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This document discusses Jeremy, a student who is unmotivated and fails to participate in class. It examines Jeremy's situation through different learning theories: behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior due to reinforcement or punishment, but it does not account for cognitive or social factors. Cognitivism sees learning as involving memory, prior knowledge, and mental processes. Constructivism views learning as a social process. The document analyzes how Jeremy's teachers and classmates impact his motivation and learning, and suggests strategies like providing structured lessons and positive reinforcement to improve his participation and self-efficacy.
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Edu psy powerpoint
- 1. Educational psychology I Group presentation
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- 12. Primary Areas of Learning theories • Cognitivists • Behaviorists • Constructivists çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√
- 13. Behaviorism • Learning witness through ‘observable’ behaviours (J.B.Watson) • Lack Mental process • Skinner: Operant Conditioning • Change in voluntary behaviour • Learning is a behaviourial change
- 14. Behaviorism - Role of teacher Role of teacher • Behavioural engineer • Thorndike’s Laws of Exercise and Effect çç √√ çç √√ çç √√ çç √√
- 15. Approaching Jeremy’s case • Many negative reinforcers • Attempt to coax good behaviours çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√
- 16. Approaching Jeremy’s case • Attention Moves • Occurs along a spectrum • Desisting • Alerting • Enlisting • Winning
- 17. Approaching Jeremy’s case • Ms Low should consider positive reinforcers • Resist sarcasm and other authority-based attention moves • Affect Jeremy’s self-worth
- 18. Limitations of behaviorism • Student behaviour entirely controlled by teachers • Does not explain cognitive behaviours
- 19. Limitations of behaviorism • Radical behaviourists • Forms of behaviour which seem to have no observable reinforcement are ALWAYS the result of some kind of reinforcement (Gredler, 93) • Motivation NOT in radical behaviourists
- 20. Approaching Jeremy’s Case • Jeremy is UNMOTIVATED • Failure-accepting student • Mr chan’s comments that Jeremy is a slow learner • Damaging to student’s self- attribution • Learned helplessness çç √√ çç √√ çç √√ çç √√ I am Mr Tan
- 21. Approaching Jeremy’s Case • DeCharm’s causation model • self-efficacy improved through an appropriately structured lesson • lack of structure in Mr Tan’s lesson • Minimal instruction çç √√ çç √√ çç √√ çç √√ Discuss among yourselves çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ ??? ???? ????
- 22. Approaching Jeremy’s Case • Cognitivism • Learning takes place through memory • “Essential components of learning are the organization of the information to be learned, the learner’s prior knowledge, and the processes involved in perceiving, comprehending and storing information.” (Gredler) • Information processing model, Schema theory and Meaningful reception theory.
- 23. Approaching Jeremy’s Case • Under structured lesson (DeCharms) • Mr Tan begins class by giving them a puzzle to solve • Briefly tells the class the answer according to lessons learnt in previous lesson • Jeremy rebuked • Ms Low handling of Jeremy’s failure to anwer questions
- 24. Approaching Jeremy’s Case • Both teachers should have attempted to get Jeremy to provide a correct answer • Mr Tan should guide Jeremy to the correct answer • Motivational for Jeremy çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ çç √√ Correct answers
- 25. Approaching Jeremy’s Case • Jeremy has a problem of getting to the point of equilibration • Disruption in class (Naps, teachers) • Tuition • Affects his motivation çç √√ çç √√ çç √√ çç √√ X
- 26. Jeremy’s social situation • Jeremy as upper middle snob • parents • extra classes • Means of conditioning • Jeremy’s classmates: reinforcers of non- participation
- 27. Constructivist view of Learning • Learning as social (Vygotsky) • Students do not learn through social interaction but learning IS social interaction
- 28. Approaching Jeremy’s case • Jeremy must negotiate social interactions • Greater degree of structure in lessons • conflicts may be avoided • humiliation by teacher should be avoided to prevent non-participation.