Educational

Psychology ILim Wee Keong

Lin Junxiang Dennis

Tang Wei Lun Aaron

Teo Qin Yi

Appro

ach

Propose

Relate

Research

Understand

Overview

Scenario III

Excited over teaching a lesson on

tsunami

Consulted senior teachers for

advice

Students did not understand

Lesson Failed

Re-consultation

Skeptical

Ove

rview

Ms Rita – Beginning Teacher

Ms Lim & Mr Yeo – Experienced Teachers

Students (Secondary Two Express)

Proble

m E

nco

unte

r

Chara

cter A

nalysis

Ms Rita

Beginning

Teacher

• Enthusiastic• Intentions to

scaffold learning• Willingness to

consult

• High expectations• Makes

assumptions• Poor scaffolding• Did not

understand student profile

• Poor self-reflection• Judgmental

Proble

m E

nco

unte

r

Chara

cter A

nalysis

Ms Lim

Experienced Teacher

1

• Encouraging• Empathetic• Provides good

advice

• No analysis of student profile

• Highly judgmental

Proble

m E

nco

unte

r

Chara

cter A

nalysis

Mr Yeo

Experienced Teacher

2

• Encouraging• Willingness to

provide advice• Wide range of

pedagogical techniques

• Over-confident of Ms Rita’s pedagogical knowledge.

Proble

m E

nco

unte

r

Chara

cter A

nalysis

Students

Secondary 2 Express

• Attempted to answer the questions posed.

• Lack of confidence

Proble

m Inquir

y

Why was the class unable to answer the

questions??Why was Ms Rita so

disappointed and frustrated??

Why were the students

unconfident??

The Problem Statements

Teacher asked

questions that

student couldn’t

answer1

Students were unable to answer

questions posed by teacher

2

Students were not confident of their answers.

3

Students incorrectly attributed the

formation of tsunami to high and low

pressures.

4Students could not

understand teacher’s explanation on tsunami

5

Teacher was frustrated and dismayed

with the students when they were

unable to understand what she was

teaching.

6

Lesson objectives

were not met!

7

Vygotsky & Erikson

Skinner, Maslow & Vygotsky

Maslow,

Piaget,

Vygotsky

(ZPD)

Attributio

n

Schema, Dual Coding

Theori

es:

O

verv

iew

Unders

tandin

g it

at

a g

lance

!

Piaget• Constructivism

• Knowledge construction depends on prior knowledge

• Teacher needs to identify and engage prior knowledge

Vygotsky• Sociocultural• Scaffolding: Zone of Proximal Development (ZPD)

• Teach within ZPD & encourage collaborative learning

Schema• Organisation of learning

• Connection between old and new knowledge

• Incorporate organisational tools in the learning process

Theori

es:

O

verv

iew

Unders

tandin

g it

at

a g

lance

!

Maslow• Need to fulfill lower level needs before motivated to achieve higher level ones

• Teachers have to tactful in their speech and promote class bonding

Erikson• At generativity stage, focus on doing things which benefit future generation.

• Teachers would tend to avoid high risk activities for failure

Skinner• Operant conditioning

• Stimulus – Response

• Reinforcement

• Teachers should employ positive reinforcement instead of negative ones

Theori

es:

O

verv

iew

Unders

tandin

g it

at

a g

lance

!

Dual Coding• Visual & Verbal

learning enhance knowledge retention

• Teachers should provide verbal guides in addition to visual aids

Attribution• Motivational levels

are influenced by the attribution of successes/failures to external factors

• Self Reflection and adopting the mindset of “effort attribution”

The C

orre

latio

ns

Rela

ting th

e p

roble

ms to

the

theorie

s

What caused these

problems???

Teacher asked questions beyond their schema and did not activate/build

upon their prior knowledge.

• Piaget’s Cognitive Learning Theory• Schema Theory

The C

orre

latio

ns

Rela

ting th

e p

roble

ms to

the

theorie

s

What caused these

problems???

Teacher was not able to effectively scaffold, to lead students towards

lesson objective and Teacher asked questions beyond their ZPD

• Vygotsky’s Scaffolding Theory (ZPD)• Vygotsky’s Socio-cultural Theory

The C

orre

latio

ns

Rela

ting th

e p

roble

ms to

the

theorie

s

What caused these

problems???

Students wrongly attributed the formation of the tsunami to high and low atmospheric pressure, which are

actually what causes a tornado = Misconception!

• Origins of Misconceptions

The C

orre

latio

ns

Rela

ting th

e p

roble

ms to

the

theorie

s

What caused these

problems???

Learning gap not bridged. Intelligence involves Experiential components

which involves relating new experience to old.

• Schema Theory

The C

orre

latio

ns

Rela

ting th

e p

roble

ms to

the

theorie

s

What caused these

problems???

Deficiency needs such as esteem needs were not met. Hence, growth

needs (i.e. need to know and understand) could not be met.

• Maslow’s Hierachy of Needs

The C

orre

latio

ns

Rela

ting th

e p

roble

ms to

the

theorie

s

What caused these

problems???

Novice Teaching’s Planning

(Teacher enter Erikson's Generativity Stage)

• Erikson’s Psychosocial Theory

Proble

m Inquir

y Revi

site

d

Why was the class unable to

answer the questions??

Poor scaffolding Poor understanding of class profile

Why was Ms Rita so disappointed and frustrated??

High expectations Inability to accept failureWhy were the students

unconfident?? Esteem need not fulfilled

No sense of belongingness

Our

Solu

tion

Ove

rvie

w

Lesson Preparation Phase

Start of LessonLesson DevelopmentLesson ConclusionReflection Phase

Our

Solu

tion

Less

on P

repara

tion

Understand Class Profileconsult other teachers about

the profile of the class.(Vygotsky’s Scaffolding

Theory)

Constructive Staff Sharing

can pick up some useful

insights and cut down on her

overambitious mindset and

eagerness to succeed.(Erikson’s Psychosocial Theory)

Our

Solu

tion

Sta

rt o

f Le

sson

Engage Prior Knowledge

via various tools (e.g. ICT,

KWL, asking questions

etc) to identify the students’ ZPD.

Introduction / Scaffoldask questions from the

lower levels in the bloom's taxonomy.(Vygotsky’s Scaffolding

Theory)

Our

Solu

tion

Less

on

Deve

lopm

ent

It’s a NEW topic!Reduced expectations on the class

Adopt Positive Reinforcement!

Encouraging Figure of Speech

Question Prompts (Skinner’s Operant Conditioning)

(Maslow’s Hierarchy of Needs)Provide Verbal Guidesverbal guides to complement visual

aids during the lesson

(Dual Coding Theory)

Our

Solu

tion

Less

on C

oncl

usi

on Consolidate Learning

MindmappingFormative AssessmentInformal Class Quiz

Questions & Answer

Our

Solu

tion

Reflect

ion P

hase

Self-ReflectionNot just seeking ideas for the

next lesson!Accept Failure(Attribution Theory)Belongingness & Esteem

Needs learning activities to enhance

class bondingBe tactful in speech(Maslow’s Hierarchy of Needs)

In S

um

mary

A student is never alone

in the process of learning

and development.

Teachers should always

be mindful of this and

should always scaffold

this process!

Refe

rence

s

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Refe

rence

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