Your SlideShare is downloading. ×
0
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Pbl
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Pbl

543

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
543
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
14
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Educational Psychology I<br />Lim Wee Keong<br />Lin Junxiang Dennis<br />Tang Wei Lun Aaron<br />Teo Qin Yi<br />
  • 2. Approach<br />
  • 3. Overview<br />Ms Rita – Beginning Teacher<br />Ms Lim &amp; Mr Yeo – Experienced Teachers<br />Students (Secondary Two Express)<br />
  • 4. Problem EncounterCharacter Analysis<br />Ms Rita<br />Beginning Teacher<br />
  • 5. Problem EncounterCharacter Analysis<br />Ms Lim<br />Experienced Teacher 1<br />
  • 6. Problem EncounterCharacter Analysis<br />Mr Yeo<br />Experienced Teacher 2<br />
  • 7. Problem EncounterCharacter Analysis<br />Students<br />Secondary 2 Express<br />
  • 8. Problem Inquiry<br />Why was the class unable to answer the questions??<br />Why was Ms Rita so disappointed and frustrated??<br />Why were the students unconfident??<br />
  • 9. 6<br />3<br />Teacher was frustrated and dismayed with the students when they were unable to understand what she was teaching.<br />Students were not confident of their answers.<br />5<br />Skinner, Maslow &amp; Vygotsky<br />Students could not understand teacher’s explanation on tsunami<br />Attribution<br />2<br />Maslow, Piaget, Vygotsky (ZPD)<br />Students were unable to answer questions posed by teacher<br />4<br />Students incorrectly attributed the formation of tsunami to high and low pressures.<br />Vygotsky &amp; Erikson<br />Schema, Dual Coding<br />Teacher asked questions that student couldn’t answer<br />1<br />7<br />Lesson objectives were not met!<br />The Problem Statements<br />
  • 10. Theories: OverviewUnderstanding it at a glance!<br />
  • 11. Theories: OverviewUnderstanding it at a glance!<br />
  • 12. Theories: OverviewUnderstanding it at a glance!<br />
  • 13. The CorrelationsRelating the problems to the theories<br />What caused these problems???<br />Teacher asked questions beyond their schema and did not activate/build upon their prior knowledge.<br /><ul><li>Piaget’s Cognitive Learning Theory
  • 14. Schema Theory </li></li></ul><li>The CorrelationsRelating the problems to the theories<br />What caused these problems???<br />Teacher was not able to effectively scaffold, to lead students towards lesson objective and Teacher asked questions beyond their ZPD<br /><ul><li>Vygotsky’s Scaffolding Theory (ZPD)
  • 15. Vygotsky’s Socio-cultural Theory</li></li></ul><li>The CorrelationsRelating the problems to the theories<br />What caused these problems???<br />Students wrongly attributed the formation of the tsunami to high and low atmospheric pressure, which are actually what causes a tornado = Misconception!<br /><ul><li>Origins of Misconceptions</li></li></ul><li>The CorrelationsRelating the problems to the theories<br />What caused these problems???<br />Learning gap not bridged. Intelligence involves Experiential components which involves relating new experience to old.<br /><ul><li>Schema Theory </li></li></ul><li>The CorrelationsRelating the problems to the theories<br />What caused these problems???<br />Deficiency needs such as esteem needs were not met. Hence, growth needs (i.e. need to know and understand) could not be met.<br /><ul><li>Maslow’s Hierachy of Needs</li></li></ul><li>The CorrelationsRelating the problems to the theories<br />What caused these problems???<br />Novice Teaching’s Planning <br />(Teacher enter Erikson&apos;s Generativity Stage)<br /><ul><li>Erikson’s Psychosocial Theory</li></li></ul><li>Problem Inquiry Revisited<br />Why was the class unable to answer the questions??<br />Poor scaffolding<br />Poor understanding of class profile<br />Why was Ms Rita so disappointed and frustrated??<br />High expectations<br />Inability to accept failure<br />Why were the students unconfident??<br />Esteem need not fulfilled<br />No sense of belongingness<br />
  • 16. Our SolutionOverview<br />Lesson Preparation Phase<br />Start of Lesson<br />Lesson Development<br />Lesson Conclusion<br />Reflection Phase<br />
  • 17. Our SolutionLesson Preparation<br />Understand Class Profile<br />consult other teachers about the profile of the class.(Vygotsky’sScaffolding Theory) <br />Constructive Staff Sharing <br />can pick up some useful insights and cut down on her overambitious mindset and eagerness to succeed.(Erikson’s Psychosocial Theory) <br />
  • 18. Our SolutionStart of Lesson<br />Engage Prior Knowledge<br />via various tools (e.g. ICT, KWL, asking questions etc) to identify the students’ ZPD.<br />Introduction / Scaffold<br />ask questions from the lower levels in the bloom&apos;s taxonomy.(Vygotsky’s Scaffolding Theory)<br />
  • 19. Our SolutionLesson Development<br />It’s a NEW topic!<br />Reduced expectations on the class<br />Adopt Positive Reinforcement!<br />Encouraging Figure of Speech<br />Question Prompts (Skinner’s Operant Conditioning)(Maslow’s Hierarchy of Needs)<br />Provide Verbal Guides<br />verbal guides to complement visual aids during the lesson(Dual Coding Theory)<br />
  • 20. Our SolutionLesson Conclusion<br />Consolidate Learning<br />Mindmapping<br />Formative Assessment<br />Informal Class Quiz<br />Questions &amp; Answer<br />
  • 21. Our SolutionReflection Phase<br />Self-Reflection<br />Not just seeking ideas for the next lesson!<br />Accept Failure(Attribution Theory)<br />Belongingness &amp; Esteem Needs<br />learning activities to enhance class bonding<br />Be tactful in speech(Maslow’s Hierarchy of Needs)<br />
  • 22. In Summary<br />A student is never alone in the process of learning and development.<br />Teachers should always be mindful of this and should always scaffold this process!<br />
  • 23. References<br />Asia e learning university. (n.d.) Learning theories - cognitive learning theories. Retrieved 10 September, 2011 from peoplelearn.homestead.com/BEduc/Chapter_5.pdf<br />Bransford, J., Brown, A., &amp; Cocking,, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press.<br />Elliott, S., Kratochwill, T., Cook, J. L., Travers, J. (2000). Educational Psychology: Effective Teaching, Effective Learning (3rd ed.). Boston: McGraw-Hill<br />Greeno, J., Collins, A., &amp; Resnick, L. (1996). Cognition and learning. In D. Berliner &amp; R. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.<br />Learning Theories Knowledgebase. (2011, October). at Learning-Theories.com. Retrieved 7 September, 2011 from http://www.learning-theories.com/<br />(2008), Maslow’s Hierachy of Needs (Documentary),United States: Insight Media, Retrieved 8 September, 2011 from http://www.youtube.com/watch?v=QxdNzOVRAmA&amp;feature=fvwrel<br />
  • 24. References<br />McInerney, D. &amp; McInerney, V. (2009). Educational Psychology: Constructing Learning (4th ed. ). Australia: Pearson Education. <br />Meter, P., &amp; Stevens, R. (2000). The role of theory in the study of peer collaboration. Journal of Experimental Education, 69(1), 113-127. <br />Nuthall, G. (1999a). Learning how to learn: The evolution of students’ minds through the social processes and culture of the classroom. International Journal of Educational Research. 31(3), 141-256. <br />Objective: Meeting Basic and Evolving Human Needs, Retrieved 10 September, 2011 from http://miraclemind.com/investors/newsletter/?a=2008_5_5<br />Packer, M., &amp; Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist, 35(4), 227-241. <br />Palincsar, A. (1998). Social constructivist perspective on teaching and learning. Annual Review of Psychology, 49, 345-375. <br />Tan,O.S., Parsons, R.D., Hinson,S.L., &amp; Sardo-Brown,D. (2011). Educational Psychology: A Practitioner-Researcher Approach (2nd ed.). Singapore: Cengage Learning Asia<br />Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.<br />

×