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Ed psych

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Ed psych

  1. 1. Andy is an 11 year old boy Hates Science and always fails his Science test Teacher has low expectations and shouts at him Low self- worth Teacher does not engage students in lessons At home, he lacks self-discipline and is not able to focus Scenario 1 Soccer, computer , play. Soccer, computer , play.
  2. 2. S T U D E N T T E A C H E R Teacher’s Pedagogical Methods “Look at the number of stars…” boasted Bee Chu. “Repeat after me.. Cloud becomes rain…” Teacher’s tone of saying “Copy the diagram… No time.” Teacher shows no empathy/ Classroom Management “Both of you shut your mouths up!” teacher scolded Ahmad and Bee Chu. “As expected, Andy, you failed the test!” (Teacher talking to Andy) “Where is your brain?” "I spent so much time learning… but I couldn't remember anything... " (Andy talking to his guy friends) Distracted by TV. Recited to himself but mind wandering. “I’m not good in Science..” Andy talking to Bee Chu. Slouching while studying. Trying hard to memorize when the phone rang. He sat down, opened his textbook and started mumbling to himself.
  3. 3. ““As teachers, it is important to beAs teachers, it is important to be proficient in their pedagogical methods,proficient in their pedagogical methods, understanding how it impacts the students'understanding how it impacts the students' learning and be sensitive to the needs andlearning and be sensitive to the needs and feelings of students.”feelings of students.”
  4. 4. Teacher’s Pedagogical Methods “Look at the number of stars…” boasted Bee Chu. “Repeat after me.. Cloud becomes rain…” Teacher’s tone of saying “Copy the diagram… No time.” Teacher shows no empathy/ Classroom Management “Both of you shut your mouths up!” teacher scolded Ahmad and Bee Chu. “As expected, Andy, you failed the test!” (Teacher talking to Andy) “Where is your brain?” T E A C H E R
  5. 5. Questions :  How does a negative remark by the teacher affect a student?  How can a teacher pacify and encourage a student who has recently failed a test? Supporting Evidence: “Where is your brain?” “Both of you shut your mouths up!” “As expected, Andy, you failed the test!” Teacher threw his book into his face. Problem 1: Not sensitive to the feelings ofProblem 1: Not sensitive to the feelings of studentsstudents
  6. 6. Solution ~ Skit ~ Solution ~ Skit ~ Problem 1: Not sensitive to the feelings ofProblem 1: Not sensitive to the feelings of studentsstudents
  7. 7. Problem 1: Not sensitive to the feelings ofProblem 1: Not sensitive to the feelings of studentsstudents Teacher To be Sensitive Theory Definition Uses motivational words; have expectations for Andy Victor Vroom: Expectancy x Value Theory Motivation = Expectation x Value Uses positive attribution statement Bernard Werner: Attribution Theory Cognitive theory of motivation that attempts to systematically describe learners’ beliefs about the causes of their successes and failures and how these beliefs influence motivation to learn. Solution:Solution: Andy will feel:  Encouraged  Motivated to improve  Less conscious of his classmates Result:Result:
  8. 8. Questions:  How does excessive extrinsic motivation or rewards shape the character of the commended student?  How does this also affect the morale of other students who are not praised? Jealousy? Unmotivated? Demoralized? Supporting Evidence: “Look at the number of stars…” boasted Bee Chu. Situation: Bee Chu: Always gets full marks  Boastful, proud Andy: Despondent, envy Bee Chu  Develop incompetent mentality Problem 2: Rewards (extrinsic motivation)Problem 2: Rewards (extrinsic motivation) and punishment systemand punishment system
  9. 9. Problem 2: Rewards (extrinsic motivation)Problem 2: Rewards (extrinsic motivation) and punishment systemand punishment systemTeacher Fair system Theory Definition Be sensitive to other student’s feelings how they feel when teacher praise only one student Skinner’s Operant Conditioning A form of learning in which an observable response changes in frequency or duration as a result of a consequence.Provide positive reinforcement to those students who have put in effort. Solution:Solution: Well Done!Well Done!
  10. 10. Questions :  How do students learn?  What is an effective teaching method? Role play?  How can the teacher teach this topic in a meaningful and engaging manner? Supporting Evidence: “Repeat after me.. Cloud becomes rain…” Teacher’s tone of saying “Copy the diagram… No time.” Problem 3: Teaching StyleProblem 3: Teaching Style
  11. 11. Problem 3: Teaching StyleProblem 3: Teaching Style Information Processing:Information Processing: Verbal Linguistic Capacity to use language to express yourself and to understand other people. Logical Mathematical Ability to understand the underlying principles of some kind of casual system. Visual Spatial Ability to present the spatial world internally in your mind. Musical Rhythmic Capacity to think in music, to be able to hear patterns, recognize them and manipulate them. Bodily Kinesthetic Capacity to use your whole or parts of your body to solve problem, make something or put on a production. Naturalist Ability to discriminate among living things as well as sensitivity to other features of the natural world. Intrapersonal Having an understanding of yourself, of knowing who you are, what you can do, etc. Interpersonal Ability to understand other people. Multiple Intelligences
  12. 12. Teacher Considerations Theory Definition Consider students’ learning styles when planning for a lesson. Information Processing Howard Gardner: Multiple Intelligences Theory 8 multiple intelligences Engage students in learning (Role play, Group work, Meaningful learning) Albert Bandura: Social- Cognitive Approach Social origin of behaviour and cognitive thought process that influence human behaviour and functioning. Provide scaffolds to help students achieve tasks which cannot be completed independently. Vygotsky: Zone of Proximal Development (ZPD) Theory A range of tasks that an individual cannot yet do alone, but can accomplished when assisted by the guidance of others. Types of Instructional Scaffolding 1. Modeling 2. Think aloud 3. Questions 4. Adapting instructional materials 5. Prompts and Cues Problem 3: Teaching StyleProblem 3: Teaching Style Solution:Solution:
  13. 13. ConclusionConclusion Role Development Influence Responsibility Sensitive TrustKnowledge ““As teachers, it is important to be proficient inAs teachers, it is important to be proficient in their pedagogical methods, understanding how ittheir pedagogical methods, understanding how it impacts the students' learning and be sensitive toimpacts the students' learning and be sensitive to the needs and feelings of students.”the needs and feelings of students.” Diversity
  14. 14. 1. Armstrong, T. (n.d.). Multiple intelligences. Retrieved November 13, 2010, from http://www.thomasarmstrong.com/multiple_intelligences.php 2. Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classrooms (8th ed.). New Jersey: Pearson. 3. Information Processing. (n.d.). Retrieved November 10, 2010, from http://en.wikipedia.org/wiki/Information_processing 4. Kearsley, G. (n.d.). The theory into practice database. Retrieved November 11, 2010, from http://tip.psychology.org/piaget.html 5. Kearsley, G. (n.d.). The theory into practice database. Retrieved November 11, 2010, from http://tip.psychology.org/thorn.html 6. Lev Vygotsky. (n.d.). Retrieved October 12, 2010, from http://en.wikipedia.org/wiki/Lev_Vygotsky 7. Santrock, J. W. (2009). Educational Psychology (4th ed.) (McGraw-Hill International Edition). Boston: McGraw-Hill. 8. Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2011). Educational Psychology: A practitioner-researcher approach. An Asian Edition (2nd ed). Singapore: Thomson. 9. Zone of proximal development. (n.d.). Retrieved October 12, 2010, from http://en.wikipedia.org/wiki/Zone_of_proximal_development ReferencesReferences
  15. 15. Muhammad A’srie Bin Che Ali Al Juffri Bin Mahmod Lim Kian Wah Tay Shu Xia Cassandra

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