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Educational Psychology: PBL Scenario 3

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Hilda Yeoh

on 26 August 2013

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Transcript of Educational Psychology: PBL Scenario 3

Dysfunctional Family
Divorced Parents
John's Problems
Reaction to Divorce
Educational Psychology
Problem Statement 2:
John's Low Motivation in Class

Problem Statement 2: Solutions Pedagogical Approaches
Group 4
Shu En

PBL Scenario 3
Scenario 3
Family Environment
Problem Statement 2
Problem Statement 1
Adapting to Stepfamily
Authoritarian - Uninvolved Parenting Style
Deficiency Needs not Met
Self-Concept & Classroom Motivation affected
Poor Social Emotional Competencies
John's Problems
As a teacher, it is important to
know the significance of
various pedagogical approaches.
A child's social well being
reflects his level of
social emotional competencies.
Teachers' pedagogical
approaches have a
direct impact
on a child's
learning motivation.
A child with poor
personal development
affects his social behaviour.
What pedagogical
approaches can be
adopted to increase
John's motivation
to learn in the classroom?
What can John's teachers do and how can they incorporate SEL
to increase his
social emotional competencies?
Problem Statement 1:
John's Social Behaviour
Problem Statement 1:
John's Social Behaviour
Problem Statement 1: Solutions
Implementing SEL
Problem Statement 1: Solutions
Implementing SEL
Problem Statement 2:
Essential Teaching Skills
Problem Statement 1:
John's Social Behaviour
Problem Statement 1: Solutions
Helping Children from
Dysfunctional Homes
Learned Helplessness
believe John is not performing up to fullest potential.
did not take any action
dysfunctional family

not smart
inability failures
inferiority complex
Failure-Accepting Students
Attribution Theory
Belief about one’s personal
competencies within a particular situation
Low self efficacy due to
past performances
Low motivation
One's explanation of the factors impacting performance as influencing their motivation and behaviour
Decreased expectancy of success
Attributes failure to
lack of ability
Problem Statement 2:
John's Low Motivation in Class
Previous experience
Expectation of failure
No amount of effort leads to success
Becomes a pattern
Learned Helplessness
Problem Statement 2:
John's Low Motivation in Class
Believe that they are unlikely to be successful
no hope for success
Problem Statement 2:
John's Low Motivation in Class
Social interaction influences cognitive development
John's cognitive development is limited
Oon, S., Parsons, R., Hinson, S. & Sardo-Brown, D. (2011). Educational Psychology: A Practitioner-Researcher Approach (An Asian Edition). Singapore: Cengage Learning Asia Pte Ltd.

Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (ed.), Annals of child development, vol. 6. (pp. 187-251). Greenwich, CT: JAI.

Piaget, J. (1952). The origins of intelligence in children (M. Cook trans.). New York: International Press.

Berk, L. (1994). Child Development (3rd ed.). Needham Heights, MA: Allyn & Bacon.
Reports & Books
Phillips, D. (1990, April). Parents’ beliefs and beyond: Contributions to children;s academic self-perceptions. Paper presented at the Annual Meeting of the American Educational Research Association, Boston.

P. Eggen & D. Kauchak (2010). Educational Psychology (Windows on Classrooms), Ninth Edition. United States of America: Pearson

Blumenfeld, P. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84(3), 272-281.
ProQuest, NIE Repository
Statistics on Marriages and Divorce, 2011. (2011). Retrieved October 18, 2012, from Department of Statistics Singapore: http://www.singstat.gov.sg/pubn/demo.html#popntrend

McLeod, S. (2007 – published). Lev Vygotsky. Simply Psychology. Retrieved from: http://www.simplypsychology.org/vygotsky.html
Vygostky, L. (2008). Social Development Theory (Vygotsky). Learning-Theories. Retrieved from : http://www.learning-theories.com/vygotskys-social-learning-theory.html

Ministry of Education. (n.d) Social and Emotional Learning. Retrieved from http://www.moe.gov.sg/education/programmes/social-emotional-learning/
Sze, E. C. (2005). Parenting Behaviours and Children School Competences. Retrieved October 18, 2012, from NIE Repository: http://repository.nie.edu.sg/jspui/bitstream/10497/796/1/SzeEstherChingShim.pdf
Huang, J., & Prochner, L. (2004). Chinese parenting styles and children's self-regulated learning. Journal of Research in Childhood Education, 18(3), 227-238. Retrieved from http://search.proquest.com/docview/203892310?accountid=28158
& Internet Materials
Collaborative for Academic, Social, and Emotional Learning. (n.d.) What Is SEL?. Retrieved from http://casel.org/why-it-matters/what-is-sel/

South view primary school.(n.d.) SEL (Social and Emotional Learning) Values Card Programme. Retrieved from http://www.southviewpri.moe.edu.sg/
ProQuest, NIE Repository
& Internet Materials
Problem Statement 2:
Models of Instructions
Pedagogical Approaches
Students’ Learning
Teaching Styles
Models of Instructions
Essential Teaching Skills
Teaching Styles
Pedagogical Approaches
Positive Teacher Attitudes
Positive relation between motivation and achievement
Communicate Positive Expectations
Caring Teachers
High Efficacy Teachers
Cooperative Learning
Effective Homework
Does no feel motivated to work with the rest
Students with higher ability tend to feel they are being exploited by John
Students working in mixed-ability groups
Vygotsky’s work
Q & A
Ms. Lim
Scene 1: Caring Teacher
Mr. Fong
Scene 2: Effective Cooperative Learning and High Efficacy Teacher
Ms. Lee
Scene 3: Communicating Positive Expectations and
High Efficacy Teacher

Erikson's Theory
Everyone has
same needs
Good quality
From parents + caregivers
Healthy personal development
Erikson's Theory
Stage 4
Opportunities to develop a sense of competence through success in challenging tasks
In School/ Home

Pattern of failure
Basic Needs
Lack of good
Personal development compromised
Poor social development
From family
Inadequate social skills
Poor peer relations
Cannot function well in group
General Self-Concept
Virtually no correlation
with achievement
Self-Concept of individual subjects
Poor academic self-concept
Cannot function well in a
Convinced that “stupid”
Cannot do well in most subjects (Math, Chinese)
Cannot do well in subjects (don’t understand)
Believes that cannot contribute well in group
Jean Piaget's
Cognitive Development
What the School and Teachers can Do
Maintain consistency and stability in his schedule

Reassure that he or she is worthwhile

Provide opportunities for him to express his feelings about divorce
Co-curricular Activities (CCA)
Community Service Programmes (CIP)
learning in the classroom
Regular academic curricula
eg. Pastoral care
Co-curricular Activites
Encouraging nurturing relationships
Community service
Incorporating SEL in curriculum through...
encourage him to join basketball CCA

recognise his own strengths, needs and values (self awareness)
develop his non-academic self-concept

cultivate perseverance, communication, team spirit (relationship management)
have peers with the same interest
How can the teachers help John to improve his Social-Emotional competencies?
help john develop his non-academic

interact with more people; build rapport with his friends (Relationship management)

develop social skills
Full transcript