education psychology presentation
DESCRIPTION
TRANSCRIPT
Teachers Talk, Students Talk
Produced by:
Maisara Mohd Mahadi
Lim Pei Gen
Nithya
Manbir Kaur
Educational Psychology
Issues
Too much learning from textbook
Sees no relevance in learning a certain subject
Sees teachers as the only source of motivation
Difficulty storing information in memory
Struggling to understand Math concepts
Teachers assessment only at the end of lesson
I’m 12 years oldand am going to take PSLE this year
My teacher is boring
My teacher asks to memorise facts from textbooks
Beng Kwee
I want Science experiments and watch videos
My classmates havebetter teachers and I am not happy!
I’m having a hard timeremembering Science concepts
I love looking atcharts and graphs
Fleming and Mills’ (1992) VARK Model of Learning
V: Visual – Prefer maps, flow charts, graphs, etc
A: Auditory/ Aural – Prefer information that is “heard/ spoken”
R: Read/ Write – Prefer information in words
K: Kinesthetic – Prefer hands-on experience (connected to reality)
Learners construct knowledge in the process of developing an understanding of their experiences, rather than recording information in their memories in the exact form in which it is presented. Thus it is important to identify students’ learning style.
Different Styles of Learning
Beng Kwee’s Learning Profile
Beng Kwee is a visual and kinesthetic learner.
He learns best at finding practical uses for Science concepts and theories.
He prefers practical applications and “hands-on” activities as opposed to simply listen, observe and learn.
Issue #1
Click icon to add picture
Mr Lim gives too much information from the textbook through verbal explanations and the lessons lack hands-on interaction
Solution #1Cognitive Learning Theories
Use Science 3-D models, science experiments, interactive websites, flow charts and illustrative powerpoints
Will impact visual and kinesthetic learners like Beng Kwee
Attention is where learning begins
Mr. Lim should find ways to attract and retain his attention by using flow-charts, attractive illustrations and 3-D models as effective attention-getters
Social Constructivist Theories
Emphasizes the importance of connecting topics to real-world context
Authentic activities
Learning is more meaningful
Beng Kwee will better understand how elements, compounds and mixtures work in real-life context
Social Cognitive Theories
Albert Bandura
People learn by observing others (McLeod, 2011)
Mr. Lim should model genuine interest in teaching Science
Issue #2
Click icon to add picture
Beng Kwee does not see the utility value in learning Science concepts
Solution #2Piaget’s Theory
Piaget: Design learning experiences as developmental bridges to more advance stages of development.
Engaging prior knowledge
Get his students to write down what they know about a topic (K), what they would like to find out (W) and at the end of lesson what they have learned (L).
Piaget’s Theory
Piaget: Provide concrete experiences and help students link the concrete representation to abstract idea
Mr Lim should have let the students do active exploration with materials – Science experiments, hands-on activities, visual aids
Help Beng Kwee relate to real world context and see and relevance of learning “Mixtures & Compounds”
Issue #3Beng Kwee sees his teachers as the only extrinsic source of
motivation.
"If only they were my teachers, then maybe I will do better for my PSLE".
Solution #3
Cognitive Evaluation Theory
Mr Lim needs to sustain Beng Kwee’s motivation to learn
Make students realise that teachers are not the only extrinsic source of motivation
Reward system: Using rewards to communicate increased competence can increase Beng Kwee’s motivation to learn and beliefs about his capabilities.
Issue #4Beng Kwee has difficulty storing information. He "can’t answer his
questions most of the time" and he "can’t remember what he said in the first place".
Solution #4Vygotsky’s Theory
Language through questioning
Social interaction: Collaborative work
Information Processing Theory
Model of STM
Central Executive: controls the flow of information to and from the other components
Phonological loop: short-term storage system for words and sounds and it retains information through maintenance rehearsal - the process of repeating information over and over, either out loud or silently, without altering its form (R. Atkinson & Shiffrin, 1968).
Visual-sketchpad: short-term storage system for visual and spatial information
Reduce limitations to STM
Chunking: grouping information – Mr. Lim should group information
Distributed Processing: 1) using the phonological loop: repetition and emphasis on key concepts
2) visual-sketchpad to reduce cognitive load - use interesting visuals like concept maps, organizational charts and illustrative powerpoints
Long-Term Memory
Declarative knowledge: Knowledge of facts, definitions, procedures and rules
1) Semantic memory: Memory for concepts, principles and the relationships among them
2) Episodic memory: Memory for personal experiences
Procedural knowledge: Knowledge of how to perform tasks. Knowledge is about knowing “how”.
Conditional knowledge: Knowledge of “where” and “when” to use declarative and procedural knowledge
Phone call from Desmond
Issue #5Desmond is struggling to grasp Mathematical concepts as his
Math teacher gives formulae and expects the students to solve Math problems.
Solution #5Vygotsky’s Theories
Culture: illustrated by concrete examples, e.g. brochures and advertisements on electronic gadgets to teach percentage
Peer interaction: group work – where less competent students get help from better ones
Scaffolding: step-by-step guidance
More Knowledgeable Other & Zone of Proximal Development
Issue #6
Click icon to add picture
The teacher only assesses Desmond and his classmates at the end of the lesson.
Solution #6Constructivist Learning Theory
John Dewey
Importance of questioning and feedback – two-way interaction
Ask appropriate questions at different parts of the lesson: When the teacher asks Desmond at whichever point he thinks important, he will be able to check whether his understanding is incomplete or inaccurate. Then, he can provide feedback on Desmond's understand thus making his learning a more meaningful one.
References
Brophy, J. (2004). Motivating students to learn (2nd ed.). Boston: McGraw-Hill
Byrnes, J.P. (2001a). Cognitive development and learning in instructional contexts (2nd ed.). Boston: Allyn & Bacon.
Covington.M. (2000). Intrinsic versus extrinsic motivation in schools: A reconciliation, Current Directions in Psychological Science , 9, 22-25
Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
References
Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Deci, E. L. , Koestner, R. & Richard M. R. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71. Retrieved from http://www.psych.rochester.edu/SDT/documents/2001_DeciKoestnerRyan.pdf
Eggen, P., Kauchak, D. (2010). Eighth Edition Educational Psychology: Windows on Classrooms. New Jersey, NJ: Pearson Education, Inc.
Gehlbach, H., & Roseser, R. (2002). The middle way to motivating middle school students: Avoiding false dichotomies. Middle School Journal , 33,39-46.
Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and inquiry in educational practice. Educational Researcher, 30(4), 3-14.
References
Glassman, M. & Wany, Y. (2004). On the interconnected nature of interpreting Vygotsky: Rejoinder to Gredler and Shields Does no one read Vygotsky’s words. Educational Researcher, 33(6), 19-22.
Gredler, M. & Shields, C. (2004). Does no one read Vygotsky’s words? Commentary on Glassman. Educational Researcher, 33(2), 21-25.
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved on October, 13, 2011 from http://www.edpsycinteractive.org/topics/cognition/infoproc.html
Herrick, M. J. (1996). Assessment of Student Achievement And Learning, What Would Dewey Say? A ’Recent’ Interview With John Dewey. Journal of Vocational and Technical Education, 13 (1). Retrieved from http://scholar.lib.vt.edu/ejournals/JVTE/v13n1/herrick.html
References
Lepper, M., & Henderlong, J. (2000). Turning “play” into work and “work” into play. In C. Sansone & J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp.257-307). San Diego: Academic Press.
McLeod, S. (2011). Bandura – Social Learning Theory. Retrieved October, 18, 2011 from http://www.simplypsychology.org/bandura.html
Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12.
Rogoff, B. (2003). The cultural context of human development. Oxford, England: Oxford University Press.
References
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M.Cole, V. John Stener,S.Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Havard University Press.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
Winsler, A. & Naglieri, J. (2003). Overt and covert verbal problem-solving strategies: Developmental trends in use, awareness, and relations with task performance in children aged 5 to 17. Child Development, 74, 659-678
Wood, D., Bruner, J., & Ross, S. (1976). The role tutoring in problem solving. British Journal of Psychology, 66, 181-196.
End