Problem Based Learning
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Transcript of 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