Final presentation for DED 108 PBL

1. DED 108 EDUCATIONAL
PSYCHOLOGY - PBL
TG5G4

2. SCENARIO 2

3. ISSUES IDENTIFIED
 Mr. Lim (Beng Kwee‟s teacher) - frontal teaching
 Beng Kwee has trouble recalling the facts and
content concepts taught in Science lessons.
 Beng Kwee‟s perception of learning: Knowledge has
to be memorised
 Desmond also finds it challenging to comprehend
some Mathematical concepts and struggles to
apply them to solve the given problems.

4. PROBLEM STATEMENT
It is the responsibility of
both teachers and students
to contribute to
the learning environment to
impact students' learning.

5. HYPOTHESES
1. Teachers who create positive learning
environment will have a positive impact
on students' learning
2. Students who are more motivated will
learn better
3. Learners learn best when their learning
styles are congruent to the teachers’
teaching styles.

6. HYPOTHESIS 1
Teachers who create positive learning
environment will have a positive impact on
students' learning

7. DEFINITION OF TERMS
Learning Environment
 Physical
 Social
Learning positively
 Implies the gain/ acquisition of
knowledge/ skills measured in a direction
indicating improvement/ benefits.

8. PHYSICAL ENVIRONMENT –
FOCUS ON SEATING ARRANGEMENT
 The main cause of off-task behaviour (Bonus
& Riordan, 1998).
 Florman, 2003; Lackney & Jacobs, 2002;
Weinstein (1977) believe that it affects
 Learning process
 Student behaviour
 Student engagement

9. VARIATIONS OF SEATING
ARRANGEMENTS
 Horseshoe
 Traditional Row
 Stack Formation
4-5 desks together facing
each other, not arranged
in a linear position.

10. SUPPORTING RESEARCH FOR
CLUSTER ARRANGEMENT
 Ideal for socially facilitated learning
(Patton, Snell, Knight & Florman 2001).
 Promotes “innovation.”(Raviv, Raviv & Reisel, 1990).
 Students like each other more and
communicate better when facing each
other (O‟Hare, 1998; Bovard, 1951).

11. LINK TO PBL SCENARIO 2
 Cluster seating arrangement in all 3 classrooms.
 Yet, the underlying contention was the delivery
of the lesson.
 Seating arrangement: not the most critical
factor to create a positive learning environment
to have a positive impact on students' learning.
 Research questions the effectiveness of the
cluster seating arrangement.

12. SOCIAL ENVIRONMENT
& LINK TO PBL SCENARIO 2
 Entitavity, Class cohesiveness & Common Goals
 Vygotsky‟s Zone of Proximal Development (ZPD)
 Scaffolding

13. SUPPORTING RESEARCH
 Individual academic achievement has a positive
relationship with high levels of group support and
cooperation (Johnson & Johnson 1991; Slavin, 1995).
 Learning is directly influenced by social interactions.
(Vygotsky, 1987, 1986)
 Cooperative learning in groups produces higher levels
of academic achievement as compared to
individualistic learning. (Cohen, 1986; Slavin, 1984, 1990; Webb, 1982)
 Learners‟ development is enhanced by their teacher‟s
support (Rogoff, 2003; Lutz, Guthrie & Davis, 2006)

14. RECOMMENDATIONS
CREATING A
POSITIVE SOCIAL ENVIRONMENT
 Teacher as a role-model
 Establish values
 Structure time for personal sharing and
relationship maintenance
 Design more learning activities in the ZPD
 Provide instructional scaffolding to assist
learning and development

15. SPECIAL CONSIDERATIONS
 It is not possible to match environment to each
individual‟s learning styles.
 Creative planning needed to maximize congruency of
environment to learning styles
 Literature review by Dr Pashler asserts that no one has
ever proved that any particular style of instruction
simultaneously helps students who have one learning
style while also harming students who have a different
learning style. (2008)

17. HYPOTHESIS 2
Students who are more motivated will learn
better

18. MOTIVATION
The force that energises & directs a behaviour
towards a goal (Baron, 1992; Schunk, 1990; Schunk, Pintrich &
Meece, 2008).
 Intrinsic Motivation
Three components (Harter,1981) –
Challenge, Curiosity & Independent mastery
 Extrinsic Motivation
 The motivation to engage in an activity as a
means to an end (Pintrich & Schunk, 1996).

19. ADVANTAGES OF INTRINSIC MOTIVATION
IN LEARNING
Intrinsically motivated students tend to have
 Higher academic achievement and
intellectual performance (Gottfried et al. 2007)
 Higher self-esteem (Deci and Ryan 1995)
 Greater persistence (Vansteenkiste et al. 2004, 2006)
 Less academic anxiety (Gottfried 1982, 1985, 1990)
 Mastery-oriented coping with failure (Dweck 1975)

21. EXTRINSIC MOTIVATION
Parent-oriented motivation as a mechanism?
 Parents‟ involvement facilitates children‟s
achievement during the early adolescent
years. (Chao, 1994, 1996: Cheung & Pomerantz, 200)

22. When Parents Are Involved In
Children’s Learning
 children become motivated in school for
parent-oriented reasons.
 children‟s engagement heightened
 achievement enhanced
Model was tested in the U.S. and China
- Identify its validity in cultures

23. WHAT CAN MR LIM DO?
LINK FROM PBL RECOMMEND- SUPPORTING
SCENARIO 2 ATIONS THEORY
Beng Kwee can‟t Set appropriate Bandura Goal
answer his Science learning goals Setting Theory
teacher, Mr Lim‟s toward which they (1981)
questions most of can make genuine
the time. progress
Beng Kwee falls Extrinsic rewards - General Interest
asleep during add to students‟ Theory
science lessons. sense of control (Eisenberger et al.,
and self- 1999)
determination.

24. WHAT CAN MR LIM DO?
 Help students to develop their intrinsic
motivation - most self-determined form of
motivation.
 The self-determination theory (SDT) has
been particularly useful in students‟ learning
strategies, performance, and persistence
(Deci & Ryan, 2000).
The figure shown in next slide is the Schematic Illustration
of the Self-Determination Continuum.

25. Extrinsic Motivation:
External Regulation
Amotivation Introjected Regulation
(lack of Intrinsic Motivation
motivation) Identified Regulation
Integrated Regulation
THE SELF-DETERMINATION
CONTINUUM

26. WHAT CAN MR LIM DO?
 Mr Lim may also try to get the parents of his
students more involved in helping their
children‟s learning.
 Positive correlation with parents‟
involvement and children‟s performance

27. HYPOTHESIS 3
Learners learn best when their learning styles
are congruent to the teachers‟ teaching styles
/ methods

28. DEFINITIONS
Learn BEST: implies an improvement in learning
performance
Teaching style: refers to a person's pervasive
instructional qualities that persist even though
situational conditions may change (Conti &
Welborn, 1986).
Learning style: the characteristic ways in which
individuals collect, organize, and transform data
into useful information (Cross, 1976; Kolb, 1984).

29. IMPORTANCE OF KNOWING T&L
STYLES
Purpose of using learning styles is to find the
best ways for
students to learn effectively
teachers to teach efficiently

30. RESEARCH FINDINGS THAT SUPPORT
HYPOTHESIS
Dunn & Dunn (1978) claim that students can
identify their preferred learning styles and
score higher on tests
have better attitudes
are more efficient
if they are taught in more relatable ways.

31. RESEARCH FINDINGS THAT SUPPORT
HYPOTHESIS
Dunn & Dunn (1978)
It is to the educator‟s advantage to teach
and test students in their preferred styles.
Despite a diverse variety of learning
styles, teachers should try to make changes in
their classroom that will be beneficial to every
learning style.

32. CRITICS
 Teachers used the same teaching format
regardless of their own learning style preference.
(Tom and Calvert, 1984)
 Huxham and Land (2000) reported no difference
between students grouped by learning style
preference and those randomly selected for
groups for a visual assessment activity at the
college level.
This suggests that using a preferred learning style
results in no specific gains.

33. NEW VIEW:
ADDRESS VARIETY OF LEARNING STYLES TO
ENSURE REWARDING LEARNING EXPERIENCE
 All instructors need to be able to address a
variety of learning styles (Taylor, 1998) even if not all
of each student‟s learning style may be
accommodated.
 Courses can be designed to use a variety of
teaching methods to ensure that learners benefit
from a comfortable and rewarding experience.
(Gooden, Preziosi & Barnes, 2009)

34. NEW VIEW:
ACTIVE LEARNING IMPROVES OVERALL LEARNING
Rinaldi & Gurung (2008) showed that
designing assignments to match students'
learning styles does not lead to better
performance but active learning positively
relates to overall learning.

35. LINK TO PBL SCENARIO 2
New View of „Addressing a variety of
learning styles‟ and „active learning‟ can be
supported by the Cognitive Theories.
 Information Processing Model
 Gagne‟s Phases of Learning
 Dual Coding Theory
 Ausubel‟s Meaning Reception Learning

36. WHAT CAN MR LIM DO?
LINK FROM PBL RECOMMEND- SUPPORTING
SCENARIO 2 ATIONS THEORY
• Perceived boring • Pre-instructional 1. Information
lessons and instructional Processing
• No storage of practices Model
information • Variables of 2. Gagne‟s
• No retrieval of uncertainty, Phases of
information can surprisingness, and Learning
take place complexity.
• Examples, hands- • Engage two 3. Dual Coding
on activities, processes of Theory
discussions and learning
role play given by • Rehearse and
Ms Chong elaborate

37. WHAT CAN MR LIM DO?
LINK FROM PBL RECOMMEND- SUPPORTING
SCENARIO 2 ATIONS THEORY
• Mdm Norrah • Provide 4. Ausubel‟s
provided mental students with Meaning
scaffolding for the possible ways Reception
students of organising Learning
• Checked for their information
understanding

38. ONE SIZE FITS ALL?
“Every student can learn,
just not on the same day,
or the .”
(George Evans)

39. CONCLUSION

40. SCENE 1
Narrator: Miss Wong has arrived!
Miss Wong: Let‟s begin our Mathematics
lesson!
Miss Wong: What is 1x3?
Student A: 3!
(repeat Question till 3x3 and Student A answers
correctly)

41. SCENE 2
Miss Wong (turns to Student B): What is 4x3?
Student B: Whaaat?
Student A: Don‟t you know the answer? (x2)
(Students turn one circle while saying lines)
Student B: I don‟t know! (x3)
Student B: I! don‟t! know!

42. SCENE 3
Miss Wong: Outrageous! Bring him out to
beheaded!
(Student B is brought out of the scene but he
struggles and protests)
Student B: Yo! Yo! Why can‟t you be like
this?

43. SCENE 4 – WHERE IS THE LOVE?
-ADAPTED FROM „WHERE IS THE LOVE‟ BY BLACK EYED PEAS (2003)
Don‟t lecture this way, teacher
Expecting us to absorb all that data
So could you please help us with this favor
Learning this way won‟t make us recall better
Bombarding us, yeah it doesn't do anything
But here you are still droning
In Science and CME,
During English, Math and in PE

44. SCENE 4 – WHERE IS THE LOVE?
-ADAPTED FROM „WHERE IS THE LOVE‟ BY BLACK EYED PEAS (2003)
But if you have love for your own kids
Then you should prioritise their learning needs
And to discriminate only generates hate
And when you hate then you're bound to get irate
Instrinsically is how you should motivate
Reflect and change before its too late
Using scaffolded learning for us is the key
previously coined by Lev Vygostky
Teach us from the heart, not just the book

45. SCENE 4 – WHERE IS THE LOVE?
-ADAPTED FROM „WHERE IS THE LOVE‟ BY BLACK EYED PEAS (2003)
Teaching boring, students dying
Children hurt, you hear them crying
How to remember what you teach,
And would you burn up all you preach
Teacher, teacher, teacher help us
Send some guidance from above
cause your method's got me questioning
Where is the love (The love)
Where is the love (The love)
Where is the love, the love, the love...

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