZPD.
    Introduction / Scaffold
    ask questions from the lower levels in the bloom's taxonomy.(Vygotsky’s Scaffolding Theory)
  • Our SolutionLesson Development
    It’s a NEW topic!
    Reduced expectations on the class
    Adopt Positive Reinforcement!
    Encouraging Figure of Speech
    Question Prompts (Skinner’s Operant Conditioning)(Maslow’s Hierarchy of Needs)
    Provide Verbal Guides
    verbal guides to complement visual aids during the lesson(Dual Coding Theory)
  • Our SolutionLesson Conclusion
    Consolidate Learning
    Mindmapping
    Formative Assessment
    Informal Class Quiz
    Questions & Answer
  • Our SolutionReflection Phase
    Self-Reflection
    Not just seeking ideas for the next lesson!
    Accept Failure(Attribution Theory)
    Belongingness & Esteem Needs
    learning activities to enhance class bonding
    Be tactful in speech(Maslow’s Hierarchy of Needs)
  • In Summary
    A student is never alone in the process of learning and development.
    Teachers should always be mindful of this and should always scaffold this process!