Problem Based Learning

DED 100 Educational Psychology I: Problem Based Learning
Case Scenario 1
(11 yr old Andy)

Azizah (2)
Jasmin (5)
Krish (9)
Chor Bin (11)
Peining (13)
Xue Bing (25)

Characters
Andy
(11 yrs old)
Dad
(blue-collar worker)
Mum
(Home-maker)
Sister
(7 yrs old)

Characters
Ms Wong
(Science Teacher)
Bee Chu
(Classmate)
Ahmad
(Classmate)

overview
"Factors leading to meaningful and successful learning involves
motivation, self-efficacy and support"
Failure drains confidence
out of students and
hampers their
Learning progress
Without motivation as the
fuel for learning,
students learning capacity/performance will
be negatively affected
Social support, just like ammunition for battles,
is essential for
successful
learning

"Factors leading to meaningful and successful learning involves
motivation, self-efficacy and support"
Problem statement

Failure drains confidence
out of students and
hampers their
Learning progress

heavily influenced by
Sigmund Freud
Erik Erikson
(Jun 15, 1902 – May 12, 1994)
Stages of Psychosocial
Development theory
Two major themes

The world gets bigger

as we go along

Failure is cumulative

Erikson’s Stages of Psychosocial Development

Classical Conditioning – a type
of associative learning
Ivan Pavlov
(Sep 14, 1849 – Feb 27, 1936)
Conduct famous psychological
experiment on stimulus response (1927)
DOG – BELL – MEAT ,
student – subject – results

Originated from Chinese
dictionary of idioms
(《汉语成语大词典》)
Failure – committing of
mistake, rather than
Poor achievement
Success – chance for
future excellence

Famous failures

Believer of
shaping
Failure, rather
Than allowing
failure to shape
himself
Sees failure as separate entity,
An event – not a person or an
Associative trait
One can’t have success
without failure - Never give
up and never stop trying

suggestion
Probe
Analysis what went wrong
(Ask yourself questions)
Approach
Opinions
Seek advise/help
(ranging g from words
of advise to actions)
Believe
Be optimistic, look on
bright side
(whether glass is half
full or empty is up to
each individual’s take)
Strive
Persevere instead of giving up
(Combat challenge with renewed
enthusiasm)

Application
P, O, S, B
Higher level challenges
(approach put into test – students better equipped , compared to being thrown into deep end of pool immediately)
P, O
Guided analysis
(prompt/encourage raising of questions and clarification s, help them identify potential pitfalls)
S, B
Laying bricks for foundation
(quizzes, open book tests, etc. – level of difficult structured to student’s self efficacy needs)

Social support, just like ammunition for battles,
is essential for
successful
learning

Social learning theory
People learn through observing
others’ behavior, attitudes, and
outcomes of those behaviors
Albert Bandura
Necessary conditions for effective
Modeling:

Attention, Retention,

Reproduction, Motivation
believed in “reciprocal
Determinism”

Self-efficacy vs. self esteem
4 sources:

experience, modeling,

social persuasions, psychological
factors
Albert Bandura
Social persuasions relate to
encouragements/discouragements.

positive persuasions increase

self-efficacy, negative persuasions
decrease it

Social development theory
Lev Vygotsky
(Nov 17, 1896 – Jun 11, 1934)
Main theme:

social interaction plays

fundamental role in the development
of cognition
Second aspect:

potential for cognitive development

depends upon the "zone of proximal
development" (ZPD)
Full development
of the ZPD
depends upon
full
social
interaction
range of skill that
can be developed
with adult guidance
or peer collaboration
exceeds what can be
attained alone

Schunk and Hanson’s experiment
second group observed
other grade 2 students
performing the same
subtraction procedures
One group of students
observed a subtraction
demonstration by a teacher
participated in an instructional
program on subtraction
students who observed peer models scored higher on a subtraction post-test and also reported greater confidence in their subtraction ability.

suggestion
Parent
Educators
Peers
Society
Individual

Application

Without motivation as the fuel for learning,
students learning capacity/performance will be negatively affected

Many learners are motivated only to
"pass the test."
Without a desire to learn on the part
Of the student, retention is unlikely
John Keller
ARCS Model for Motivation

needs-based motivational model
David McClelland
(Sep 14, 1849 – Feb 27, 1936)
Identified three types of motivational
need

achievement motivation (n-ach)
authority/power motivation (n-pow)
affiliation motivation (n-affil)

Believe that achievement-motivated people are generally the ones who make things
happen and get results
They constantly seek
improvements and ways of
doing things better

Hierarchy of Needs
Abraham Maslow
(Apr 1, 1908 – Jun 8, 1970)
emphasized the importance of
self-actualization (process of
growing and developing as a person
to achieve individual potential.

adapted hierarchy of needs in 1990 included
Transcendence needs
Abraham Maslow
(Apr 1, 1908 – Jun 8, 1970)
Self-Actualization needs - realizing
personal potential, self-fulfillment,
seeking personal growth and peak
experiences..
Transcendence needs - helping
others to achieve self
actualization
Maslow recognizes the human
need for ethics, creativity,
compassion and spirituality.
Without this spiritual sense, we
are simply animals or machines.

The old man and the children
A group of children were playing, loud and noisy, in front of
an old man’s house. The old man after a while couldn’t stand
any more. He walked out and handed 25 cents to each child
and said, “you guys made my place not so lonely any more. I feel
much younger. Take these as my gratitude.”
The children were very happy and came back the next day.
Playing loud as usual. The old man came out and handed each
of them 15 cents. He explained, “I don’t
Have much income.15 cents are not bad
at all.” The children were
satisfied and left.
The next day, he only gave them 5 cents each.
The children were upset, “Only 5 cents?! Have
You no idea how hard we were playing for
you!” Then they swore they were never
going to play for the old man again.

suggestion
Aiding The Motivated
but less able
Teacher should be flexible and try to
cater to student’s needs/level
Negative E.g.: student x, who is behind classmate’s
Understanding of mathematics by a level

work given was level 8 instead of 7, which

He is at

he will think math is hard
he may never be able to like math Intrinsically if the perception that it is a Tough chore remains
over time, he perceives whatever that is

Being taught, as ‘dead’ facts rather than
Form any relevant inference/understanding

instead of thinking, unhealthy habit of waiting for answers will develop

suggestion
model
rewards
Intrinsic or
extrinsic
Punishment
Severity base
on case by case
Intent
Knowing the purpose, reason

Suggestion
rewards

sense of security
safety

Intent

for livelihood
shield against danger
(natural/human)

Punishment

lost of home/shelter
endangerment of life

conceptualization

suggestion
Sponge mentality
Absorbs
Individual learning
and understanding.
Squeezes out
Sharing of knowledge,
experiences etc.

selflessly helping

others

satisfy own needs for

belongingness and
self-esteem
(interlinks with level 3
Belongingness – maslow’s
Hierarchy of needs)

suggestion
Sponge mentality
(1) Learn from others, teach yourself
(teacher teach, student decide what they retain in mind)

Teachers leave room for Meaningful learning

Where students filter/Decide what information To take in
(just like the way some water will be absorbed while the rest will still drip out
(2) help/teach others, reinforce yourself
(assists peers, reinforce personal knowledge simultaneously)

a mini form of transcendence, i.e. getting

Students to help other (perceived) weaker
Students attain self-actualization

reflection
Xue Bing
The students like a garden, the teacher like a gardener.
To make garden more and more beautiful. The gardener must put in a lot of effort, such as giving water, fertilizer and sunshine. The theories I have learned in the class can mould me into a more knowledgeable teacher

reflection
“The day you stop learning is the day you stop breathing”

Learning is not simply 1+1 = 2
IT does not involve just student + educator
Other learners and family members play important roles as well in each individual’s learning

Chor Bin