1. QED528 – PBL SCENARIO 3
TG 12 - GROUP 5
Ho Jia Wei Aaron
Melissa Manuela Rama Shan
Muhd Ashik B Mohd Daud
Yeo Kee Sheng
Yin Xiaohui

2. OUTLINE
1. Identifying the Problems
2. Applying and Solving the Problems
• Learning Theories and Approaches
•
•
•
•
•
•
Piaget and Vygotsky’s Cognitive Development Theories
Downes and Siemen’s Connectivism Theory
Gagne’s 9 Events of Instruction
Bloom’s Taxonomy
Bruner’s Concrete-Pictorial-Abstract Approach
Mayer’s Cognitive Theory of Multimedia Learning
• Skit
• Summary
3. References

3. IDENTIFYING THE PROBLEMS
1. Did not check students’ cognitive development
• Assumed they were at a higher cognitive level of
development
• Started off with higher-order thinking questions
• Had unrealistic expectations

4. IDENTIFYING THE PROBLEMS
2. Lack understanding of students’ learning processes
• Ineffective teaching pedagogies
• Did not engage students’ prior knowledge
• Use of pictures were insufficient to illustrate tsunamis
• Did not alter her activities when students could not
comprehend what she was teaching
• Overwhelmed them with more information
• Did not provide proper scaffolding, i.e. questioning
techniques

5. APPLYING AND SOLVING THE
PROBLEMS
We aim to help Ms. Rita…
• Check students’ level of cognitive development
• Understand students’ learning processes
• Improve her teaching pedagogies
…through the different learning theories.

6. APPLYING AND SOLVING THE
PROBLEMS
1. Piaget’s Cognitive Development Theory
• Concrete Operational Stage
• Engaging in logical thought to solve concrete problems
• Formal Operational Stage
• Ability to solve abstract problems: Engage in hypothetical,
analogical and deductive reasoning
• Development is gradual and task-dependent
• Application
• Scenario 3: Students might be in either stage

7. APPLYING AND SOLVING THE
PROBLEMS
2. Vygotsky’s Cognitive Development Theory
• Social and Cultural Variables
• Language, shared beliefs, interactions with social circles
• Zone of Proximal Development
• Difference between a student’s current level
development and potential level of development
• Solving problems with support and scaffolding
of
• Application
• Cannot assume that students
knowledge about tsunamis
have
general/prior

8. APPLYING AND SOLVING THE
PROBLEMS
3. Downes and Siemen’s Connectivism Theory
• What is Connectivism?
• Knowledge is networked and distributed
• Connecting specialized information sets; Forming new
neural, conceptual and external networks
• Reside outside of ourselves (within an organization or
database)
• Needs to be connected to the right people in the
right context

9. APPLYING AND SOLVING THE
PROBLEMS
3. Downes and Siemen’s Connectivism Theory
• Why Connectivism?
• Behaviourism, cognitivism and constructivism do not
attempt to address organizational knowledge and
transference
• Connections that enable us to learn are more
important than our current state of knowing

10. APPLYING AND SOLVING THE
PROBLEMS
4. Gagne’s 9 Events of Instruction
Instructional event
Internal process/purpose
(i) Gain Attention
Reception
(ii) Inform Objectives
Expectancy
(iii) Recall Prior Knowledge
Retrieval
(iv) Present Stimulus
Selective perception
(v) Providing Learning Guidance
Semantic encoding
(vi) Elicit Performance
Responding
(vii) Provide Feedback
Reinforcement
(viii) Assess Performance
Retrieval
(ix) Enhance Retention and Transfer
Generalization

11. APPLYING AND SOLVING THE
PROBLEMS
4. Gagne’s 9 Events of Instruction
Ms. Rita believed she had planned her lesson properly.
Use of videos and pictures to trigger
thinking
Use of questions to scaffold learning
Use of higher-order thinking question

12. APPLYING AND SOLVING THE
PROBLEMS
4. Gagne’s 9 Events of Instruction
Application
Phases in which
breakdown
occurred
Evidences
Solutions
(i) Gaining
attention
Assumed students’ prior
knowledge and asked
higher-order thinking
question at the start of
the lesson.
Use K-W-L strategy to get
students to construct
meaning while watching
video about tsunami.

13. APPLYING AND SOLVING THE
PROBLEMS
4. Gagne’s 9 Events of Instruction
Application
Phases in which
breakdown
occurred
Evidences
Solutions
(ii) Recall of prior
knowledge
• Ms. Rita did not recap
relevant prior knowledge
• Ms. Rita dismissed any
student’s limited/
undeveloped
preconceptions
Build upon the students
prior knowledge of
tsunami and have them
share with each other
and probe the students
with basic knowledge
questions

14. APPLYING AND SOLVING THE
PROBLEMS
4. Gagne’s 9 Events of Instruction
Application
Phases in which
breakdown
occurred
Evidences
Solutions
(ii) Providing
Feedback
• Incompetence at elicit
responses from students
• Give discouraging and
unconstructive
feedback.
Ms Rita should get
students to think on what
made them give the
answers – right or wrong.

15. APPLYING AND SOLVING THE
PROBLEMS
5. Bloom’s Taxonomy of
cognitive skills
• A classification system of
learning objectives for
students.
• Many teachers may rely
on this taxonomy to
identify targeted skills of
students at a variety of
cognitive levels.

16. APPLYING AND SOLVING THE
PROBLEMS
5. Bloom’s Taxonomy of cognitive skills
Application
Level
Possible questions
Remembering
•What did you observe in the videos/pictures?
•What is tsunami?
Understanding
•Identify some critical features of tsunami.
Applying &
Analyzing
•How does a tsunami form?
Evaluating
•Compare and contrast tsunami and typhoon.
Creating
•How do the data support the occurrence in certain
part of the world?

17. APPLYING AND SOLVING THE
PROBLEMS
6. Bruner’s Concrete-Pictorial-Abstract Approach
• Concrete Stage:
• Exposed to a real-world context:
• Videos on tsunami-formation or when tsunamis hit shores.
• Physical manipulatives:
• Mimic the occurrence of tsunamis using wave tanks.
• Pictorial Stage:
• Movements of a hand:
• Representing various forces which can be caused by
tectonic movements, volcanic activity or meteorite impacts.
• Differences in tsunami size and strength.
• Abstract Stage:
• Not applicable
• No symbols that represent geographical terms.

18. APPLYING AND SOLVING THE
PROBLEMS
7. Mayer’s Cognitive Theory of Multimedia Learning
• Integration of information across the senses to achieve a
mental construction of the information
• Information presented must be collaborative in nature
• Application
• Present content audio-visually with spoken words on picture
slides to reduce cognitive overload of the visual stream
• Presentation must be concurrent rather than sequential
• Information must not be redundant but critical in defining
concepts and match students’ abilities

19. Please sit back, relax and watch our skit!

20. SUMMARY
Effective Teaching and Learning
Engage student’s prior
knowledge
Cognitive Development
(Piaget’s stage theory)
Connectivism
Understand student’s
learning process
Constructivism
Use of teaching
pedagogies
Gagne’s 9 Events
of instructions
Social
Development
Theory (Vygotsky)
Multi-modality
approach
Bruner’s CPA
Bloom’s Taxonomy

21. REFERENCES
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assessing. New York: Longman.
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23. REFERENCES
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24. REFERENCES
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