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Teachers Talk, Students
           Talk
Educational Psychology          Produced by:

                         Maisara MohdMahadi

                                Lim Pei Gen

                                      Nithya

                                 ManbirKaur
Too much learning from textbook

Sees no relevance in learning a certain subject

Sees teachers as the only source of motivation

Difficulty storing information in memory

Struggling to understand Math concepts

Teachers assessment only at the end of lesson
I’m having a hard time
 I’m 12 years old                                    remembering Science
 and am going to take                                concepts
 PSLE this year



                                                     My classmates have
   My teacher is boring                              better teachers and I am
                                                     not happy!



My teacher asks to memorise I love looking at
                            charts and graphs   I want Science experiments
facts from textbooks
                                                and watch videos
Different Styles of Learning
Fleming and Mills’ (1992) VARK Model of Learning
V: Visual – Prefer maps, flow charts, graphs, etc
A: Auditory/ Aural – Prefer information that is “heard/ spoken”
R: Read/ Write – Prefer information in words
K: Kinesthetic – Prefer hands-on experience (connected to
reality)

Learners construct knowledge in the process of developing
an understanding of their experiences, rather than
recording information in their memories in the exact form
in which it is presented. Thus it is important to identify
students’ learning style.
BengKwee’s Learning Profile

BengKwee is a visual and kinesthetic learner.

He learns best at finding practical uses for Science
concepts and theories.

He prefers practical applications and “hands-on” activities
as opposed to simply listen, observe and learn.
Issue #1
Mr Lim gives too much information from the textbook through verbal
      explanations and the lessons lack hands-on interaction
Solution #1
Cognitive Learning Theories
Use Science 3-D models, science experiments, interactive
websites, flow charts and illustrative powerpoints

Will impact visual and kinesthetic learners like BengKwee

Attention is where learning begins

Mr. Lim should find ways to attract and retain his attention
by using flow-charts, attractive illustrations and 3-D
models as effective attention-getters
Social Constructivist Theories

Emphasizes the importance of connecting topics to real-
world context

Authentic activities

Learning is more meaningful

BengKwee will better understand how elements,
compounds and mixtures work in real-life context
Social Cognitive Theories
Albert Bandura

People learn by observing others (McLeod, 2011)

Mr. Lim should model genuine interest in teaching Science
Issue #2
BengKwee does not see the utility value in learning Science concepts
Solution #2
             Piaget’s Theory

Piaget: Design learning experiences as developmental bridges
to more advance stages of development.

Engaging prior knowledge

Get his students to write down what they know about a
topic (K), what they would like to find out (W) and at the
end of lesson what they have learned (L).
Piaget’s Theory
Piaget: Provide concrete experiences and help
students link the concrete representation to abstract
idea

Mr Lim should have let the students do active
exploration with materials – Science experiments,
hands-on activities, visual aids

Help BengKwee relate to real world context and see
and relevance of learning “Mixtures & Compounds”
Issue #3
BengKwee sees his teachers as the only extrinsic source of motivation.

"If only they were my teachers, then maybe I will do better for my PSLE".
Solution #3
Cognitive Evaluation Theory

Mr Lim needs to sustain BengKwee’s motivation to learn

Make students realise that teachers are not the only
extrinsic source of motivation

Reward system: Using rewards to communicate increased
competence can increase BengKwee’s motivation to learn
and beliefs about his capabilities.
Issue #4
   BengKwee has difficulty storing information. He "can’t answer his
questions most of the time" and he "can’t remember what he said in the
                              first place".
Solution #4
          Vygotsky’s Theory
Language through questioning

Social interaction: Collaborative work
Information Processing Theory
Model of STM
Central Executive: controls the flow of information to and
from the other components

Phonological loop: short-term storage system for words
and sounds and it retains information through
maintenance rehearsal - the process of repeating
information over and over, either out loud or silently,
without altering its form (R. Atkinson &Shiffrin, 1968).

Visual-sketchpad: short-term storage system for visual
and spatial information
Reduce limitations to STM
Chunking: grouping information – Mr. Lim should group
information

Distributed Processing:

1) using the phonological loop: repetition and emphasis on
key concepts

2) visual-sketchpad to reduce cognitive load - use
interesting visuals like concept maps, organizational
charts and illustrative powerpoints
Long-Term Memory
Declarative knowledge: Knowledge of facts, definitions,
procedures and rules

1) Semantic memory: Memory for concepts, principles and
the relationships among them

2) Episodic memory: Memory for personal experiences
Procedural knowledge: Knowledge of how to perform
tasks. Knowledge is about knowing “how”.
Conditional knowledge: Knowledge of “where” and
“when” to use declarative and procedural knowledge
Phone call from Desmond
Issue #5
   Desmond is struggling to grasp Mathematical concepts as his Math
teacher gives formulae and expects the students to solve Math problems.
Solution #5
        Vygotsky’s Theories
Culture: illustrated by concrete examples, e.g. brochures
and advertisements on electronic gadgets to teach
percentage

Peer interaction: group work – where less competent
students get help from better ones

Scaffolding: step-by-step guidance

More Knowledgeable Other & Zone of Proximal
Development
Issue #6
The teacher only assesses Desmond and his classmates at the end of the
                              lesson.
Solution #6
Constructivist Learning Theory
John Dewey

Importance of questioning and feedback – two-way
interaction

Ask appropriate questions at different parts of the lesson:
When the teacher asks Desmond at whichever point he
thinks important, he will be able to check whether his
understanding is incomplete or inaccurate. Then, he can
provide feedback on Desmond's understand thus making
his learning a more meaningful one.
References

Brophy, J. (2004). Motivating students to learn (2nd ed.). Boston:
McGraw-Hill
Byrnes, J.P. (2001a). Cognitive development and learning in
instructional contexts (2nd ed.). Boston: Allyn& Bacon.
Covington.M. (2000). Intrinsic versus extrinsic motivation in
schools: A reconciliation, Current Directions in Psychological
Science , 9, 22-25
Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self-
determination in human behaviour. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal
pursuits: Human needs and the self-determination of behavior.
Psychological Inquiry, 11, 227-268.
References
Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and well-being.
American Psychologist, 55, 68-78.

Deci, E. L. , Koestner, R. & Richard M. R. (2001). Extrinsic Rewards and
Intrinsic Motivation in Education: Reconsidered Once Again. Review of
Educational Research, 71. Retrieved from
http://www.psych.rochester.edu/SDT/documents/2001_DeciKoestnerRyan.
pdf

Eggen, P., Kauchak, D. (2010). Eighth Edition Educational Psychology:
Windows on Classrooms. New Jersey, NJ: Pearson Education, Inc.

Gehlbach, H., &Roseser, R. (2002). The middle way to motivating middle
school students: Avoiding false dichotomies. Middle School Journal , 33,39-
46.

Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and
inquiry in educational practice. Educational Researcher, 30(4), 3-14.
References
Glassman, M. &Wany, Y. (2004). On the interconnected nature of
interpreting Vygotsky: Rejoinder to Gredler and Shields Does no
one read Vygotsky’s words. Educational Researcher, 33(6), 19-22.

Gredler, M. & Shields, C. (2004). Does no one read Vygotsky’s
words? Commentary on Glassman. Educational Researcher, 33(2),
21-25.

Huitt, W. (2003). The information processing approach to
cognition. Educational Psychology Interactive. Valdosta, GA:
Valdosta State University. Retrieved on October, 13, 2011
from http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Herrick, M. J. (1996). Assessment of Student Achievement And
Learning, What Would Dewey Say? A ’Recent’ Interview With John
Dewey. Journal of Vocational and Technical
Education, 13 (1). Retrieved
from http://scholar.lib.vt.edu/ejournals/JVTE/v13n1/herrick.html
References
Lepper, M., &Henderlong, J. (2000). Turning “play” into work and
“work” into play. In C. Sansone& J. Harackiewicz (Eds.), Intrinsic
and extrinsic motivation: The search for optimal motivation and
performance (pp.257-307). San Diego: Academic Press.
McLeod, S. (2011). Bandura – Social Learning Theory.
Retrieved October, 18, 2011 from
http://www.simplypsychology.org/bandura.html
Puntambekar, S., &Hubscher, R. (2005). Tools for scaffolding
students in a complex learning environment: What have we
gained and what have we missed? Educational Psychologist,
40(1), 1-12.
Rogoff, B. (2003). The cultural context of human development.
Oxford, England: Oxford University Press.
References
Vygotsky, L. (1978). Mind in society: The development of higher
psychological processes (M.Cole, V. John Stener,S.Scribner, &
E. Souberman, Eds. & Trans.). Cambridge, MA: Havard
University Press.
Vygotsky, L. (1986). Thought and language. Cambridge, MA:
MIT Press.
Winsler, A. &Naglieri, J. (2003). Overt and covert verbal
problem-solving strategies: Developmental trends in use,
awareness, and relations with task performance in children aged
5 to 17. Child Development, 74, 659-678
Wood, D., Bruner, J., & Ross, S. (1976). The role tutoring in
problem solving. British Journal of Psychology, 66, 181-196.
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Education Psychology Presentation

  • 1. Teachers Talk, Students Talk Educational Psychology Produced by: Maisara MohdMahadi Lim Pei Gen Nithya ManbirKaur
  • 2. Too much learning from textbook Sees no relevance in learning a certain subject Sees teachers as the only source of motivation Difficulty storing information in memory Struggling to understand Math concepts Teachers assessment only at the end of lesson
  • 3. I’m having a hard time I’m 12 years old remembering Science and am going to take concepts PSLE this year My classmates have My teacher is boring better teachers and I am not happy! My teacher asks to memorise I love looking at charts and graphs I want Science experiments facts from textbooks and watch videos
  • 4. Different Styles of Learning Fleming and Mills’ (1992) VARK Model of Learning V: Visual – Prefer maps, flow charts, graphs, etc A: Auditory/ Aural – Prefer information that is “heard/ spoken” R: Read/ Write – Prefer information in words K: Kinesthetic – Prefer hands-on experience (connected to reality) Learners construct knowledge in the process of developing an understanding of their experiences, rather than recording information in their memories in the exact form in which it is presented. Thus it is important to identify students’ learning style.
  • 5. BengKwee’s Learning Profile BengKwee is a visual and kinesthetic learner. He learns best at finding practical uses for Science concepts and theories. He prefers practical applications and “hands-on” activities as opposed to simply listen, observe and learn.
  • 6. Issue #1 Mr Lim gives too much information from the textbook through verbal explanations and the lessons lack hands-on interaction
  • 7. Solution #1 Cognitive Learning Theories Use Science 3-D models, science experiments, interactive websites, flow charts and illustrative powerpoints Will impact visual and kinesthetic learners like BengKwee Attention is where learning begins Mr. Lim should find ways to attract and retain his attention by using flow-charts, attractive illustrations and 3-D models as effective attention-getters
  • 8. Social Constructivist Theories Emphasizes the importance of connecting topics to real- world context Authentic activities Learning is more meaningful BengKwee will better understand how elements, compounds and mixtures work in real-life context
  • 9. Social Cognitive Theories Albert Bandura People learn by observing others (McLeod, 2011) Mr. Lim should model genuine interest in teaching Science
  • 10. Issue #2 BengKwee does not see the utility value in learning Science concepts
  • 11. Solution #2 Piaget’s Theory Piaget: Design learning experiences as developmental bridges to more advance stages of development. Engaging prior knowledge Get his students to write down what they know about a topic (K), what they would like to find out (W) and at the end of lesson what they have learned (L).
  • 12. Piaget’s Theory Piaget: Provide concrete experiences and help students link the concrete representation to abstract idea Mr Lim should have let the students do active exploration with materials – Science experiments, hands-on activities, visual aids Help BengKwee relate to real world context and see and relevance of learning “Mixtures & Compounds”
  • 13. Issue #3 BengKwee sees his teachers as the only extrinsic source of motivation. "If only they were my teachers, then maybe I will do better for my PSLE".
  • 14. Solution #3 Cognitive Evaluation Theory Mr Lim needs to sustain BengKwee’s motivation to learn Make students realise that teachers are not the only extrinsic source of motivation Reward system: Using rewards to communicate increased competence can increase BengKwee’s motivation to learn and beliefs about his capabilities.
  • 15. Issue #4 BengKwee has difficulty storing information. He "can’t answer his questions most of the time" and he "can’t remember what he said in the first place".
  • 16. Solution #4 Vygotsky’s Theory Language through questioning Social interaction: Collaborative work
  • 18. Model of STM Central Executive: controls the flow of information to and from the other components Phonological loop: short-term storage system for words and sounds and it retains information through maintenance rehearsal - the process of repeating information over and over, either out loud or silently, without altering its form (R. Atkinson &Shiffrin, 1968). Visual-sketchpad: short-term storage system for visual and spatial information
  • 19. Reduce limitations to STM Chunking: grouping information – Mr. Lim should group information Distributed Processing: 1) using the phonological loop: repetition and emphasis on key concepts 2) visual-sketchpad to reduce cognitive load - use interesting visuals like concept maps, organizational charts and illustrative powerpoints
  • 20. Long-Term Memory Declarative knowledge: Knowledge of facts, definitions, procedures and rules 1) Semantic memory: Memory for concepts, principles and the relationships among them 2) Episodic memory: Memory for personal experiences Procedural knowledge: Knowledge of how to perform tasks. Knowledge is about knowing “how”. Conditional knowledge: Knowledge of “where” and “when” to use declarative and procedural knowledge
  • 21. Phone call from Desmond
  • 22. Issue #5 Desmond is struggling to grasp Mathematical concepts as his Math teacher gives formulae and expects the students to solve Math problems.
  • 23. Solution #5 Vygotsky’s Theories Culture: illustrated by concrete examples, e.g. brochures and advertisements on electronic gadgets to teach percentage Peer interaction: group work – where less competent students get help from better ones Scaffolding: step-by-step guidance More Knowledgeable Other & Zone of Proximal Development
  • 24. Issue #6 The teacher only assesses Desmond and his classmates at the end of the lesson.
  • 25. Solution #6 Constructivist Learning Theory John Dewey Importance of questioning and feedback – two-way interaction Ask appropriate questions at different parts of the lesson: When the teacher asks Desmond at whichever point he thinks important, he will be able to check whether his understanding is incomplete or inaccurate. Then, he can provide feedback on Desmond's understand thus making his learning a more meaningful one.
  • 26. References Brophy, J. (2004). Motivating students to learn (2nd ed.). Boston: McGraw-Hill Byrnes, J.P. (2001a). Cognitive development and learning in instructional contexts (2nd ed.). Boston: Allyn& Bacon. Covington.M. (2000). Intrinsic versus extrinsic motivation in schools: A reconciliation, Current Directions in Psychological Science , 9, 22-25 Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self- determination in human behaviour. New York: Plenum. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
  • 27. References Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Deci, E. L. , Koestner, R. & Richard M. R. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71. Retrieved from http://www.psych.rochester.edu/SDT/documents/2001_DeciKoestnerRyan. pdf Eggen, P., Kauchak, D. (2010). Eighth Edition Educational Psychology: Windows on Classrooms. New Jersey, NJ: Pearson Education, Inc. Gehlbach, H., &Roseser, R. (2002). The middle way to motivating middle school students: Avoiding false dichotomies. Middle School Journal , 33,39- 46. Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and inquiry in educational practice. Educational Researcher, 30(4), 3-14.
  • 28. References Glassman, M. &Wany, Y. (2004). On the interconnected nature of interpreting Vygotsky: Rejoinder to Gredler and Shields Does no one read Vygotsky’s words. Educational Researcher, 33(6), 19-22. Gredler, M. & Shields, C. (2004). Does no one read Vygotsky’s words? Commentary on Glassman. Educational Researcher, 33(2), 21-25. Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved on October, 13, 2011 from http://www.edpsycinteractive.org/topics/cognition/infoproc.html Herrick, M. J. (1996). Assessment of Student Achievement And Learning, What Would Dewey Say? A ’Recent’ Interview With John Dewey. Journal of Vocational and Technical Education, 13 (1). Retrieved from http://scholar.lib.vt.edu/ejournals/JVTE/v13n1/herrick.html
  • 29. References Lepper, M., &Henderlong, J. (2000). Turning “play” into work and “work” into play. In C. Sansone& J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp.257-307). San Diego: Academic Press. McLeod, S. (2011). Bandura – Social Learning Theory. Retrieved October, 18, 2011 from http://www.simplypsychology.org/bandura.html Puntambekar, S., &Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12. Rogoff, B. (2003). The cultural context of human development. Oxford, England: Oxford University Press.
  • 30. References Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M.Cole, V. John Stener,S.Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Havard University Press. Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press. Winsler, A. &Naglieri, J. (2003). Overt and covert verbal problem-solving strategies: Developmental trends in use, awareness, and relations with task performance in children aged 5 to 17. Child Development, 74, 659-678 Wood, D., Bruner, J., & Ross, S. (1976). The role tutoring in problem solving. British Journal of Psychology, 66, 181-196.

Editor's Notes

  1. More usage of Visual aids and hands on activities would have helped BengKwee to relate the topic to real world.