DED 108 TG5G4 Presentation

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DED 108 EDUCATIONAL PSYCHOLOGY - PBL TG5G4

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Final presentation for DED 108 PBL

Transcript of DED 108 TG5G4 Presentation

  • 1. DED 108 EDUCATIONALPSYCHOLOGY - PBLTG5G4

2. SCENARIO 2 3. ISSUES IDENTIFIED Mr. Lim (Beng Kwees teacher) - frontal teaching Beng Kwee has trouble recalling the facts andcontent concepts taught in Science lessons. Beng Kwees perception of learning: Knowledge hasto be memorised Desmond also finds it challenging to comprehendsome Mathematical concepts and struggles toapply them to solve the given problems. 4. PROBLEM STATEMENTIt is the responsibility of both teachers and studentsto contribute to the learning environment toimpact students learning. 5. HYPOTHESES1. Teachers who create positive learningenvironment will have a positive impacton students learning2. Students who are more motivated willlearn better3. Learners learn best when their learningstyles are congruent to the teachersteaching styles. 6. HYPOTHESIS 1Teachers who create positive learningenvironment will have a positive impact onstudents learning 7. DEFINITION OF TERMSLearning Environment Physical SocialLearning positively Implies the gain/ acquisition ofknowledge/ skills measured in a directionindicating improvement/ benefits. 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. VARIATIONS OF SEATINGARRANGEMENTS Horseshoe Traditional Row Stack Formation 4-5 desks together facing each other, not arranged in a linear position. 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 andcommunicate better when facing eachother (OHare, 1998; Bovard, 1951). 11. LINK TO PBL SCENARIO 2 Cluster seating arrangement in all 3 classrooms. Yet, the underlying contention was the deliveryof the lesson. Seating arrangement: not the most criticalfactor to create a positive learning environmentto have a positive impact on students learning. Research questions the effectiveness of thecluster seating arrangement. 12. SOCIAL ENVIRONMENT& LINK TO PBL SCENARIO 2 Entitavity, Class cohesiveness & Common Goals Vygotskys Zone of Proximal Development (ZPD) Scaffolding 13. SUPPORTING RESEARCH Individual academic achievement has a positiverelationship with high levels of group support andcooperation (Johnson & Johnson 1991; Slavin, 1995). Learning is directly influenced by social interactions.(Vygotsky, 1987, 1986) Cooperative learning in groups produces higher levelsof academic achievement as compared toindividualistic learning. (Cohen, 1986; Slavin, 1984, 1990; Webb, 1982) Learners development is enhanced by their teacherssupport (Rogoff, 2003; Lutz, Guthrie & Davis, 2006) 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. SPECIAL CONSIDERATIONS It is not possible to match environment to eachindividuals learning styles. Creative planning needed to maximize congruency ofenvironment to learning styles Literature review by Dr Pashler asserts that no one hasever proved that any particular style of instructionsimultaneously helps students who have one learningstyle while also harming students who have a differentlearning style. (2008) 16. HYPOTHESIS 2Students who are more motivated will learnbetter 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. 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. EXTRINSIC MOTIVATIONParent-oriented motivation as a mechanism? Parents involvement facilitates childrensachievement during the early adolescentyears. (Chao, 1994, 1996: Cheung & Pomerantz, 200) 20. When Parents Are Involved InChildrens Learning children become motivated in school for parent-oriented reasons. childrens engagement heightened achievement enhanced Model was tested in the U.S. and China - Identify its validity in cultures 21. WHAT CAN MR LIM DO? LINK FROM PBL RECOMMEND-SUPPORTING SCENARIO 2 ATIONS THEORY Beng Kwee cant Set appropriateBandura Goalanswer his Sciencelearning goalsSetting Theory teacher, Mr Lims toward which they(1981) questions most of can make genuinethe time.progress Beng Kwee fallsExtrinsic rewards -General Interestasleep during add to studentsTheory science lessons.sense of control (Eisenberger et al., and self- 1999)determination. 22. WHAT CAN MR LIM DO? Help students to develop their intrinsicmotivation - most self-determined form ofmotivation. The self-determination theory (SDT) hasbeen particularly useful in students learningstrategies, performance, and persistence(Deci & Ryan, 2000).The figure shown in next slide is the Schematic Illustrationof the Self-Determination Continuum. 23. Extrinsic Motivation: External RegulationAmotivation Introjected Regulation (lack ofIntrinsic Motivationmotivation) Identified RegulationIntegrated RegulationTHE SELF-DETERMINATIONCONTINUUM 24. WHAT CAN MR LIM DO? Mr Lim may also try to get the parents of hisstudents more involved in helping theirchildrens learning. Positive correlation with parentsinvolvement and childrens performance 25. HYPOTHESIS 3Learners learn best when their learning stylesare congruent to the teachers teaching styles/ methods 26. DEFINITIONSLearn BEST: implies an improvement in learning performanceTeaching 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. IMPORTANCE OF KNOWING T&LSTYLESPurpose of using learning styles is to find thebest ways forstudents to learn effectivelyteachers to teach efficiently 28. RESEARCH FINDINGS THAT SUPPORTHYPOTHESISDunn & Dunn (1978) claim that students canidentify their preferred learning styles and score higher on tests have better attitudes are more efficientif they are taught in more relatable ways. 29. RESEARCH FINDINGS THAT SUPPORTHYPOTHESISDunn & Dunn (1978)It is to the educators 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. CRITICS Teachers used the same teaching formatregardless of their own learning style preference.(Tom and Calvert, 1984) Huxham and Land (2000) reported no differencebetween students grouped by learning stylepreference and those randomly selected forgroups for a visual assessment activity at thecollege level.This suggests that using a preferred learning styleresults in no specific gains. 31. NEW VIEW:ADDRESS VARIETY OF LEARNING STYLES TOENSURE REWARDING LEARNING EXPERIENCE All instructors need to be able to address avariety of learning styles (Taylor, 1998) even if not allof each students learning style may beaccommodated. Courses can be designed to use a variety ofteaching methods to ensure that learners benefitfrom a comfortable and rewarding experience. (Gooden, Preziosi & Barnes, 2009) 32. NEW VIEW:ACTIVE LEARNING IMPROVES OVERALL LEARNING Rinaldi & Gurung (2008) showed thatdesigning assignments to match studentslearning styles does not lead to betterperformance but active learning positivelyrelates to overall learning. 33. LINK TO PBL SCENARIO 2New View of Addressing a variety of learning styles and active learning can be supported by the Cognitive Theories. Information Processing Model Gagnes Phases of Learning Dual Coding Theory Ausubels Meaning Reception Learning 34. WHAT CAN MR LIM DO?LINK FROM PBL RECOMMEND-SUPPORTINGSCENARIO 2 ATIONS THEORY Perceived boring Pre-instructional 1. Informationlessonsand instructionalProcessing No storage ofpracticesModelinformation Variables of2. Gagnes No retrieval ofuncertainty, Phases ofinformation cansurprisingness, andLearningtake place complexity. Examples, hands- Engage two3. Dual Codingon activities, processes of Theorydiscussions andlearningrole play given by Rehearse andMs Chong elaborate 35. WHAT CAN MR LIM DO? LINK FROM PBL RECOMMEND-SUPPORTING SCENARIO 2 ATIONS THEORY Mdm Norrah Provide 4. Ausubelsprovided mental students withMeaningscaffolding for the possible waysReceptionstudentsof organisingLearning Checked for their informationunderstanding 36. ONE SIZE FITS ALL?Every student can learn,just not on the same day,or the.(George Evans) 37. CONCLUSION 38. SCENE 1 Narrator: Miss Wong has arrived! Miss Wong: Lets begin our Mathematics lesson! Miss Wong: What is 1x3? Student A: 3! (repeat Question till 3x3 and Student A answers correctly) 39. SCENE 2 Miss Wong (turns to Student B): What is 4x3? Student B: Whaaat? Student A: Dont you know the answer? (x2) (Students turn one circle while saying lines) Student B: I dont know! (x3) Student B: I! dont! know! 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 cant you be like this? 41. SCENE 4 WHERE IS THE LOVE?-ADAPTED FROM WHERE IS THE LOVE BY BLACK EYED PEAS (2003)Dont lecture this way, teacherExpecting us to absorb all that dataSo could you please help us with this favorLearning this way wont 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. 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 kidsThen you should prioritise their learning needsAnd to discriminate only generates hateAnd when you hate then youre bound to get irateInstrinsically is how you should motivateReflect and change before its too lateUsing scaffolded learning for us is the keypreviously coined by Lev VygostkyTeach us from the heart, not just the book 43. SCENE 4 WHERE IS THE LOVE?-ADAPTED FROM WHERE IS THE LOVE BY BLACK EYED PEAS (2003)Teaching boring, students dyingChildren hurt, you hear them cryingHow to remember what you teach,And would you burn up all you preachTeacher, teacher, teacher help usSend some guidance from abovecause your methods got me questioningWhere is the love (The love)Where is the love (The love)Where is the love, the love, the love... 44. . A. P. Gilakjani & S. M. Ahmadi (2011) The Effect of Visual, Auditory, and Kinaesthetic LearningStyles on Language Teaching IACSIT Press, Singapore . Areepattamannil, S., Freeman, J., Klinger, D. (2011). Intrinsic motivation, extrinsicmotivation, and academic achievement among Indian adolescents in Canada and India. SocialPsychology of Education; 2011, Vol. 14 Issue 3, p427-439.. Betoret, F. & Artiga, A. (2004). Trainee teachers conceptions of teaching andlearning, classroom layout and exam design. Educational Studies , 30(4), 354-372. . Bonus, M., & Riordan, L. (1998, May 1) Increasing student on-task behaviour through the use ofspecific seating arrangements. (Report No. PS026868). Chicago, IL : Saint Xavier University.(ERIC Document Reproduction Service No. ED422129). . Burke, K, & Burke-Samide, B. (2004, July-August). Required changes in the classroomenvironment. Its a matter of design. Jamaica, New York: Clearing House. (ERIC DocumentReproduction Service No. EJ705442). . C. Rinaldi & R. Gurung (2008). Should teaching and learning styles match? Retrieved fromUniversity of Wiscowsin System, A Journal of the the Scholarship of Teaching and Learning . Cheung, C. S., Pomerantz., E. M. (2012). Why does parents involvement enhance childrensachievement? The role of parent-oriented motivation. Journal of Educational Psychology, Vol104(3), Aug, 2012. pp. 820-832. US: American Psychological Association & US: Warwick & York.. Church, S. (2004). Learning Styles. Message postedto http://www.teresadybrig.com/learnsty.htm 45. REFERENCES . Doyle, W. 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