Qed528 tg12 g5 pbl presentation

TG 12 - GROUP 5

QED528 – PBL SCENARIO 3

Ho Jia Wei Aaron

Melissa Manuela Rama Shan

Muhd Ashik B Mohd Daud

Yeo Kee Sheng

Yin Xiaohui

OUTLINE

1. Identifying the Problems

2. Applying and Solving the Problems

• Learning Theories and Approaches

• Piaget and Vygotsky’s Cognitive Development Theories

• Downes and Siemen’s Connectivism Theory

• Gagne’s 9 Events of Instruction

• Bloom’s Taxonomy

• Bruner’s Concrete-Pictorial-Abstract Approach

• Mayer’s Cognitive Theory of Multimedia Learning

• Skit

• Summary

3. References

IDENTIFYING THE PROBLEMS

1. Did not check students’ cognitive development

• Assumed they were at a higher cognitive level of

development

• Started off with higher-order thinking questions

• Had unrealistic expectations

IDENTIFYING THE PROBLEMS

2. Lack understanding of students’ learning processes

• Ineffective teaching pedagogies

• Did not engage students’ prior knowledge

• Use of pictures were insufficient to illustrate tsunamis

• Did not alter her activities when students could not

comprehend what she was teaching

• Overwhelmed them with more information

• Did not provide proper scaffolding, i.e. questioning techniques

APPLYING AND SOLVING THE PROBLEMS

We aim to help Ms. Rita…

• Check students’ level of cognitive development

• Understand students’ learning processes

• Improve her teaching pedagogies

…through the different learning theories.

1. Piaget’s Cognitive Development Theory

• Concrete Operational Stage

• Engaging in logical thought to solve concrete problems

• Formal Operational Stage

• Ability to solve abstract problems: Engage in hypothetical,

analogical and deductive reasoning

• Development is gradual and task-dependent

• Application

• Scenario 3: Students might be in either stage


2. Vygotsky’s Cognitive Development Theory

• Social and Cultural Variables

• Language, shared beliefs, interactions with social circles

• Zone of Proximal Development

• Difference between a student’s current level of

development and potential level of development

• Solving problems with support and scaffolding

• Application

• Cannot assume that students have general/prior

knowledge about tsunamis


3. Downes and Siemen’s Connectivism Theory

• What is Connectivism?

• Knowledge is networked and distributed

• Connecting specialized information sets; Forming new

neural, conceptual and external networks

• Reside outside of ourselves (within an organization or

database)

• Needs to be connected to the right people in the

right context


3. Downes and Siemen’s Connectivism Theory

• Why Connectivism?

• Behaviourism, cognitivism and constructivism do not

attempt to address organizational knowledge and

transference

• Connections that enable us to learn are more

important than our current state of knowing


4. Gagne’s 9 Events of Instruction


Instructional event Internal process/purpose

(i) Gain Attention Reception

(ii) Inform Objectives Expectancy

(iii) Recall Prior Knowledge Retrieval

(iv) Present Stimulus Selective perception

(v) Providing Learning Guidance Semantic encoding

(vi) Elicit Performance Responding

(vii) Provide Feedback Reinforcement

(viii) Assess Performance Retrieval

(ix) Enhance Retention and Transfer Generalization


Ms. Rita believed she had planned her lesson properly.


Use of videos and pictures to trigger thinking

Use of questions to scaffold learning

Use of higher-order thinking question


Application


Phases in which

breakdown

occurred

Evidences Solutions

(i) Gaining

attention

Assumed students’ prior

knowledge and asked

higher-order thinking

question at the start of

the lesson.

Use K-W-L strategy to get

students to construct

meaning while watching

video about tsunami.


Application


Phases in which

breakdown

occurred

Evidences Solutions

(ii) Recall of prior

knowledge

• Ms. Rita did not recap

relevant prior knowledge

• Ms. Rita dismissed any

student’s limited/

undeveloped

preconceptions

Build upon the students

prior knowledge of

tsunami and have them

share with each other

and probe the students

with basic knowledge

questions


Application


Phases in which

breakdown

occurred

Evidences Solutions

(ii) Providing

Feedback

• Incompetence at elicit

responses from students

• Give discouraging and

unconstructive

feedback.

Ms Rita should get

students to think on what

made them give the

answers – right or wrong.

5. Bloom’s Taxonomy of

cognitive skills

• A classification system of

learning objectives for

students.

• Many teachers may rely

on this taxonomy to

identify targeted skills of

students at a variety of

cognitive levels.


5. Bloom’s Taxonomy of cognitive skills

Application


Level Possible questions

Remembering •What did you observe in the videos/pictures?

•What is tsunami?

Understanding •Identify some critical features of tsunami.

Applying &

Analyzing

•How does a tsunami form?

Evaluating •Compare and contrast tsunami and typhoon.

Creating •How do the data support the occurrence in certain

part of the world?

6. Bruner’s Concrete-Pictorial-Abstract Approach

• Concrete Stage:

• Exposed to a real-world context:

• Videos on tsunami-formation or when tsunamis hit shores.

• Physical manipulatives:

• Mimic the occurrence of tsunamis using wave tanks.

• Pictorial Stage:

• Movements of a hand:

• Representing various forces which can be caused by tectonic movements, volcanic activity or meteorite impacts.

• Differences in tsunami size and strength.

• Abstract Stage:

• Not applicable

• No symbols that represent geographical terms.


7. Mayer’s Cognitive Theory of Multimedia Learning

• Integration of information across the senses to achieve a

mental construction of the information

• Information presented must be collaborative in nature

• Application

• Present content audio-visually with spoken words on picture

slides to reduce cognitive overload of the visual stream

• Presentation must be concurrent rather than sequential

• Information must not be redundant but critical in defining

concepts and match students’ abilities


Please sit back, relax and watch our skit!

Effective Teaching and Learning

Engage student’s prior knowledge

Cognitive Development (Piaget’s stage theory)

Connectivism

Understand student’s learning process

Constructivism

Social Development

Theory (Vygotsky)

Bruner’s CPA

Use of teaching pedagogies

Gagne’s 9 Events of instructions

Multi-modality approach

Bloom’s Taxonomy

SUMMARY

REFERENCES

Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing. New York: Longman.

Arlin, P. K. (1977). Piagetian operations in problem solving. Developmental Psychology, 13, 297-298

Arlin, P. K. (1980). The Arlin test of formal reasoning. New York: Slosson Publishing

Berk, L. E. & Garving, R. A. (1984). Development of private speech among low-income Appalachian children. Developmental Psychology, 20, 271-286

Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.

Bloom, B. S., (Ed.). 1956. Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longman.

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293–332.

Costa, A. L. (Ed.). (2000). Developing minds: A resource book for teaching thinking. Alexandria, VA: ASCD.

REFERENCES

Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Fort Worth: Harcourt Brace Jovanovich.

Joseph Boyle & David Scanlon. Methods and Strategies for Teaching Students with Mild Disabilities: A case-based approach.

Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1–17.

Keating, D. (1979). Adolescent thinking. In J. Adelson (ed.), Handbook of adolescent psychology (pp. 211-246), New York: Wiley

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Marzano, R. J. (2000). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press

Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual-processing systems in working memory. Journal of Educational Psychology, 90, 312–320.

REFERENCES

Mayer, R. E., & Anderson, R. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452.

Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389–401.

Miller, P. (2002). Theories of developmental psychology. (4th Ed.) New York: Oxford University Press

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Quek, C. L., Wong, A. F. L., & Tay M. Y. (2008). Engaging and managing learners: Practitioners’ perspectives. Singapore: Prentice Hall.

REFERENCES

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Simens, G. (2010). "Connectivism", TEDxED Talks 2010. New York.

Simens, G. (2008). "What is Connectivism?". Connectivism and Connective Knowledge MOOC. Canada: University of Manitoba.

Simens, G. (2005). "Connectivism: A Learning Theory for the Digital Age". Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm.

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: Cengage Learning Asia Pte Ltd

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Qed528 tg12 g5 pbl presentation

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