Pbl presentation

PBL Scenario 2Benedict, Denise, Mei Ling, Song-I, Ying Ying

● Dozes off in class as he lacks sleep

● Often ostracized and teased by classmates; a solitary person

● Affected by harsh words from adults and peers

● No time for personal and social life

● Lacks support and attention at home

About Jeremy

Jeremy’s TeachersLack empathy, judgmental

Ms Low ● Cares more about getting in touch with parents than understanding

Jeremy● Alienates and embarrasses Jeremy out of frustration with him

Mr Tan● Also embarrasses Jeremy

Also…• They do not encourage disinterested student (Jeremy) • They do not promote good behaviour

The lack of empathy, support, and communication in relationships can be detrimental to a student’s academic and socioemotional* well-being.

* Depression, low self-esteem, feelings of alienation

Problem statement

1. Classroom dynamics (the learning environment, student behaviour & relationships) can drastically affect individual behaviour and cognitive learning

2. A teacher has the ability to activate and facilitate students’ motivation and critical thinking (self-evaluation, reflection) process

Hypotheses

Two-Pronged Approach: OverviewCognitive and Behavioural

1. Cognitive Constructivist (Piaget)

2. Social Constructivist (Vygotsky)

3. Social Cognitive: Inner motivation (Maslow)

4. Behavioural

● Classical Conditioning

● Operant conditioning (Skinner)

Cognitive Constructivist Piaget

The Approach:∙ Cognitive development as process of adaptation and

organization of knowledge∙ Key figure: Jean Piaget (1896-1980)

o Conceptualization of his Theory of Cognitive Development influenced by his early work as a biologist

o Theory describes how humans gather and organize information

Cognitive Constructivist Piaget

Key Concept:- Principle of Adaptation

• Four Conceptso Schemao Assimilationo Accomodationo Equilibrium

Cognitive Constructivist Piaget: Schema

o Cognitive structure by which we intellectually adapt to and organize our environment

o New experiences organized into schemata through two separate cognitive process - Assimilation and Accommodation

Cognitive Constructivist Piaget: Assimilation and Accommodation

Cognitive process Assimilation Accomodation

What? Integration of new materials into an existing schemata

Development of a new schema when process of assimilation is impossible because there are no schemata to fit new data

How? Connecting new material to existing knowledge

Creation of new schema

Cognitive Constructivist Piaget: Equilibrium

○ State of balance between Assimilation and Accommodation

○ Piaget: “one of the most effective methods for motivating a child is to set up a state of cognitive disequilibrium in which the child is thrown into ‘cognitive conflict’ - when he expects something to happen a certain way but it does not”

Cognitive Constructivist Strategies: Theory of Cognitive Development

1. Address Jeremy’s pre-existing schemata 2. Create Cognitive Disequilibrium

3. KWL Method

Social Constructivist Vygotsky

The Approach:• Social contexts of learning; knowledge is mutually built

and constructed• Key figure: Lev Vygotsky (1896-1934)

o Social influences (especially instruction) on children’s cognitive development

o Collaboration & social interaction

Social Constructivist Vygotsky

3 Key Concepts• Teaching in the Zone of Proximal Development (ZPD)

• Scaffolding

• Language and thought

Social Constructivist Vygotsky: Teaching in the ZPD

What is ZPD?

Social Constructivist Vygotsky: Teaching in the ZPD

What is teaching in the ZPD?o Awareness of student ability o “teaching to enable developmental readiness, not

just waiting for students to be ready” (Horowitz & others, 2005, p.105)

Social Constructivist Vygotsky: Scaffolding

● How? Probing questions e.g.

o What would an example of that be?

o Why do you think that is so?

o What’s the next thing you need to do?

o How can you connect those?

● Develops ‘more sophisticated thinking skills’ ● Students will gradually internalize probes and begin to examine own work

(Horowitz & others, 2005).

Social Constructivist Changing Perceptions

• Recognize that ZPD differs from student to student

• Understanding/Empathizing with Jeremy

Social Constructivist Strategies: Teaching in the ZPD + Scaffolding

1. Scaffold Jeremy’s Learning

2. Check and Assist

3. Encourage

Social Constructivist Strategies: Teaching in the ZPD + Scaffolding

4. Group work

a. “Children also benefit from the support and guidance

of more-skilled children” (Gredler, 2009).

b. Strategic grouping of students

Social Constructivist Strategies: Teaching in the ZPD + Scaffolding

5. Peer Tutoring

■ “Fellow students also can be effective tutors” (De Smet &

others, 2010; McDuffle, Mastropieir, & Scruggs, 2009)

■ (Cross-age) Peer-tutoring programme

∙ Train student tutors

∙ Monitor students

∙ Parental consent

Social Cognitive (Inner Motivation)Abraham Maslow

The Approach:● A theory of human motivation: Psychological health

predicated on fulfilling innate human needs.● Key figure: Abraham Maslow (1908-1970)

○ Key participant of the humanistic movement.

○ The importance of focusing on the positive qualities in people.

○ Belief that humans are motivated to satisfy needs.

Growth Need

Deficiency Need

Maslow’s Need Hierarchy

Maslow’s Need Hierarchy

Food, Water, Sleep & Pain reduction

Good health & Security from harm and danger

Needs for friends and family to give and receive love

Desire to have respect & personal value

Satisfy curiosity and seek knowledge

Need to experience beauty and truth

Lack of sleep

Harsh words from people around Jeremy

1. Busy parents2. No time for social life

Jeremy’s needs were not met because...

Jeremy’s Issues according to Maslow’s hierarchy

It is easier to meet the higher needs when the lower needs have already been met.

For Jeremy, it is difficult for him to achieve the higher needs as the lower needs have not been satisfied.

Social Cognitive (Inner Motivation)Maslow

Behaviorism in the Classroom• First proposed by John B. Watson (1913) • A belief that behaviors can be measured, trained, and

changed through conditioning • Our behaviors are shaped by our responses to

environmental stimuli

Classical Conditioning

Operant Conditioning

Classical ConditioningIntroduce a new stimulus so as to break the association between the conditioned stimulus and conditioned response.

Counterconditioning

• Discourage negative comments • Utilizing non-competitive games • Keeping the classroom climate relaxed and supportive• Give positive reinforcements and no sarcasm

Operant Conditioning (1968)

B. F. Skinner

• Behavioral contract• Identify effective reinforcers• Reinforce contingently and timely• Best schedules of reinforcement• Use cues and prompts• Use negative reinforcements

effectively

Solutions: Positive, negative or punishments?

Operant Conditioning in the Classroom

✓ It is successful for learning-challenged children ✓ Useful when working towards larger, more valued

goals✓ Students learn to persist toward more significant

achievements ✓ Extrinsically reinforced behavior may become an

intrinsic motivation

Solutions to Scenario 2Cognitive

• For cognitive development…o Piaget

To address students’ schemata Provide problem-solving opportunities Apply KWL method

o Vygotsky Scaffold learning process Encourage group work and peer tutoring

Solutions to Scenario 2Behavioural

• To resolve behavioral issues…o Maslow

Applying the hierarchy of needso Skinner

Social contract Effective reinforcers

• Other solutions

Conclusion

• Empathy, support and communication in relationships are crucial to the student’s socioemotional well-being

• In order to provide a nurturing environment for the student, the teacher needs to be aware of the following factors:o Classroom dynamics will affect the individual

student’s behavior and cognitive learningo The teacher has the ability to activate and stimulate

the students’ motivation

References• Santrock, J.W. (2011). Educational Psychology (5th ed.) Boston: McGraw-Hill.

• Skinner, B. F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.

• Tan, O.S., Parsons, R.D., Hinson, S.L. and Sardo-Brown, D. Educational Psychology - A Practitioner-Research Approach (2nd ed.). Singapore: Cengage Learning

• Thorndike, E. L. (1905). The Elements of Psychology. New York: A. G. Seiler.

• Vygotsky, L.S. (1987). The collected works of L.S. Vygotsky. Vol.1: Problems of general psychology. Including the volume Thinking and speech. R.W. Rieber & A.S. Carton, Eds., N. Minick, Translators. NY: Plenum Press.

• Watson, J. B. (1913). Psychology as the Behaviorist Views it. Psychological Review, Vol 20(2), Mar 1913, 158-177.

Thank you!