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EDUCATIONAL PSYCHOLOGY
Problem-based Learning
Problem Statement
To investigate how these 4 interlinked aspects - the micro and meso environment (family, classmates, teachers) of a child, the degree of fulfilment of needs of the child, the social-emotional learning processes of the child, and how a child processes information, would influence the learning ability of a child.
Learning Ability
Needs
Micro-environment
Information Processing
Social - Emotional Learning
Outline of Presentation
Conclusion
Problem Hypothesis
Solutions
Needs Microenvironment SEL
InformationProcessing
Hypothesis
Needs Parents’ lack of personal care to a child’s sense of belonging, safety and
self-esteem affects his desire to learn. Microenvironment
A child’s relationship with his microenvironment (parents/classmates/teachers) affects his propensity to learn in school.
A child’s socio-economic status (SES) influences parents’ expectations on the child.
A teacher’s expectations and impressions of a child affects his performance in school
Social and Emotional Learning A child’s deficiencies in social-emotional competencies adversely affect
his performance in school Information Processing
A child’s attention can be divided when faced with emotional issues. Inherent abilities such as Cognitive resources play a part in learning
abilities
• A child’s relationship with his microenvironment affects his propensity to learn in school.
• A child’s SES influences parents’ expectations on the child.• A teacher’s expectations and impressions of a child affects
his performance in school
Microenvironment
Bronfenbrenner’s Bioecological Theory of Development
Bio”: influence of genetic makeup on development physical traits temperament
“Ecological” refers to the environmental influences Microsystem Mesosystem Exosystem Macrosystem Chronosystem
Chronosystem
Macrosystem
Exosystem
Mesosystem
Microsystem
Child • most powerful influence on development• parents, teachers and peers
• interactions between the elements of the microsystem• relationship between parents and teachers
Bronferbrenner’s Bioecological
Theory of Development
Levels Involved
BRONFENBRENNER’S THEORYMicrosystem – Parents
Problem
•Parents do not seem to care for Jeremy, and blames each other for his poor grade
Theory
•Parents constitute child’s microsystem•Perhaps the
most powerful influences on child’s development
•Authoritarian style of parenting•Parents are
unresponsive and detached from the child
•Negligence would adversely affect the child’s motivation and performance in school
Solution
•Help parents realize that they have to take primary responsibility for their child•School
can organise talks that focuses on parents’ and teachers’ roles on a child’s development
Problem
•Teachers are insensitive and not understanding enough, and hurls insensitive and hurtful remarks at Jeremy•Inflict
further emotional damage
•Encourage negative self concept
Theory
•Teachers constitute a child’s microsystem•Teach
ers are a crucial source of support for a child
•Also a source of motivation and acceptance
Solution
•Teachers should try to find out child’s situation before reprimanding child
•Scolding should be done tactfully
BRONFENBRENNER’S THEORYMicrosystem – Teachers
Problem
•Jeremy is ostracized by his peers in school
Theory
•Peers constitute a child’s microsystem•Peers
provide emotional support
•Allow opportunities for development of social skills
•Being in a clique gives one a sense of identity
Solution
•Teachers could encourage interaction•Talk to
the class to clarify student’s situation
•Incorporate interactive activities or games during lessons
BRONFENBRENNER’S THEORYMicrosystem – Peers
Problem
•Form teacher made repeated attempts to speak with Jeremy’s parents, but failed to contact them•Pare
nts are too busy
Theory
•Mesosystem poorly established•Inef
fective communication between teacher and parents
•Adversely affects child’s development
Solution
•More frequent meetings
•More effective communication
•Interest of child as priority
BRONFENBRENNER’S THEORYMesosystem
Problem
•Parents are working professionals and seem to have very high expectations for Jeremy
Theory
•Socio-Economic Status•Parents with
middle or high socioeconomic status (SES) often lack the time and energy to fully invest in their child’s preparation and performance in school (Ramey & Ramey, 1994)
•Child feels neglected, and have no sense of belonging
•Child may eventually become withdrawn
Solution
•Help parents realize that they need to invest more into their child's development•Schoo
l can organise talks that focuses on a child’s needs and what parents should do
Social Economic System
Parents’ lack of personal care to a child’s sense of belonging, safety and self-esteem affects his desire to learn.
Needs of a Child
NEEDS – Belonging to family
Problem
•Student becomes overwhelmed by anxiety as he/she seeks to please parents to fulfill his/her need to be loved by parents.
Theory
•Emotional stress on child.
•Eagerness to perform well to please parents, but no means to do so.
•Insecurity and added anxiety which hampers ability to learn.
Solution
•Parents should show concern for child other than academic areas.
•Recognise child’s interest and talents in non-academic areas.
NEEDS – Sense of Relatedness
Problem
•Student desires to leave the class and feels apart from classmates rather than being a part of the class.
Theory
•Mind cluttered with thoughts of ‘getting out of situation’
•Hampered from acquiring knowledge with a peace of mind.
Solution
•Teachers should communicate positive regard unconditionally and show earnest commitment to students and their learning. (Cornelius-White, 2007)
•Teacher can entrust the child some form of responsibility in class.
NEEDS – Self Determination
Problem
•Students feel that they have no say in their timetable.
•Lack of rest (unfulfilled physical needs)
Theory
•Interest in school tasks is increased when students have been given some choice and opportunities to take personal responsibility for learning. (Grolnick, Gurland, Jacob & Decourcey, 2002)
•Meeting of basic physiological needs such as sufficient rest is essential. (Maslow, 1970)
Solution
•Parents can sit down with child and work out a consensus on study regime
•Factor in free time for rest.
A child’s deficiencies in social-emotional competencies adversely affect his performance in school
Social-Emotional learning
Awareness of Self & Others• Awareness &
management of feelings
• Constructive sense of self
• Perspective-taking
Positive Attitudes & Values• Personal
responsibility• Respect for others• Social responsibility
Responsible Decision-making• Problem-
identification• Social-norm
analysis• Adaptive goal-
setting• Problem-solving
Social Interaction Skills• Expressive
communication• Cooperation• Negotiation• Help-seeking• Refusal
SOCIAL-EMOTIONAL LEARNING
COMPETENCIES
Adapted from: http://www.casel.org/downloads/Safe%20and%20Sound/3B_SEL_Framework.pdf
SOCIAL-EMOTIONAL LEARNING
Proble
m
•Student is lethargic and listless in class•As
a result of staying up late doing work/ having tuition
Theory
•Responsible decision-making •Witho
ut ability to identify problem situations, the student is unable to make responsible and helpful decisions.
SOCIAL-EMOTIONAL LEARNING
Problem
•Student does not perform well academically in school
Theory
•Awareness of self •Student is
unable to recognize his strengths and weaknesses
•Responsible decision-making•Student is
unable to act on his perceived strengths and weaknesses
•Student is unable to solve problems
•Student did not practise adaptive goal-setting
•Student does not seek help
SOCIAL-EMOTIONAL LEARNING
Problem
•Student is ostracized by friends in school
Theory
•Social interaction skills•Student did
not expressively communicate his opinions and feelings to his peers
•Student is unable to issue refusals
•Awareness of self•Student
does not display awareness of his strengths and weaknesses
SOCIAL-EMOTIONAL LEARNING
Problem
•Teachers’ insensitive remarks about student not fitting in with any group
Theory
•Awareness of self•Stude
nt is unable to manage his feelings and regulate his responses to comments by others
SOCIAL-EMOTIONAL LEARNING
Problem
•Parents’ lack of attention and encouragement to student.
Theory
•Social interaction skills (Relationship Management Skills)•Studen
t did not demonstrate expressive communication skills to convey his feelings and opinions to others
•Student has no negotiation skills to suggest compromises
Solutions
Inability to practise
responsible decision-making
Lack of awareness of self and
others
Lack of social
interaction skills
Exploit teachable moments in class
to practise SEL skills
Create emotionally- and
psychologically- safe learning environment
Foster positive relationships in
classRole Models
• A child’s attention can be divided when faced with emotional issues.
• Inherent abilities such as cognitive resources play a part in learning abilities
Information processing
INFORMATION PROCESSING
Problem
•Student does not spend quality time with parents and feel neglected
Theory
•Sense of belonging and safety is essential to a child before self-actualization can take place
•Primary concerns are emotional issues. Students will be unable to focus and perform in school & his Information Processing skills are affected.
Solution
•Parents should set aside quality time to spend with their child/children.
•Child/Children should be provided with care and a sense of belonging before being able to concentrate and focus on Information Processing in the classroom.
INFORMATION PROCESSING
Problem
•Student is distracted in class
Theory
•Inability to focus in class due to emotional & psychological stresses
•Information Processing skills are affected & students are unable to catch up academically with peers
Solution
•Manage the distressing issues of the students to ensure that there is a marked improvement in the attention of the students towards education.
INFORMATION PROCESSING
Problem
•Absent of trust between educators & students
Theory
•Lack of trust affects students’ attitude towards Information Processing
•Creates an unhealthy learning environment
•Impedes students’ ability in Information Processing
Solution
•Create a bridge to promote mutual understanding & respect
•Allows a healthy 2 way communication to approach each other
•Promotes the development of Information Processing
INFORMATION PROCESSING
Problem
•Students do not feel cared for in the school/classroom.
Theory
•A caring environment nurtures positive Information Processing
•Students who feel uncared for are in a negative learning environment which impedes & disrupt their Information Processing skills.
Solution
•Showing genuine care & concern for students allows for improvement in Information Processing.
Needs
Hypothesis: For effective learning to take place, the
learner's basic needs, such as need for belonging and safety, have to first be met.
Conclusion: When the deficiency needs are not met,
the student’s focus cannot be fixated on learning.
Environment [Bronfenbrenner’s Theory]
Hypothesis The micro and mesoenvironment has a
direct impact on the social-emotional capacities of a child
Conclusion
Social-Emotional Learning Hypothesis: Components of Social Emotional Learning such
as Self-Awareness, Self-Management and Relationship Skills have a direct relationship with the effectiveness of learning.
Conclusion: Without SEL competencies, the student’s
learning capacity will be crippled because learning is also achieved through co-construction as a community rather than solo effort.
Information Processing
Hypothesis: To ensure that effective learning takes
place, it is important for teachers to learn how information is being processed in different types of learners to cater lesson design and teaching according to their needs.
Conclusion:
Conclusion