pbl presentation zhiyi, mario, zoe, justin, ivan
DESCRIPTION
TRANSCRIPT
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PBL Scenario 2
Presented by:Chua Chong Yi MarioKe Kaijie JustinLin ZhiyiYeo ZoeYow Ying Ming Ivan
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Proposed framework
Selected Theories
Solutions
Hypotheses
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Hypothesis 1
When Jeremy’s parents give more autonomy to Jeremy, his behavior will become less externally regulated, allowing him to experience more subjective well-being and develop more self-esteem to do better in his studies.
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Solutions
Allow Jeremy to pursue his own interests:
- So that he can exercise his volition that leads to motivation (Deci & Ryan, 2002; Teo, 2010)
- Metacognitive development (Flavell, 1976)
Memory-monitoring / Self – regulation Perform better in his work
Awareness of effectiveness Modify learning strategies
Active control of how he learns Autonomy
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Solutions
Focus on skill mastery rather than purely academic grades
- Attribution theory (Graham, 1990)
- Jeremy is more motivated to learn what he likes (Deci & Ryan, 2002)
- Jeremy can be cultured as an efficient problem solver based on adaptive expertise theory (Hatano & Inagaki, 1986)
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Hypothesis 2
When Jeremy receives more understanding, support and patience from his teacher, he will be more self-motivated to perform in his school exams and seek meaning in doing so.
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Solutions
Teachers should have positive expectations of Jeremy (Eggen & Kauchak, 2010)
Why is there a need?
• feel competent (self-determination theory) (Levesque, Stanek, Zuehlke & Ryan, 2004; Ryan & Deci, 2000),
• Increases self efficacy, motivation and achievement (Bandura 1986, 1997, 2004)
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Solutions
Teachers should have positive expectations of Jeremy (Eggen & Kauchak, 2010)
How can the teacher show positive expectations?
3 ways (Eggen & Kauchak, 2010)
1. By the demands she place on Jeremy,
• in terms of expecting good quality work
2. emotional support she gives to Jeremy and
• by being encouraging and pushing him on when he is not doing well
3. the way she interacts with Jeremy
• by criticizing him less, praise more often etc
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Solutions
Teachers needs to be more caring towards Jeremy (Eggen & Kauchak, 2010)
Why is there a need?
• reduce need for belonging (as seen in Maslow’s hierarchy) (Maslow 1968, 1970)
• meet needs for relatedness (supported by the self-determination theory) (Ryan & Deci, 2000)
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Solutions
Teachers needs to be more caring towards Jeremy (Eggen & Kauchak, 2010)
How can the teacher show care towards Jeremy?
• Communicating unconditional positive regard (Cornelius-White, 2007)
• Commitment to Jeremy’s learning (Cornelius-White, 2007)
• Showing respect to Jeremy (Eggen & Kauchak, 2010)
• Show empathy and understanding (C.D. Batson, Dyck, Brandt, J.G. Batson, Powell , 1988)
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Solutions
Teacher should create a safe and positive classroom climate for Jeremy (Maslow, SDT)
Why is there a need?
• meet needs for safety (as seen in Maslow’s hierarchy) ( Maslow 1968, 1970)
• meet needs for equilibrium (Piaget 1970, 1977)
• meet needs for autonomy and relatedness (supported by the self-determination theory) (2: Brophy, 2006b; Roeser et al. 2006; R.Ryan & Deci, 2000)
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Solutions
Teacher should create a safe and positive classroom climate for Jeremy (Maslow, SDT)
How can the teacher create a safe learning environment?
• Modeling respect, courtesy and expecting students to do the same towards each other (2:Barth, 2002; Blum, 2005).
• Modeling fairness to all students (Tan, Parsons, Hinson, Sardo-Brown, 2011)
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Teacher should encourage and motivate
- counsel Jeremy to see the value of his efforts (motivation theory)
- set targets with Jeremy that are progressive and achievable
Solutions
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Hypothesis 3
When Jeremy is accepted and supported by his peers, he will experience care and support and gain agreeable personality characteristics such as altruism.
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Solutions
People around him being accepting and receptive of Jerermy
- Friends show empathy and encouragement towards him via social exchange theory (Homans, 1958)
- Teacher to reinforce good behaviours by being model of care and concern for all students via social learning theory (Bandura, 1977)
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Hypothesis 4
When Jeremy understands causality, he will understand that competency is an end for his actions, whose behavior is volitional and determined from within.
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Solutions
More autonomy given to Jeremy to allow him to pursue his personal interests
- Parents giving Jeremy options with tasks set for him but also spending time to know more about his interests and allowing him time to pursue them (Deci & Ryan, 2002)
- Teachers understanding Jeremy’s current situation and vary the variety and difficulty of tasks Jeremy is to perform - expectancy x value theory (Fishbein, 1963)
- Jeremy to reflect upon his ability in completing the work set by his parents, and attain a positive self-concept - attribution theory (Graham, 1990)
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Hypothesis 5
When Jeremy’s parents and teachers establish a closer working relationship, he will have a stronger sense of belonging at home and in school.
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Solutions
Parents to be more participative in Jeremy’s school life
- satisfy his safety and belongings need (Maslow 1968, 1970)
- establish a functional mesosystem (Bronfenbrenner, 1979)
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Formula for self-actualization
Parents
Teachers
Jeremy
Peers
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ReferencesBandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, New Jersey: Prentice Hall.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Bandura, A. (2004). Towards a psychology of human agency. Paper presented at the meeting of the American Psychological Society, Chicago.Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Brophy, J. (2006) Observational research on generic aspects of classroom teaching. In P.A. Alexander & P.H. Winnie (Eds.), Handbook of educational psychology (2nd ed.). New Jersey: Erlbaum Associates (pp. 755-780)Deci, E., & Ryan, R. (Eds.), (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.Eggen, P., & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (8th ed). New Jersey: Pearson.Flavell, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ: ErlbaumGraham, F. (1990). Attribution Theory: Applications to Achievement, Mental Health, and Interpersonal Conflict. New Jersey: Lawrence Erlbaum Associates.Hatano, G., & Inagaki, K. (1986). Two courses of expertise. Child development and education in Japan, (), 262–272.Levesque, C., Stanek, L., Zuehlke, A.N., & Ryan, R. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96 (1), 68-84.Piaget, J. (1970). The science of education and the psychology of the child. New York: Orion Press.Piaget, J. (1977). Problems in equilibration. In M. Appel & L. Goldberg (Eds.), Topics in cognitive development: Vol. 1. Equilibration: Theory, research and application (pp. 3-13). New York: Plenum Press.Ryan, R. & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2011). Educational Psychology: A practitioner-researcher approach. An Asian Edition (2nd ed). Singapore: Thomson.Teo, C. T. (2010). Understanding student motivation through love, volition and neurotransmitters. Procedia - Social and Behavioral Sciences Journal, 9,(), 1926-1932.Homans, G.C. (1958). Social Behavior as Exchange. American Journal of Sociology, 63 (6), 597–606.Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.