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Ded100 ver1

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  • 1. DED100 Educational Psychology I: Theories and Applications for Learning and Teaching *
  • 2. * *Brief Introduction of Learning Theories to be covered *Brief Introduction of scenario *Analysis of Scenario *Proposed Solutions *Closure
  • 3. * *Proposed by Abraham Maslow in 1943. *Suggests that all individuals have needs *Broken up into two categories: Deficiency Needs and Growth Needs
  • 4. * *Proposed by Jean Piaget in 1965. *Suggested that children’s response to moral problems can be divided into two broad stages. *External Morality *Autonomous Morality
  • 5. * *Proposed by Lawrence Kohlberg *Suggested that there are three levels, and six stages of moral reasoning. *Punishment-Obedience *Market Exchange *Interpersonal Harmony *Law and Order *Social Context *Universal Principles
  • 6. * *Proposed by Erik Erikson. *Suggests that our psychosocial development is characterised by 8 different stages. *Will only focus on Stage 4 : Industry vs. Inferiority
  • 7. * *Proposed by Urie Bronfenbrenner in 1979. *Suggests that human development boils down to two main factors: our biological wiring and environmental experiences in different systems. *Will focus on two main systems – mesosystem and microsystem.
  • 8. * *Proposed by Diana Baumrind *First suggested that there were 3 parenting styles, which were later expanded to four by Maccoby and Martin.
  • 9. * *Social Emotional Learning (SEL) *SEL Competencies to encourage better communication skills, relationship management and making good decisions.
  • 10. * *Scenario 3 *Main Focus of Scenario: Primary School Student John
  • 11. * *Analysis of John *Analysis of John’s Home Environment and its effects *Analysis of John’s School Environment and its effects *Surfaced Issues
  • 12. * *Has good potential to do well *Low Self Esteem *Lack of Intrinsic motivation to study - as seen from test papers, does not even try. *Uses force to vent his frustrations (knocking his head, pushing friends, throwing the chair at the teacher)
  • 13. * *Parents are divorced; parents were fighting for his custody 4 years ago and it affected him *Mother has since found another boyfriend *Father is constantly not around *Currently staying with mother and stepfather *Both mother and stepfather see his inability to do well in school as an embarrassment. *Stepfather uses physical punishment to discipline him
  • 14. * *Does not get along well with classmates and friends *Initially tries to be close to his classmates, but is not welcomed by his classmates. *Does not participate in group work because the classmates think he is a liability.
  • 15. * *Is defiant towards his teachers *Argues and answers the teacher
  • 16. * *Gets involved in computer games till wee hours of the morning *Is not performing well in school *is badly affected by his parents' quarreling - knocks his head against the wall to vent his frustrations *Is disinterested in trying to mingle with the group to get his work done
  • 17. * *Is seeking companionship, regardless of with friends or family *Is quite bright and has good potential, but not maximising it *Has seemingly given up hope in his studying and himself *Values family alot, but is disappointed when his family does not seem to value him as much *Misses the times when his family was still intact
  • 18. * *Parents are divorced. *Living with Stepfather and Mother. *Past – Parents used to dote on him. *Bronfenbrenner’s Theory *Mother and Stepfather just leaves abruptly, leaving John in the care of Grandparents. *No proper care and guidance (Computer gaming)
  • 19. * *Father is constantly not around. *Mother jumps to conclusions *Stepfather uses physical punishment to deal with John.
  • 20. * *John resorts to physical methods to express his frustration (Reactive Aggression) *Feels left out *No sense of belonging *No proper guiding figure
  • 21. * *Teachers are aware, but lets parents deal with the issue. *Sees speaking to parents as an intervention
  • 22. * *Intentional exclusion towards him (Group Work, Basketball Court) *Hostile towards John, quotes their own parents words.
  • 23. * *Lack of Sense of Belonging *Lack of Motivation to study
  • 24. * *Lack of Self Belonging *Lack of Self Esteem *Lack of Motivation *Fundamental Theory: Maslow’s Hierarchy of Needs
  • 25. *
  • 26. * *Fundamental Theory – Motivation Theory *Identified that the main issue was the lack of motivation
  • 27. * *Classroom Interventions *Face to Face Interaction between Teacher and Student *Face to Face Interaction between FTSC and student *Face to Face Interaction between School Principal and student *Use of Strategies to Ensure More Attention to Individual Pupil Development throughout Primary School Life (SEAIP) Model
  • 28. * *After School Student Involvement Programme *Student Directed Solutions *Personal Goal Setting *The ‘ME!’ Discovery
  • 29. * *People who have direct contact with students *Serves to motivate and encourage *Provide an avenue for the student to express outside the classroom *Baseline Intervention *In line with SEAIP
  • 30. * *FTSC (Full Time School Counsellor) *Employed when talks with student has broken down *Allows a profession in the field to examine and analyse the motivation behind such behaviour *Will inform parents of such an arrangement
  • 31. * *To show the willingness of the school to adopt a listening stance *To show the care and concern offered by all members of the school.
  • 32. * *Strategies to Ensure More Attention to Individual Pupil Development through Primary School Life (SEAIP) Model *One on One Interaction *Form and Co-Form Teachers *Parent-Teacher Conferencing
  • 33. *
  • 34. *
  • 35. * *To create a suitable environment which the students might not be able to get at home *To provide guidance *To promote an avenue for inclusivity amongst other students *To help encourage self-efficacy through confidence building activities
  • 36. * *To be held after school *Will involve teachers and AEs (Allied Educators)
  • 37. * *Proposed Activities: *Academic Revision *Sports and Recreation *Confidence Building *Skill Learning (Drama, Art, Music etc)
  • 38. * *The home environment is no longer conducive for the student. *Lack of such programmes in John’s current school environment *John will not change his behaviour immediately *School’s Support
  • 39. * *Cost *Workload *Time
  • 40. * *To motivate and to create an avenue for learning.
  • 41. * *Parents’ Rejection *Student’s refusal to follow the solution *Lack of Resources
  • 42. * *Goal Setting *The ‘ME’ Discovery
  • 43. *Goal Setting *To allow for students to identify their personal goals *To allow for students to identify the steps they will take to achieve such goals
  • 44. *The ‘ME!’ Discovery *Self Discovery Process *Encourages the students to ask themselves what they are really like *A platform for self expression
  • 45. * *Learning Theories *Maslow’s Hierarchy of Needs *Erikson’s Theory of Psychosocial Development *Piaget’s Theory of Moral Development *Kohlberg’s Theory of Moral Development *SEL Framework *Motivation Theory
  • 46. * *Holistic, all rounded approach *Concerted Effort between parents and teachers *Proper environments must be developed and fostered.
  • 47. *

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