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.
17. Approaching Jeremy’s
case
• Ms Low should consider positive
reinforcers
• Resist sarcasm and other authority-based
attention moves
• Affect Jeremy’s self-worth
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
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I am Mr Tan
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
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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
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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.