Problem Based Learning

DED 100 Educational Psychology I: Problem Based Learning

Case Scenario 1 (11 yr old Andy)

Azizah (2)Jasmin (5)Krish (9)Chor Bin (11)Peining (13)Xue Bing (25)

Characters

Mum(Home-maker)

Sister (7 yrs old)

Dad(blue-collar

worker)

Andy(11 yrs old)

Characters

Ms Wong(Science Teacher)

Bee Chu(Classmate)

Ahmad(Classmate)

overview"Factors leading to

meaningful and successful learning involves

motivation, self-efficacy and support"

Failure drains confidence out of students and hampers their Learning progress Without motivation as the

fuel for learning, students learning

capacity/performance will be negatively affected

Social support, just like ammunition for battles,

is essential for successful

learning

PROBLEM STATEMENT

"Factors leading to meaningful and successful learning involves

motivation, self-efficacy and support"

Failure drains confidence out of students and

hampers their Learning progress

Erik Erikson(Jun 15, 1902 – May 12, 1994)

heavily influenced bySigmund Freud

Stages of Psychosocial Development theory

Two major themes• The world gets bigger

as we go along• Failure is cumulative

Stage (Ages)

4 - Latency(6 to 12 years old)

Basic Conflict

Industry vs. Inferiority

Important Event

School

Summary

Success leads to sense of competence, while failure

results in feelings of inferiority

Erikson’s Stages of Psychosocial Development

Ivan Pavlov(Sep 14, 1849 – Feb 27, 1936)

Classical Conditioning – a type of associative learning

Conduct famous psychologicalexperiment on stimulus response (1927)

DOG – BELL – MEAT ,student – subject – results

Originated from Chinese dictionary of idioms (《汉语成语大词典》 )

Failure – committing of mistake, rather than Poor achievement

Success – chance for future excellence

Famous failures

Sees failure as separate entity,An event – not a person or an Associative trait

One can’t have success without failure - Never give up and never stop trying

Believer of shapingFailure, rather Than allowing failure to shapehimself

suggestion

Approach

ProbeAnalysis what went wrong(Ask yourself questions)

OpinionsSeek advise/help (ranging g from words of advise to actions)

StrivePersevere instead of giving up(Combat challenge with renewed enthusiasm)

BelieveBe optimistic, look on bright side(whether glass is half full or empty is up to each individual’s take)

Application

S, BLaying bricks for foundation(quizzes, open book tests, etc. – level of difficult structured to student’s self efficacy needs)

P, OGuided analysis(prompt/encourage raising of questions and clarification s, help them identify potential pitfalls)

P, O, S, BHigher level challenges(approach put into test – students better equipped , compared to being thrown into deep end of pool immediately)

Social support, just like ammunition for battles,

is essential for successful

learning

Albert Bandura

Social learning theory

People learn through observing others’ behavior, attitudes, and outcomes of those behaviors

Necessary conditions for effective Modeling:• Attention, Retention, Reproduction, Motivation

believed in “reciprocal Determinism”

Albert Bandura

Self-efficacy vs. self esteem

4 sources:• experience, modeling, social persuasions, psychological factors

Social persuasions relate to encouragements/discouragements.• positive persuasions increase self-efficacy, negative persuasions decrease it

Social development theory

Main theme:• social interaction plays fundamental role in the development of cognition

Second aspect: • potential for cognitive development depends upon the "zone of proximal development" (ZPD)

Lev Vygotsky(Nov 17, 1896 – Jun 11, 1934)

Full development of the ZPD depends upon full social interaction

range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone

Schunk and Hanson’s experiment

One group of studentsobserved a subtraction

demonstration by a teacher

second group observed other grade 2 students performing the same

subtraction procedures

participated in an instructional program on subtraction

students who observed peer models scored higher on a subtraction post-test and also

reported greater confidence in their subtraction ability.

suggestion

Parent

Educators

Peers

Society

Individual

Application

Without motivation as the fuel for learning,

students learning capacity/performance will be

negatively affected

John Keller

Many learners are motivated only to "pass the test."

Without a desire to learn on the part Of the student, retention is unlikely

ARCS Model for Motivation

David McClelland(Sep 14, 1849 – Feb 27, 1936)

Identified three types of motivational need• achievement motivation (n-ach)• authority/power motivation (n-pow)• affiliation motivation (n-affil)

needs-based motivational model

Believe that achievement-motivated people are generally the ones who make things happen and get results

They constantly seek improvements and ways of doing things better

Abraham Maslow(Apr 1, 1908 – Jun 8, 1970)

emphasized the importance of self-actualization (process of growing and developing as a person to achieve individual potential.

Hierarchy of Needs

Abraham Maslow(Apr 1, 1908 – Jun 8, 1970)

Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences..

adapted hierarchy of needs in 1990 includedTranscendence needs

Transcendence needs - helping others to achieve self actualization

Maslow recognizes the human need for ethics, creativity, compassion and spirituality. Without this spiritual sense, we are simply animals or machines.

A group of children were playing, loud and noisy, in front of an old man’s house. The old man after a while couldn’t stand any more. He walked out and handed 25 cents to each child

and said, “you guys made my place not so lonely any more. I feelmuch younger. Take these as my gratitude.”

The children were very happy and came back the next day. Playing loud as usual. The old man came out and handed each

of them 15 cents. He explained, “I don’t Have much income.15 cents are not bad

at all.” The children were satisfied and left.

The next day, he only gave them 5 cents each.

The children were upset, “Only 5 cents?! Have You no idea how hard we were playing for you!” Then they swore they were never

going to play for the old man again.

The old man and the children

Aiding The Motivated but less able

Teacher should be flexible and try to cater to student’s needs/level

suggestion

Negative E.g.: student x, who is behind classmate’sUnderstanding of mathematics by a level• work given was level 8 instead of 7, which He is at• he will think math is hard• he may never be able to like math Intrinsically if the

perception that it is a Tough chore remains• over time, he perceives whatever that is Being taught, as ‘dead’ facts rather thanForm any relevant inference/understanding• instead of thinking, unhealthy habit of waiting for

answers will develop

suggestion

modelrewardsIntrinsic orextrinsic

IntentKnowing the purpose, reason

PunishmentSeverity base on case by case

Suggestion

Punishment• lost of home/shelter• endangerment of life

rewards• sense of security• safety

Intent• for livelihood• shield against danger • (natural/human)

conceptualization

suggestion

Sponge mentality

AbsorbsIndividual learning and understanding.

Squeezes outSharing of knowledge, experiences etc.• selflessly helping others• satisfy own needs for belongingness and self-esteem(interlinks with level 3 Belongingness – maslow’sHierarchy of needs)

suggestionSponge mentality

(1) Learn from others, teach yourself (teacher teach, student decide what they retain in mind)- Teachers leave room for Meaningful learning Where students filter/Decide what information To take in(just like the way some water will be absorbed while the rest will still drip out

(2) help/teach others, reinforce yourself (assists peers, reinforce personal knowledge

simultaneously)- a mini form of transcendence, i.e. getting

Students to help other (perceived) weakerStudents attain self-actualization

reflection

The students like a garden, the teacher like a gardener.

To make garden more and more beautiful. The gardener must put in a lot of effort, such as giving water, fertilizer and sunshine. The theories

I have learned in the class can mould me into a more knowledgeable teacher

Xue Bing

reflection

“The day you stop learning is the day you stop breathing”

Chor Bin

• Learning is not simply 1+1 = 2• IT does not involve just student +

educator• Other learners and family

members play important roles as well in each individual’s learning