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DED 108 TG5G4 Presentation


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Final presentation for DED 108 PBL

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DED 108 TG5G4 Presentation

  2. 2. SCENARIO 2
  3. 3. ISSUES IDENTIFIED Mr. Lim (Beng Kwee‟s teacher) - frontal teaching Beng Kwee has trouble recalling the facts and content concepts taught in Science lessons. Beng Kwee‟s perception of learning: Knowledge has to be memorised Desmond also finds it challenging to comprehend some Mathematical concepts and struggles to apply them to solve the given problems.
  4. 4. PROBLEM STATEMENT It is the responsibility of both teachers and students to contribute to the learning environment to impact students learning.
  5. 5. HYPOTHESES1. Teachers who create positive learning environment will have a positive impact on students learning2. Students who are more motivated will learn better3. Learners learn best when their learning styles are congruent to the teachers’ teaching styles.
  6. 6. HYPOTHESIS 1Teachers who create positive learningenvironment will have a positive impact onstudents learning
  7. 7. DEFINITION OF TERMSLearning Environment Physical SocialLearning positively Implies the gain/ acquisition of knowledge/ skills measured in a direction indicating improvement/ benefits.
  8. 8. PHYSICAL ENVIRONMENT –FOCUS ON SEATING ARRANGEMENT The main cause of off-task behaviour (Bonus & Riordan, 1998). Florman, 2003; Lackney & Jacobs, 2002; Weinstein (1977) believe that it affects  Learning process  Student behaviour  Student engagement
  9. 9. VARIATIONS OF SEATINGARRANGEMENTS Horseshoe Traditional Row Stack Formation 4-5 desks together facing each other, not arranged in a linear position.
  10. 10. SUPPORTING RESEARCH FORCLUSTER ARRANGEMENT Ideal for socially facilitated learning (Patton, Snell, Knight & Florman 2001). Promotes “innovation.”(Raviv, Raviv & Reisel, 1990). Students like each other more and communicate better when facing each other (O‟Hare, 1998; Bovard, 1951).
  11. 11. LINK TO PBL SCENARIO 2 Cluster seating arrangement in all 3 classrooms. Yet, the underlying contention was the delivery of the lesson. Seating arrangement: not the most critical factor to create a positive learning environment to have a positive impact on students learning. Research questions the effectiveness of the cluster seating arrangement.
  12. 12. SOCIAL ENVIRONMENT& LINK TO PBL SCENARIO 2 Entitavity, Class cohesiveness & Common Goals Vygotsky‟s Zone of Proximal Development (ZPD) Scaffolding
  13. 13. SUPPORTING RESEARCH Individual academic achievement has a positive relationship with high levels of group support and cooperation (Johnson & Johnson 1991; Slavin, 1995). Learning is directly influenced by social interactions. (Vygotsky, 1987, 1986) Cooperative learning in groups produces higher levels of academic achievement as compared to individualistic learning. (Cohen, 1986; Slavin, 1984, 1990; Webb, 1982) Learners‟ development is enhanced by their teacher‟s support (Rogoff, 2003; Lutz, Guthrie & Davis, 2006)
  14. 14. RECOMMENDATIONSCREATING APOSITIVE SOCIAL ENVIRONMENT  Teacher as a role-model  Establish values  Structure time for personal sharing and relationship maintenance  Design more learning activities in the ZPD  Provide instructional scaffolding to assist learning and development
  15. 15. SPECIAL CONSIDERATIONS It is not possible to match environment to each individual‟s learning styles. Creative planning needed to maximize congruency of environment to learning styles Literature review by Dr Pashler asserts that no one has ever proved that any particular style of instruction simultaneously helps students who have one learning style while also harming students who have a different learning style. (2008)
  16. 16. HYPOTHESIS 2Students who are more motivated will learnbetter
  17. 17. MOTIVATIONThe force that energises & directs a behaviourtowards a goal (Baron, 1992; Schunk, 1990; Schunk, Pintrich &Meece, 2008). Intrinsic Motivation Three components (Harter,1981) – Challenge, Curiosity & Independent mastery Extrinsic Motivation  The motivation to engage in an activity as a means to an end (Pintrich & Schunk, 1996).
  18. 18. ADVANTAGES OF INTRINSIC MOTIVATIONIN LEARNINGIntrinsically motivated students tend to have Higher academic achievement and intellectual performance (Gottfried et al. 2007) Higher self-esteem (Deci and Ryan 1995) Greater persistence (Vansteenkiste et al. 2004, 2006) Less academic anxiety (Gottfried 1982, 1985, 1990) Mastery-oriented coping with failure (Dweck 1975)
  19. 19. EXTRINSIC MOTIVATIONParent-oriented motivation as a mechanism?  Parents‟ involvement facilitates children‟s achievement during the early adolescent years. (Chao, 1994, 1996: Cheung & Pomerantz, 200)
  20. 20. When Parents Are Involved InChildren’s Learning  children become motivated in school for parent-oriented reasons.  children‟s engagement heightened  achievement enhanced Model was tested in the U.S. and China - Identify its validity in cultures
  21. 21. WHAT CAN MR LIM DO? LINK FROM PBL RECOMMEND- SUPPORTING SCENARIO 2 ATIONS THEORY Beng Kwee can‟t Set appropriate Bandura Goalanswer his Science learning goals Setting Theory teacher, Mr Lim‟s toward which they (1981) questions most of can make genuine the time. progress Beng Kwee falls Extrinsic rewards - General Interest asleep during add to students‟ Theory science lessons. sense of control (Eisenberger et al., and self- 1999) determination.
  22. 22. WHAT CAN MR LIM DO? Help students to develop their intrinsic motivation - most self-determined form of motivation. The self-determination theory (SDT) has been particularly useful in students‟ learning strategies, performance, and persistence (Deci & Ryan, 2000).The figure shown in next slide is the Schematic Illustrationof the Self-Determination Continuum.
  23. 23. Extrinsic Motivation: External RegulationAmotivation Introjected Regulation (lack of Intrinsic Motivationmotivation) Identified Regulation Integrated RegulationTHE SELF-DETERMINATIONCONTINUUM
  24. 24. WHAT CAN MR LIM DO? Mr Lim may also try to get the parents of his students more involved in helping their children‟s learning. Positive correlation with parents‟ involvement and children‟s performance
  25. 25. HYPOTHESIS 3Learners learn best when their learning stylesare congruent to the teachers‟ teaching styles/ methods
  26. 26. DEFINITIONSLearn BEST: implies an improvement in learning performanceTeaching style: refers to a persons pervasive instructional qualities that persist even though situational conditions may change (Conti & Welborn, 1986).Learning style: the characteristic ways in which individuals collect, organize, and transform data into useful information (Cross, 1976; Kolb, 1984).
  27. 27. IMPORTANCE OF KNOWING T&L STYLESPurpose of using learning styles is to find thebest ways forstudents to learn effectivelyteachers to teach efficiently
  28. 28. RESEARCH FINDINGS THAT SUPPORT HYPOTHESISDunn & Dunn (1978) claim that students canidentify their preferred learning styles and score higher on tests have better attitudes are more efficient if they are taught in more relatable ways.
  29. 29. RESEARCH FINDINGS THAT SUPPORT HYPOTHESISDunn & Dunn (1978)It is to the educator‟s advantage to teach and test students in their preferred styles.Despite a diverse variety of learning styles, teachers should try to make changes in their classroom that will be beneficial to every learning style.
  30. 30. CRITICS Teachers used the same teaching format regardless of their own learning style preference. (Tom and Calvert, 1984) Huxham and Land (2000) reported no difference between students grouped by learning style preference and those randomly selected for groups for a visual assessment activity at the college level.This suggests that using a preferred learning styleresults in no specific gains.
  31. 31. NEW VIEW:ADDRESS VARIETY OF LEARNING STYLES TOENSURE REWARDING LEARNING EXPERIENCE All instructors need to be able to address a variety of learning styles (Taylor, 1998) even if not all of each student‟s learning style may be accommodated. Courses can be designed to use a variety of teaching methods to ensure that learners benefit from a comfortable and rewarding experience. (Gooden, Preziosi & Barnes, 2009)
  32. 32. NEW VIEW:ACTIVE LEARNING IMPROVES OVERALL LEARNING Rinaldi & Gurung (2008) showed that designing assignments to match students learning styles does not lead to better performance but active learning positively relates to overall learning.
  33. 33. LINK TO PBL SCENARIO 2New View of „Addressing a variety of learning styles‟ and „active learning‟ can be supported by the Cognitive Theories.  Information Processing Model  Gagne‟s Phases of Learning  Dual Coding Theory  Ausubel‟s Meaning Reception Learning
  34. 34. WHAT CAN MR LIM DO? LINK FROM PBL RECOMMEND- SUPPORTING SCENARIO 2 ATIONS THEORY• Perceived boring • Pre-instructional 1. Information lessons and instructional Processing• No storage of practices Model information • Variables of 2. Gagne‟s• No retrieval of uncertainty, Phases of information can surprisingness, and Learning take place complexity.• Examples, hands- • Engage two 3. Dual Coding on activities, processes of Theory discussions and learning role play given by • Rehearse and Ms Chong elaborate
  35. 35. WHAT CAN MR LIM DO? LINK FROM PBL RECOMMEND- SUPPORTING SCENARIO 2 ATIONS THEORY• Mdm Norrah • Provide 4. Ausubel‟s provided mental students with Meaning scaffolding for the possible ways Reception students of organising Learning• Checked for their information understanding
  36. 36. ONE SIZE FITS ALL?“Every student can learn,just not on the same day, or the .” (George Evans)
  37. 37. CONCLUSION
  38. 38. SCENE 1 Narrator: Miss Wong has arrived! Miss Wong: Let‟s begin our Mathematics lesson! Miss Wong: What is 1x3? Student A: 3! (repeat Question till 3x3 and Student A answers correctly)
  39. 39. SCENE 2 Miss Wong (turns to Student B): What is 4x3? Student B: Whaaat? Student A: Don‟t you know the answer? (x2) (Students turn one circle while saying lines) Student B: I don‟t know! (x3) Student B: I! don‟t! know!
  40. 40. SCENE 3 Miss Wong: Outrageous! Bring him out to beheaded! (Student B is brought out of the scene but he struggles and protests) Student B: Yo! Yo! Why can‟t you be like this?
  41. 41. SCENE 4 – WHERE IS THE LOVE?-ADAPTED FROM „WHERE IS THE LOVE‟ BY BLACK EYED PEAS (2003)Don‟t lecture this way, teacherExpecting us to absorb all that dataSo could you please help us with this favorLearning this way won‟t make us recall betterBombarding us, yeah it doesnt do anythingBut here you are still droningIn Science and CME,During English, Math and in PE
  42. 42. SCENE 4 – WHERE IS THE LOVE?-ADAPTED FROM „WHERE IS THE LOVE‟ BY BLACK EYED PEAS (2003) But if you have love for your own kids Then you should prioritise their learning needs And to discriminate only generates hate And when you hate then youre bound to get irate Instrinsically is how you should motivate Reflect and change before its too late Using scaffolded learning for us is the key previously coined by Lev Vygostky Teach us from the heart, not just the book
  43. 43. SCENE 4 – WHERE IS THE LOVE?-ADAPTED FROM „WHERE IS THE LOVE‟ BY BLACK EYED PEAS (2003) Teaching boring, students dying Children hurt, you hear them crying How to remember what you teach, And would you burn up all you preach Teacher, teacher, teacher help us Send some guidance from above cause your methods got me questioning Where is the love (The love) Where is the love (The love) Where is the love, the love, the love...
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