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Jeremy’s Problems at a
PBL Presentation Glance…
Scenario 2
Unsure
Tan Kai Ching of goals
Tang Jia Hui Joyce Low self-esteem
Tong Hui Min Lack of family and
Wang Dan peer support
Lack of comfort in
classroom environment
S Fatigue
Problem Statement Inquiry Questions
1) How can classroom management
affect students' learning?
How can a student
learn effectively in an 2) What is the best form of learning
support that parents can provide for
environment without their children?
love and support? 3) How can the adoption of suitable
learning styles affects learning?
Inquiry Question 1 Hypothesis
How can If teachers fail to implement
classroom effective classroom
management, then students
management
will encounter learning
affect students'
difficulties.
learning?
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Learning Issue (1) Learning Issue (2)
Mr Tan Understand how Miss Low
Understand
the different
• Fails to handle classroom • Makes how teachers
students’ management humiliating can use their
misbehavior and strategies can be remarks and behavior to
affects Jeremy’s employed to improve affects Jeremy’s motivate
students’ class
class participation self-esteem students.
participation.
Operant Conditioning Theory
Failures of Mr Tan (Skinner, 1968)
Fails to set rules regarding group work
Fails to acknowledge Jeremy’s effort
Fails to counter the situation of
students’ hostility towards one another
A. Improve Group Dynamics A. Improve Group Dynamics
S Develop a perception of
Social group cohesiveness
Constructivist S Establishment of social
Theory norms
(Vygotsky, S Guided Learning Method
1978) (Cunningham & Allington,
2007)
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B. Acknowledge C. Mediate Disciplinary
effort Problems
S Positive reinforcements (Skinner, 1968) S Designing and Maintaining a
Behavioural Management System
S Provide immediate and positive feedback - Combine elements of both
to students when they attempt to behavioral and cognitive approaches
contribute to class participation.
- Behavioral system focuses on
S “Good try Jeremy! You may want to recall specifying behavioral guidelines and
the lessons we learnt about gases. Try to applying consequences.
jot down the gas names and select the gas - Cognitive system emphasizes
that matches the clue” learner understanding and
responsibility
Motivational Theory
Failures of Miss Low (Schunk Pintrich & Meece, 2008)
Offensive Behavior in Class
S Motivation is the force that energizes
Fails to create a safe and caring
and directs a behavior towards a goal.
classroom environment
Motivation Achievements
Fails to motivate students
A. Teacher’s Expectations B. Caring Teachers
S Practise positive teacher attitudes. S Show that ‘YOU’ care
(Brophy, 2006) S Be sensitive to procedures that
S Reduce the negative effects of may "threaten" the student's
teacher expectations. sense of security and safety
within the classroom
S Monitor the attending and
facilitating behaviors for students S Address the "physical needs" of
the students - allowing them to
who are low-achieving.
stretch , wash their face or relax
S Model respect and valuing of all for a few minutes before
students in the classroom. continuing with the lesson.
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C. Fostering Self-efficacy
Inquiry Question 2
(Bandura, 1977)
S Help students experience success that is What is the best
attributable to past and present effort.
S Focus on seeing how hard students
form of learning
worked rather than telling them “if you support that parents
work hard, you will get there”
can provide for their
children?
Hypothesis Learning Issue (3)
If parents are physically present S Understand how parenting styles
and participating actively in the can influence a child's learning and
child's learning process, then identify specific measures parents
the child is likely to learn can take to ensure that learning
effectively. takes place.
Parent’s Problem Authoritarian Parenting Style
1. Authoritarian Parenting Style
1. Stress Set exercises to
S Characteristics conformity Jeremy and arrange
- Stress Conformity a lot of tuition
- Detached classes, enrichment
classes, study
- Do not encourage camps to Jeremy
verbal give-and-take
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Authoritarian Parenting Style Jeremy’s Characteristics
2. Detached Jeremy get to see his 1. Withdrawn Jeremy has never felt
maid more than his that he belonged
parents. anywhere.
3. Do not Jeremy parents stop 2. Worry more Jeremy complete the
encourage his swimming lessons about pleasing task given by his
verbal give- and let him take up parents than parents on top of the
and-take more tuitions on solving homework from school
weekends. problems
Jeremy’s Characteristics Behaviorist Theory
S Premack principle (Premack, 1959, 1963)
3. Defiant Jeremy couldn’t contain
S Activities become reinforcers.
his anger anymore. He
S A more-desired activity can serve as a
slammed his table and positive behavior as a positive reinforcer.
then stormed out of class.
4. Lack social Jeremy is having a poor
skills relationship with his
peers.
A. Positive Reinforcement B. Authoritative Parents
S Reinforcing positive behavior is
S Firm but at the same time providing a
superior to those using punishment caring and loving environment
(Alberto & Troutman, 2006) S Promote child’s development by helping
S Punishment does not teach Jeremy to acquire a sense of autonomy,
desirable outcomes competence and belonging.
S “You may go for swimming lessons
if you can complete the task given
by the teachers in school.”
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Inquiry Question 3 Hypothesis
If students can
How can the adoption
identify and acquire
of suitable learning the right learning
styles affects styles, then they would
learning? be able to learn
effectively.
Learning Issue (4) Cognitive Learning Theory
Understand how to adopt
the right learning styles Cognitive Perception
and how teachers can make Learning &
VAK learning
style
use of this information to Theory memory
teach the class so as to
cater to the learning needs
of students.
VAK Learning Style
Jeremy’s Learning Style
(Butler, 1989)
Hypothesis Visual Learners
• Definition of VAK Learning Style
Hints Jeremy failed every subject in final
• Category of VAK learning style
exams except for Art
Visual Auditory Kinesthetic
Perception When learning something new, they
prefer to see it demonstrated first
Memory They remember class material by
picturing it in their mind
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Solutions Teaching Strategies
There should be congruence Teacher needs to present information
between students' preferred using all three styles:
learning styles and the
teacher's preferred teaching S 1. Help students to understand their learning styles
style. S 2. Have an awareness of students’ individual learning
Students' style should styles
influence teachers' S 3. Instruction should be varied in class
instructional choices.
Books
References References
Journals
S Brophy, J. (2004) Motivating Students to learn (2nd Edition). Boston:
S Bandura, Albert (1993). Perceived Self-Efficacy in Cognitive Development
McGraw-Hill
and Functioning. Educational Psychologist 28(2), pp.117-148.
S Eggen, P. & Kauchak, D. (2010). Educational Psychology: Windows on
S Brenda K. Bryant, Anisa M. Zvonkovic, Paula Reynolds (2006). Parenting in
Classrooms (8th Edition). NJ: Pearson.
relation to child and adolescent vocational development. Journal of vocational
S Kosnik, C. & Beck, C. (2009) Priorities in Teacher Education: The 7
behavior 69, pp.149-175.
Elements of Pre-Service Preparation. Oxford: Routledge
S Eva M. Pomerantz, Elizabeth A. Moorman, Scott D. Litwack (2007). The
How, Whom, and Why of Parents' Involvement in Children's Academic Lives:
S Patricia M, Cunningham & Richard L. Allington (2007) Classrooms that
More Is Not Always Better. Review of Educational Research, Vol. 77, No. 3,
work: They can all read and write (4th Edition). NJ: Pearson, Allyn &
pp.373-410.
Bacon.
S Idit Katz , Avi Kaplan, Tamara Buzukashvily (2011). The role of parents'
S Tan, O.S., Parsons, R.D., Hinson, S.L., & Sardo Brown, D.
motivation in students' autonomous motivation for doing homework. Learning
(2011) Educational Psychology: a practitioner-researcher approach. An
and Individual Differences 21, pp. 376-386.
Asian Edition (2nd Edition). Singapore: Thomson.
S John T.E. Richardson, (2011). Approaches to studying, conceptions of
S Vygotsky, L.S. (1978). Mind and society: The development of higher
learning and learning styles in higher education. Learning and Individual
mental processes. Cambridge, MA: Harvard University Press.
Differences 21, pp. 288-293
References References
Websites
S Maria Poulou (2007): Personal Teaching Efficacy and Its Sources:
Student teachers’ perceptions, Educational Psychology, 27:2, 191-218 S Classroom Management http://www.apa.org/education/k12/classroom-mgmt.aspx
S Milad Khajehpoura, Sayid Dabbagh Ghazvinia (2011). The role of parental S Motivation http://college.cengage.com/education/pbl/tc/motivate.html#cognitive
involvement affect in children’s academic performance. Procedial Social
S Positive Reinforcement: A Self-Instructional Exercise
and Behavioral Sciences 15, pp.1204-1208.
S Moore, Gwendolyn (2009). The Influence of Student Motivation and http://psych.athabascau.ca/html/prtut/
Student Self-efficacy on Teacher Behavior. Dissertation: Fielding
S Premack Principle http://www.youtube.com/watch?v=OcB1zttZmdY
Graduate University. Doctor of Education.
S Psychological 101: Learning Theory and Behavioral Psychology
S Nancy E. Hill and Lorraine C. Taylor, (2004). Parental School Involvement
and Children's Academic Achievement: Pragmatics and Issues. Current
http://allpsych.com/psychology101/reinforcement.html
Directions in Psychological Science, Vol. 13, No. 4, pp. 161-164.
S Teacher's Belief and Classroom Practices
S Sara R. Banfield, (2009).How do college/university teacher misbehaviors
influence student cognitive learning, academic self-efficacy, motivation, http://www.mindmatters.edu.au/resources_and_downloads/staff_matters/
and curiosity? Dissertation: The College of Human Resources and
Education at West Virginia University. Department of Technology, S Vygotsky's Internet Archive http://www.marxists.org/archive/vygotsky
Learning and Culture: Morgantown, West Virginia
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