3. Description of scenario What is the role of the teacher in a
students learning journey? Great, now I have more things to do on
top of the never-ending homework I have. I shouldnt have asked him
that question.
4. Description of scenario How does the mismatch between
expectations, abilities and skills affect Keis performance in
school? Is this mismatch detrimental to learning, and to what
extent? If not for my mother Ill be in Why cant you study Poly
doing Mass Comm. harder, like your sister? Your mother and I have
very high expectations for you!
5. Description of scenario How does Keis identity and
self-concept affect how she perceives other peoples words and
actions towards her? And stop comparing me with jie. These
formulas, they dont make any sense to me at all. I dont think my
brain is huge enough to store all these weird symbols and
numbers.
6. Description of scenario What are the factors Do not let the
school affecting Keis down. motivation to learn? Who affects Im
sure your Physics her learning the most? teacher in secondary
school must have taught you this right? Why do I need toDidnt you
study for your know about nuclearPhysics? How could you have
physics? I dontfailed your test? even use them in my daily
life.
7. Psychosocial development Identity An individuals sense of
self, what their existence means, and what they want in life
8. Psychosocial development - Theories1. Erik Erikson
Relationships: affect our formation of personal identity 8 stages
of development: confronted with a crisis at each stage2. James
Marcia Identity crisis (i) identity diffusion (ii) identity
foreclosure (iii) identity moratorium (iv) identity
achievement
9. Psychosocial development - Analysis How does this apply to
Kei?- 5th stage: Identity vs. Role confusion- Identity crisis:
Resolved through foreclosure and now suffering consequences
Polytechnic Junior College Kei Kei (the individual) (who is like
her sister)
10. Psychosocial Development -Solutions Support
experimentation- Parents and teacher: talk to Kei about different
higher education options and career paths available- School:
organise talks and pastoral care sessions to address these issues
as well
11. Psychosocial development Self-concept An individuals
cognitive assessment of their physical, social and academic
competence
12. Psychosocial development - Theories Academic self-concept-
Linked to school performance- Strongest correlation between
specific academic self-concept and performance in that subject
13. Psychosocial development - Analysis How does this apply to
Kei? - Kei perceives herself as being weak in Physics and
consequently performs poorly in the subject
14. Psychosocial Development -Solutions Help Kei develop
positive Physics academic self- concept- Teacher: Provide concrete
help to her, e.g. one-on-one consultation Recognise effort and dont
just look at performance Communicate belief in her ability to
excel
15. Parenting The Family: Social System A complex set of
interacting relationships where bidirectional influences exist
16. Parenting - Theories Factors differentiating effective
parenting styles1. Acceptance of the child and involvement in the
childs life emotional connection2. Control of the child maturity of
child3. Autonomy-granting self-reliance of child
17. Parenting - Theories Child-rearing stylesChild- Acceptance
and Control Autonomy Grantingrearing InvolvementstyleAuthoritative
Warm, responsive, Makes reasonable demands Permits child to make
decisions in patient, sensitive to for maturity, consistently
accordance with readiness childs needs enforces and explains them
Encourages child to express thoughts, feelings and desires When
parent and child disagree, engages in joint decision-making where
possibleAuthoritarian Cold, rejecting, Makes many demands Makes
decisions for the child frequently degrades coercively, using force
and Rarely listens to the childs point child punishment of view
Often engages in psychological control, withdrawing love and
intruding on the childs individualityPermissive Is warm but Makes
few or no demands Permits the child to make many overindulgent or
decisions before the child is ready inattentive
18. Parenting - Analysis How does this apply to Kei?- Makes
decisions for the child Mother decides Kei should enter a JC-
Rarely listens to the childs point of view Father jumps to
conclusion and fails to listen
19. Parenting - Theories Coregulation A form of supervision in
which parents exercise general oversight while letting children
take charge of moment-by-moment decision- making Consistent
parental monitoring Cooperative relationship Adolescent willingly
discloses information
20. Parenting - Analysis How does this apply to Kei?- Lack of
coregulation - Father is only concerned with results - Parents have
no concrete strategies to guide Kei - Kei only voices concern upon
prompting by her father
21. Parenting - Solutions Teacher to speak to Keis parents
regarding- Keis preference of Mass Comm at polytechnic over JC- Kei
as an individual- Physics as Keis weakness- Coregulation
22. Parenting - Solutions On working effectively with parents-
Teacher Collaborate effort with parents to bring about a desired
change in behaviour Recognise students strengths, even when
communicating information about childs shortcomings Ask for
information and be a good listener Be sensitive to parents concern
about the limits of their influence
23. Cognitive development -Theories Piaget Cognitive
development: Child goes through 4 stages (i) Sensorimotor (ii)
Pre-operational (iii) Concrete Operational (iv) Formal
Operational
24. Cognitive development - Analysis How does this apply to
Kei? Concrete operational stage Unable to see the connection
between what she was learning in Physics and its real-life
applications Lacks the ability to interpret formulas as
illustrations or derivations of basic concepts
25. Cognitive development -Solutions Teacher adapt instruction
to cater to concrete operational learners Bruners Concrete,
Pictorial, Abstract approach Use real-life examples as
illustration
26. Cognitive development -Theories Vygotsky Zone of actual
development Zone of proximal development (ZPD)
27. Cognitive development -Analysis How does this link to Kei?
Approached Physics teacher for help but was given a task that was
beyond her ZPD Keis friend, Vivienne, is at higher level of
cognitive development than Kei ZPD exists between Kei and friend
Higher cognitiveLower cognitive levellevel
28. Cognitive development -Solutions Teacher can scaffold Keis
learning Assess Keis ZPD by setting her a task and providing hints
of varying levels of complexity Provide instruction that puts her
within ZPD Incorporate tasks that encourage peer teaching
29. Cognitive development -Theories Feuerstein Mediated
Learning Experience: 3 important parameters Intentionality &
Reciprocity Mediation of meaning Transcendence
30. Cognitive development - Analysis How does this apply to
Kei? Intention of teacher when explaining concepts is not clear to
Kei Kei does not respond to intervention Parents & teachers do
not help Kei explore meaning of life Parents & teachers more
concerned about short- term goal
31. Cognitive development -Solutions Teacher can assess Keis
level of understanding and through the use of appropriate examples,
demonstrate concepts Teacher & parents can help Kei develop
positive career goals and healthy life aspirations Teacher &
parents can help Kei develop a future- oriented mindset by
focussing on heuristics rather than just content
32. Motivation -Theories andAnalysis Maslows Needs Theory Unmet
needs on understanding and belonging results in inability to
achieve higher order needs (needs for self actualisation) Extrinsic
Motivat-ee Kei clearly needed external motivation, from peers,
teacher and parents
33. Motivation - Solutions Teacher should recognise her need
for help and provide direct help instead of leaving her to die on
her own Parents could provide more encouragement. Teacher should
only try to encourage her to be more independent and self motivated
after helping her directly Friends can do more to motivate her
34. References Eggen, P., & Kauchak, D. (2010). Educational
Psychology: Windows on Classrooms (8th ed). NJ: Pearson. 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. Ormrod, J. E. (2008).
Educational Psychology: Developing Learners (6th ed). NJ: Pearson.
Berk, L. E. (2009). Child Development (8th ed). NJ: Pearson.