pbl presentation zhiyi, mario, zoe, justin, ivan

PBL Scenario 2

Presented by:Chua Chong Yi MarioKe Kaijie JustinLin ZhiyiYeo ZoeYow Ying Ming Ivan

Proposed framework

Selected Theories

Solutions

Hypotheses

Hypothesis 1

When Jeremy’s parents give more autonomy to Jeremy, his behavior will become less externally regulated, allowing him to experience more subjective well-being and develop more self-esteem to do better in his studies.

Solutions

Allow Jeremy to pursue his own interests:

- So that he can exercise his volition that leads to motivation (Deci & Ryan, 2002; Teo, 2010)

- Metacognitive development (Flavell, 1976)

Memory-monitoring / Self – regulation Perform better in his work

Awareness of effectiveness Modify learning strategies

Active control of how he learns Autonomy

Solutions

Focus on skill mastery rather than purely academic grades

- Attribution theory (Graham, 1990)

- Jeremy is more motivated to learn what he likes (Deci & Ryan, 2002)

- Jeremy can be cultured as an efficient problem solver based on adaptive expertise theory (Hatano & Inagaki, 1986)

Hypothesis 2

When Jeremy receives more understanding, support and patience from his teacher, he will be more self-motivated to perform in his school exams and seek meaning in doing so.

Solutions

Teachers should have positive expectations of Jeremy (Eggen & Kauchak, 2010)

Why is there a need?

• feel competent (self-determination theory) (Levesque, Stanek, Zuehlke & Ryan, 2004; Ryan & Deci, 2000),

• Increases self efficacy, motivation and achievement (Bandura 1986, 1997, 2004)

Solutions

Teachers should have positive expectations of Jeremy (Eggen & Kauchak, 2010)

How can the teacher show positive expectations?

3 ways (Eggen & Kauchak, 2010)

1. By the demands she place on Jeremy,

• in terms of expecting good quality work

2. emotional support she gives to Jeremy and

• by being encouraging and pushing him on when he is not doing well

3. the way she interacts with Jeremy

• by criticizing him less, praise more often etc

Solutions

Teachers needs to be more caring towards Jeremy (Eggen & Kauchak, 2010)

Why is there a need?

• reduce need for belonging (as seen in Maslow’s hierarchy) (Maslow 1968, 1970)

• meet needs for relatedness (supported by the self-determination theory) (Ryan & Deci, 2000)

Solutions

Teachers needs to be more caring towards Jeremy (Eggen & Kauchak, 2010)

How can the teacher show care towards Jeremy?

• Communicating unconditional positive regard (Cornelius-White, 2007)

• Commitment to Jeremy’s learning (Cornelius-White, 2007)

• Showing respect to Jeremy (Eggen & Kauchak, 2010)

• Show empathy and understanding (C.D. Batson, Dyck, Brandt, J.G. Batson, Powell , 1988)

Solutions

Teacher should create a safe and positive classroom climate for Jeremy (Maslow, SDT)

Why is there a need?

• meet needs for safety (as seen in Maslow’s hierarchy) ( Maslow 1968, 1970)

• meet needs for equilibrium (Piaget 1970, 1977)

• meet needs for autonomy and relatedness (supported by the self-determination theory) (2: Brophy, 2006b; Roeser et al. 2006; R.Ryan & Deci, 2000)

Solutions

Teacher should create a safe and positive classroom climate for Jeremy (Maslow, SDT)

How can the teacher create a safe learning environment?

• Modeling respect, courtesy and expecting students to do the same towards each other (2:Barth, 2002; Blum, 2005).

• Modeling fairness to all students (Tan, Parsons, Hinson, Sardo-Brown, 2011)

Teacher should encourage and motivate

- counsel Jeremy to see the value of his efforts (motivation theory)

- set targets with Jeremy that are progressive and achievable

Solutions

Hypothesis 3

When Jeremy is accepted and supported by his peers, he will experience care and support and gain agreeable personality characteristics such as altruism.

Solutions

People around him being accepting and receptive of Jerermy

- Friends show empathy and encouragement towards him via social exchange theory (Homans, 1958)

- Teacher to reinforce good behaviours by being model of care and concern for all students via social learning theory (Bandura, 1977)

Hypothesis 4

When Jeremy understands causality, he will understand that competency is an end for his actions, whose behavior is volitional and determined from within.

Solutions

More autonomy given to Jeremy to allow him to pursue his personal interests

- Parents giving Jeremy options with tasks set for him but also spending time to know more about his interests and allowing him time to pursue them (Deci & Ryan, 2002)

- Teachers understanding Jeremy’s current situation and vary the variety and difficulty of tasks Jeremy is to perform - expectancy x value theory (Fishbein, 1963)

- Jeremy to reflect upon his ability in completing the work set by his parents, and attain a positive self-concept - attribution theory (Graham, 1990)

Hypothesis 5

When Jeremy’s parents and teachers establish a closer working relationship, he will have a stronger sense of belonging at home and in school.

Solutions

Parents to be more participative in Jeremy’s school life

- satisfy his safety and belongings need (Maslow 1968, 1970)

- establish a functional mesosystem (Bronfenbrenner, 1979)

Formula for self-actualization

Parents

Teachers

Jeremy

Peers

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