PBL Assignment Presentation:<br /> Parents-Teachers-Peers-Jeremy <br />Effects on Learning Behaviours<br />Presented by: F...
Problem Statement:<br />As a teacher, it is important for Ms Low to understand the factors that can affect Jeremy's learni...
Today’s Checklist<br />Theories identified to explain problems and to generate  Solutions<br />Identified Problems<br />#<...
Overall Quadripartite Relationship <br />- Interdependent & Affecting Jeremy-<br />Bronfenbrenner’s Bioecological <br />Mo...
 Parents vs. Teachers     = Mesosystem</li></ul>Teachers<br /><ul><li>Teachers vs. Jeremy    = Microsystem
Teachers vs. Peers       = Mesosystem
Teachers vs. Teachers = Mesosystem</li></ul>Peers<br /><ul><li> Peers vs. Jeremy          = Microsystem
 Peers vs. Teachers       = Mesosystem</li></ul>4<br />
Role Play Time <br />5<br />
Problems & Solutions<br />6<br />
Parents’ Attitude affects Jeremy’s Learning<br />Authoritarian Parenting Style; High Expectations & Unresponsive<br />Pare...
Parents’ Attitude affects Jeremy’s Learning<br />Examples in the Scenario <br />Jeremy’s life is ruled by a timetable.He h...
Parents’ Attitude affects Jeremy’s Learning<br />Problem: <br />Parenting Style Theory  <br />Authoritarian Parenting Styl...
Parents’ Attitude affects Jeremy’s Learning<br />Solution: Parenting Style Theory  (What?)<br />Ms. Low could advise the p...
Parents’ Attitude affects Jeremy’s Learning<br />Solution:Parenting Style (How?)<br />Self-determination theory  To raise...
Parents’ Attitude affects Jeremy’s Learning<br />Solution:Parenting Style (How?)<br />Maslow ‘s hierarchy of needs To ful...
Give more love, affection and concern to Jeremy</li></ul>Low self-esteem and low self-efficacy<br />Missing sense of belon...
Parents’ Attitude affects Jeremy’s Learning<br />Solution:Parenting Style (How?)<br />Suggests the parents to attend paren...
Help them to be aware of their own parenting styles
Help them to be aware of the steps they can undertake to become authoritative parents </li></ul>13<br />
Parents<br />Parents’ Attitude affects Jeremy’s Learning<br />Teachers<br />Solution:Parenting Style (Why?)<br />Meso & mi...
Ms. Low’s/Teachers’ Perception on his parent’s nonchalance<br />Problem: Ms. Low’s/Teachers’ perception on his parent’s no...
Ms. Low’s/Teachers’ Perception on his parent’s nonchalance<br />Solution: Ms. Low’s/Teachers’ perception on his parent’s n...
Misalignment affects Jeremy’s Learning<br />Problem: Misalignment of -<br />Parent’s expectation on teacher’s role and tea...
Rewards from Parents: Swimming, Taekwondo </li></ul>17<br />
Misalignment affects Jeremy’s Learning<br />Solution: Ms Low & Jeremy’s parents are to:<br />Work on commonly agreed goals...
Extrinsic motivation in Jeremy  intrinsic motivation
Priority of Home Tasks over School  Equal Priorities</li></ul>18<br />
Misalignment affects Jeremy’s Learning<br />Solution: Ms Low & Jeremy’s parents are to:<br />Work on commonly agreed goals...
Increasing swimming and taekwondo sessions if Jeremy performs well in school
Allowing Jeremy to participate more frequently in class gatherings and outings if he performs well in school</li></ul>19<b...
Today’s Checklist<br />Theories identified to explain problems and to generate  Solutions<br />Identified Problems<br />#<...
Role Play Time <br />21<br />
Problems & Solutions<br />22<br />
Peers’ Attitude affects Jeremy’s Learning<br />PowerPoint has new layouts that give you more ways to present your words, i...
Peers’ Attitude affects Jeremy’s Learning<br />Examples in the Scenario <br />Jeremy wished he could leave the class immed...
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Tg14 group 1 qed 528 educational psychology presentation 13.10.2011

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  • 2. Social persuasion: Positive comments from teachers / peers /parents -&gt; positive expectations -&gt; high self-efficacy
  • Tg14 group 1 qed 528 educational psychology presentation 13.10.2011

    1. 1. PBL Assignment Presentation:<br /> Parents-Teachers-Peers-Jeremy <br />Effects on Learning Behaviours<br />Presented by: Farhati, Shariza, Shirlyn Tay, Valerie Wong, Simon Sng<br />1<br />
    2. 2. Problem Statement:<br />As a teacher, it is important for Ms Low to understand the factors that can affect Jeremy's learning in the classroom; and the strategies she can adopt to help him learn better.<br />2<br />
    3. 3. Today’s Checklist<br />Theories identified to explain problems and to generate Solutions<br />Identified Problems<br />#<br />Parents<br />#<br />Bronfenbrenner’s Bioecological Model<br />Ms. Low’s perception on the parents’ nonchalance <br />Braumrind’s Parenting Style Theory<br />Misalignment of expectations, goals and rewards <br />Parenting style<br />Bandura’s Social Cognitive Theory<br />Skinner’s Operant Conditioning Theory<br />Peers<br />Jeremy’s lack of security and sense of belonging<br />Maslow’s hierarchy of needs<br />Negative and abusive remarks towards Jeremy<br />aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa<br />Ostracization towards Jeremy<br />Teachers<br />Parenting style vs. Teaching Style<br />Failure to establish a safe and supportive environment<br />Inherent heuristic biases subjected to colleague’s influence<br />3<br />
    4. 4. Overall Quadripartite Relationship <br />- Interdependent & Affecting Jeremy-<br />Bronfenbrenner’s Bioecological <br />Model<br />Parents<br /><ul><li>Parents vs. Jeremy = Microsystem
    5. 5. Parents vs. Teachers = Mesosystem</li></ul>Teachers<br /><ul><li>Teachers vs. Jeremy = Microsystem
    6. 6. Teachers vs. Peers = Mesosystem
    7. 7. Teachers vs. Teachers = Mesosystem</li></ul>Peers<br /><ul><li> Peers vs. Jeremy = Microsystem
    8. 8. Peers vs. Teachers = Mesosystem</li></ul>4<br />
    9. 9. Role Play Time <br />5<br />
    10. 10. Problems & Solutions<br />6<br />
    11. 11. Parents’ Attitude affects Jeremy’s Learning<br />Authoritarian Parenting Style; High Expectations & Unresponsive<br />Parents<br />Ms. Low’s/Other teachers’ perception on his parent’s nonchalance <br />Misalignment of expectations/ goals/rewards on Jeremy<br />(Parents vs. Teachers)<br />7<br />Mesosystem<br />Parents<br />Teacher<br />Microsystem<br />Microsystem<br />Jeremy<br />
    12. 12. Parents’ Attitude affects Jeremy’s Learning<br />Examples in the Scenario <br />Jeremy’s life is ruled by a timetable.He has to complete tasks by his parents and only gets to take a ‘break’ as he only has to attend enrichment classes like swimming and taekwondo. Even his holidays are packed. (Pg. 14)<br />His parents spent huge monthly amounts on tuition and enrichment activities for Jeremy. (pg 14)<br />Jeremy gets to see his maid more often than his parents and he has only one friend, a toy dinosaur named Dino. (pg 14)<br />Jeremy’s parents blamed each other for Jeremy’s poor results and blamed the school teachers for contributing to the poor results (pg 16)<br />Jeremy feared and dreaded the thought of his mum giving him more tuition and cancelling his swimming classes due to his poor results. Jeremy placed priority on home tasks and did well in them as compared to school tasks.<br />8<br />
    13. 13. Parents’ Attitude affects Jeremy’s Learning<br />Problem: <br />Parenting Style Theory <br />Authoritarian Parenting Style; High Expectations & Unresponsive<br />Stress conformity to high expectations<br />Detached and unresponsive<br />Grades, motivation and relationships with teachers are affected negatively<br />Rejecting and negative<br />Non compromising<br />Worry more about pleasing parents than solving problems<br />Non encouraging<br />Withdrawn and defiant<br />Do not explain rules<br />9<br />
    14. 14. Parents’ Attitude affects Jeremy’s Learning<br />Solution: Parenting Style Theory (What?)<br />Ms. Low could advise the parents to switch to Authoritative Style instead of their current Authoritarian Style<br />Parents’ Behaviours<br />Firm but caring. Explain reasons for rules, and are consistent. Have high expectations , give encouragement, recognition and praises.<br />Impact on Jeremy’ s Learning Behaviours <br />High Self-Esteem, Confident and Secure. Willing to take risks and are successful in school. Motivated in learning in school.<br />10<br />
    15. 15. Parents’ Attitude affects Jeremy’s Learning<br />Solution:Parenting Style (How?)<br />Self-determination theory  To raise motivation in learning<br />Promote autonomy by allowing Jeremy more freedom in planning his own activities<br />Promote relatedness by allowing Jeremy to participate in class bonding activities and CCA<br />Promote competenceby providing Jeremy opportunities to exercise his capacity to reason and to judge instead of using a “do as I say” approach<br />11<br />
    16. 16. Parents’ Attitude affects Jeremy’s Learning<br />Solution:Parenting Style (How?)<br />Maslow ‘s hierarchy of needs To fulfil Jeremy’s sense of belonging to allow him to focus on attaining growth needs <br /><ul><li>Advise the parents to spend more quality time with Jeremy
    17. 17. Give more love, affection and concern to Jeremy</li></ul>Low self-esteem and low self-efficacy<br />Missing sense of belonging and love.<br />Fulfilled due to wealthy family background and relatively stable living environment<br />12<br />
    18. 18. Parents’ Attitude affects Jeremy’s Learning<br />Solution:Parenting Style (How?)<br />Suggests the parents to attend parenting workshops<br /><ul><li>Make parents aware of the impacts of different parenting styles on a child’s development
    19. 19. Help them to be aware of their own parenting styles
    20. 20. Help them to be aware of the steps they can undertake to become authoritative parents </li></ul>13<br />
    21. 21. Parents<br />Parents’ Attitude affects Jeremy’s Learning<br />Teachers<br />Solution:Parenting Style (Why?)<br />Meso & microsystem will impact Jeremy’s learning<br />Ms Low and/or Jeremy’s parents adopt an authoritative style to complement each other (Teacher’s interactive style equally effective as to those of parents.)<br />Jeremy<br />14<br />
    22. 22. Ms. Low’s/Teachers’ Perception on his parent’s nonchalance<br />Problem: Ms. Low’s/Teachers’ perception on his parent’s nonchalance<br />Ms Low’s negative perception of Jeremy’s parents affects Ms Low’s attitude towards Jeremy which affects Jeremy’s learning process<br /><ul><li>Attribution Bias</li></ul>Mesosystem<br />Teacher<br />Vs.<br />Parents<br />Microsystem<br />Microsystem<br />Jeremy<br />15<br />
    23. 23. Ms. Low’s/Teachers’ Perception on his parent’s nonchalance<br />Solution: Ms. Low’s/Teachers’ perception on his parent’s nonchalance<br />To improve communication/interaction with the parents to find out more on their difficulties so that Ms Low could understand and relate to the parents<br />To remain objective and not to transfer her displeasure or bias towards the parents to Jeremy (Advises her colleagues who are teaching Jeremy to do the same)<br />16<br />
    24. 24. Misalignment affects Jeremy’s Learning<br />Problem: Misalignment of -<br />Parent’s expectation on teacher’s role and teacher’s expectation on Parent’s role (Parents vs. School) <br />Goals & rewards for Jeremy<br /><ul><li>Rewards from Teacher: Possibly none
    25. 25. Rewards from Parents: Swimming, Taekwondo </li></ul>17<br />
    26. 26. Misalignment affects Jeremy’s Learning<br />Solution: Ms Low & Jeremy’s parents are to:<br />Work on commonly agreed goals and consistent rewards. (Why?)<br /><ul><li>Jeremy’s behaviour (Response)  Parents & Ms Low (Stimuli)
    27. 27. Extrinsic motivation in Jeremy  intrinsic motivation
    28. 28. Priority of Home Tasks over School  Equal Priorities</li></ul>18<br />
    29. 29. Misalignment affects Jeremy’s Learning<br />Solution: Ms Low & Jeremy’s parents are to:<br />Work on commonly agreed goals and consistent rewards. (How?)<br /><ul><li>Reducing tuition sessions if Jeremy performs well in school
    30. 30. Increasing swimming and taekwondo sessions if Jeremy performs well in school
    31. 31. Allowing Jeremy to participate more frequently in class gatherings and outings if he performs well in school</li></ul>19<br />
    32. 32. Today’s Checklist<br />Theories identified to explain problems and to generate Solutions<br />Identified Problems<br />#<br />Parents<br />#<br />Bronfenbrenner’s Bioecological Model<br />Ms. Low’s perception on the parents’ nonchalance <br />Parenting Style Theory<br />Misalignment of expectations, goals and rewards <br />Parenting style<br />Bandura’s Social Cognitive Theory<br />Skinner’s Operant Conditioning Theory<br />Peers<br />Jeremy’s lack of security and sense of belonging<br />Maslow’s hierarchy of needs<br />Negative and abusive remarks towards Jeremy<br />aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa<br />Ostracization towards Jeremy<br />Teachers<br />Parenting style vs. Teaching Style<br />Failure to establish a safe and supportive environment<br />Inherent heuristic biases subjected to colleague’s influence<br />20<br />
    33. 33. Role Play Time <br />21<br />
    34. 34. Problems & Solutions<br />22<br />
    35. 35. Peers’ Attitude affects Jeremy’s Learning<br />PowerPoint has new layouts that give you more ways to present your words, images and media. <br />Peers<br />23<br />
    36. 36. Peers’ Attitude affects Jeremy’s Learning<br />Examples in the Scenario <br />Jeremy wished he could leave the class immediately. He never felt belonged here and sat alone during recess. Alan: “Don’t bother asking our busy classmates lar. He has something on everyday!” (pg13)<br />When Jeremy did not contribute to group work & gave the wrong answer ‘Nitrogen’ – Caleb says “You dumb or what?” & “ You stupid or what?” (pg13)<br />Caleb: “Aiya! People’s family rich what! You jealous is it? You think everybody like us meh, have to work on weekends for our own pocket money?” <br />(pg 14)<br />Teacher did not prohibit the use of abusive language - “Stupid you” or “fat”<br />(pg 13)<br />Teacher threatened to decide the groupings for Jeremy, instead of helping him to integrate into the class (pg14)<br />24<br />
    37. 37. Peers’ Attitude affects Jeremy’s Learning<br />Problem : <br />Lack of security & sense of belonging in the class environment<br />Struggles to fulfill his deficiency needs<br />Unable to reach for his growth needs (Academia)<br />Low self-esteem and low self-efficacy<br />Negative, abusive remarks and Ostracization towards Jeremy without the intervention of teachers<br />Fulfilled due to wealthy family background and relatively stable living environment<br />25<br />
    38. 38. Peers’ Attitude affects Jeremy’s Learning<br />Solution: <br />To create a supportive learning environment to increase Jeremy’s self-efficacy & to fulfill his social & self-esteem needs <br />(Watson & Ecken, 2003)<br />26<br />
    39. 39. Peers’ Attitude affects Jeremy’s Learning<br />Solution: <br />Social Cognitive Theory (Albert Bandura)<br />- Learnt observations<br />27<br />Positive Role Modelling<br />Social Persuasion<br />Positive comments -> positive expectations -> high self-efficacy<br />How?<br />Deter teachers & classmates from casting negative remarks<br />Encourage positive comments to be directed to Jeremy<br />Ms Low to display positive attitude towards Jeremy<br />How?<br />Avoid negative comments, in front of his classmates<br />Take initiative to communicate with Jeremy<br />
    40. 40. Peers’ Attitude affects Jeremy’s Learning<br />Solution: <br />Behaviorist Learning Theory (Skinner)<br />-To foster a supportive learning environment<br />Presentation Punishment: <br /> Students who say negative remarks will be warned and sent to the discipline master.<br />Removal Punishment: Students who refuse to co-operate as a group positively will get their recess cut.<br />Positive Reinforcement: Encouraging, praising and acknowledging Jeremy and the peers’ attempt in engaging / helping each other.<br />28<br />
    41. 41. Peers’ Attitude affects Jeremy’s Learning<br />Solution: <br />29<br />Maslow’s hierarchy of needs<br />-To promote sense of belonging and self esteem<br />Sense of belonging:<br />Teachers should assign groupings to ensure that Jeremy will be in a supportive group<br />Implementing buddy systems; pairing Jeremy up with classmates such as Misha who are more accepting<br />Self-Esteem & Self Efficacy<br />Encourage Jeremy by helping him to set specific, challenging while realistic goals<br />Design tasks based on Jeremy’s ability level to provide him chances to succeed <br />         <br />Provide extra guidance and scaffolding to help Jeremy succeed in tasks<br />
    42. 42. Today’s Checklist<br />Theories identified to explain problems and to generate Solutions<br />Identified Problems<br />#<br />Parents<br />#<br />Bronfenbrenner’s Bioecological Model<br />Ms. Low’s perception on the parents’ nonchalance <br />Parenting Style Theory<br />Misalignment of expectations, goals and rewards <br />Parenting style<br />Bandura’s Social Cognitive Theory<br />Skinner’s Operant Conditioning Theory<br />Peers<br />Jeremy’s lack of security and sense of belonging<br />Maslow’s hierarchy of needs<br />Negative and abusive remarks towards Jeremy<br />aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa<br />Ostracization towards Jeremy<br />Teachers<br />Parenting style vs. Teaching Style<br />Overlapped with Parents’ and Peers’ Sections due to the close interaction between the three parties.<br />Failure to establish a safe and supportive environment<br />Inherent heuristic biases subjected to colleague’s influence<br />30<br />
    43. 43. Desired Outcome:<br />With the cooperation of parents, teachers and peers in creating a supportive learning environment, MsLow aims to increase Jeremy’s self-efficacy in order to improve his learning and positively shape his learning behaviours.<br />31<br />
    44. 44. Summary<br />Thank You<br />Solutions are not mutually exclusive<br />Generating Solutions<br />Identifying Problems <br />Quadripartite Relationship<br />32<br />
    45. 45. References<br /><ul><li>Bandura, A. (1989). Social Congnitive Theory. In R. Vasta (Ed.), Annals of child development (Vol.6, pp. 1-60). Greenwich, CT:JAI Press.
    46. 46. Bandura, A. (1997). Self-efficacy: The exercise of control. New York:  Freeman.
    47. 47. Bandura, A. (2001). Social Cognitive Theory. In Annual Review of Psychology. Palo Alto, CA: Annual Review.  
    48. 48. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95.
    49. 49. Brantley, D.C., & Webster, R.E. (1993). Use of an independent group contingency management system in a regular classroom setting. Psychology in the Schools, 30(1), 60-66.
    50. 50. Bronfenbrenner. U. (1989). Ecological Systems Theory. In R. Vasta (ed.), Annals of child development, vol.6. 
    51. 51. Collins, W.A., Maccoby, E.E., Steinberg, L., Hetherington, E.M. & Bornstein, M.H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55, 218-232 .</li></ul>33<br />
    52. 52. References<br /><ul><li>Gill, M., Achton, P., & Algina, J. (2003). Authoritative Schools: A test of a model to resolve the school effectiveness debate. Contemporary Educational Psychology, 29, 389-409
    53. 53. Learning Theories Knowledgebase (2011, September). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved September 19th, 2011 from http://www.learning-theories.com/vygotskys-social-learning-theory.htm
    54. 54. Maccoby, E.E, & Martin, J.A. (1983). Socialization in the context of the family. Parent-child interation. In P.H. Mussen & E.M. Hetherington, Handbook of child psychology: Vol.4. Socialization, personality and social development (4th ed.). New York: Wiley.
    55. 55. Maccoby, E.E (1992). The role of parents in the socialization of children: An historical overview. Developmental Psychology, 28, 1006-1017..
    56. 56. Maslow, A. (1968). Toward a psychological of being (2nd ed.). New York: Van Nostrand.
    57. 57. Maslow, A. (1987). Motivation and personality (3rd ed.) New York: Harper & Row.</li></ul>34<br />
    58. 58. References<br /><ul><li>Piaget, J. (1969). Science of education and the psychology of the child. New York: Viking.
    59. 59. Piaget, J. (1968). Six psychological studies. New York: Vintage.
    60. 60. Piaget, J. (1964). Development and learning. In R. Ripple and V.Rockcastle (Eds), Piaget rediscovered (p. 78-119). Washington, DC: U.S. Office of Education, National Science Foundation.
    61. 61. Skinner, B.F. (1953). Science and Human Behaviour. New York: The Free Press.
    62. 62. Skinner, B.F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.
    63. 63. Skinner, B.F. (1974). About behaviourism. New York: Alfred A. Knopf.
    64. 64. Watson, Merilyn & Ecken, Laura (2003) Learning to Trust: Transforming Difficult Elementary Classrooms Through Developmental Discipline. San Francisco, CA: Joey-Bass.  
    65. 65. What Is Sociocultural Theory? By Kendra Cherry, About.com Guide</li></ul>35<br />
    66. 66. References<br /><ul><li>Mcleod, S.A. (2007). Vygotsky. Retrieved 19 September 2011, from http://www.simplypsychology.org/vygotsky.html. </li></ul>36<br />

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