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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!