1. Teachers Talk, Students
Talk
Educational Psychology Produced by:
Maisara MohdMahadi
Lim Pei Gen
Nithya
ManbirKaur

2. Too much learning from textbook
Sees no relevance in learning a certain subject
Sees teachers as the only source of motivation
Difficulty storing information in memory
Struggling to understand Math concepts
Teachers assessment only at the end of lesson

3. I’m having a hard time
I’m 12 years old remembering Science
and am going to take concepts
PSLE this year
My classmates have
My teacher is boring better teachers and I am
not happy!
My teacher asks to memorise I love looking at
charts and graphs I want Science experiments
facts from textbooks
and watch videos

4. Different Styles of Learning
Fleming and Mills’ (1992) VARK Model of Learning
V: Visual – Prefer maps, flow charts, graphs, etc
A: Auditory/ Aural – Prefer information that is “heard/ spoken”
R: Read/ Write – Prefer information in words
K: Kinesthetic – Prefer hands-on experience (connected to
reality)
Learners construct knowledge in the process of developing
an understanding of their experiences, rather than
recording information in their memories in the exact form
in which it is presented. Thus it is important to identify
students’ learning style.

5. BengKwee’s Learning Profile
BengKwee is a visual and kinesthetic learner.
He learns best at finding practical uses for Science
concepts and theories.
He prefers practical applications and “hands-on” activities
as opposed to simply listen, observe and learn.

6. Issue #1
Mr Lim gives too much information from the textbook through verbal
explanations and the lessons lack hands-on interaction

7. Solution #1
Cognitive Learning Theories
Use Science 3-D models, science experiments, interactive
websites, flow charts and illustrative powerpoints
Will impact visual and kinesthetic learners like BengKwee
Attention is where learning begins
Mr. Lim should find ways to attract and retain his attention
by using flow-charts, attractive illustrations and 3-D
models as effective attention-getters

8. Social Constructivist Theories
Emphasizes the importance of connecting topics to real-
world context
Authentic activities
Learning is more meaningful
BengKwee will better understand how elements,
compounds and mixtures work in real-life context

9. Social Cognitive Theories
Albert Bandura
People learn by observing others (McLeod, 2011)
Mr. Lim should model genuine interest in teaching Science

10. Issue #2
BengKwee does not see the utility value in learning Science concepts

11. Solution #2
Piaget’s Theory
Piaget: Design learning experiences as developmental bridges
to more advance stages of development.
Engaging prior knowledge
Get his students to write down what they know about a
topic (K), what they would like to find out (W) and at the
end of lesson what they have learned (L).

12. Piaget’s Theory
Piaget: Provide concrete experiences and help
students link the concrete representation to abstract
idea
Mr Lim should have let the students do active
exploration with materials – Science experiments,
hands-on activities, visual aids
Help BengKwee relate to real world context and see
and relevance of learning “Mixtures & Compounds”

13. Issue #3
BengKwee sees his teachers as the only extrinsic source of motivation.
"If only they were my teachers, then maybe I will do better for my PSLE".

14. Solution #3
Cognitive Evaluation Theory
Mr Lim needs to sustain BengKwee’s motivation to learn
Make students realise that teachers are not the only
extrinsic source of motivation
Reward system: Using rewards to communicate increased
competence can increase BengKwee’s motivation to learn
and beliefs about his capabilities.

15. Issue #4
BengKwee has difficulty storing information. He "can’t answer his
questions most of the time" and he "can’t remember what he said in the
first place".

16. Solution #4
Vygotsky’s Theory
Language through questioning
Social interaction: Collaborative work

17. Information Processing Theory

18. Model of STM
Central Executive: controls the flow of information to and
from the other components
Phonological loop: short-term storage system for words
and sounds and it retains information through
maintenance rehearsal - the process of repeating
information over and over, either out loud or silently,
without altering its form (R. Atkinson &Shiffrin, 1968).
Visual-sketchpad: short-term storage system for visual
and spatial information

19. Reduce limitations to STM
Chunking: grouping information – Mr. Lim should group
information
Distributed Processing:
1) using the phonological loop: repetition and emphasis on
key concepts
2) visual-sketchpad to reduce cognitive load - use
interesting visuals like concept maps, organizational
charts and illustrative powerpoints

20. Long-Term Memory
Declarative knowledge: Knowledge of facts, definitions,
procedures and rules
1) Semantic memory: Memory for concepts, principles and
the relationships among them
2) Episodic memory: Memory for personal experiences
Procedural knowledge: Knowledge of how to perform
tasks. Knowledge is about knowing “how”.
Conditional knowledge: Knowledge of “where” and
“when” to use declarative and procedural knowledge

21. Phone call from Desmond

22. Issue #5
Desmond is struggling to grasp Mathematical concepts as his Math
teacher gives formulae and expects the students to solve Math problems.

23. Solution #5
Vygotsky’s Theories
Culture: illustrated by concrete examples, e.g. brochures
and advertisements on electronic gadgets to teach
percentage
Peer interaction: group work – where less competent
students get help from better ones
Scaffolding: step-by-step guidance
More Knowledgeable Other & Zone of Proximal
Development

24. Issue #6
The teacher only assesses Desmond and his classmates at the end of the
lesson.

25. Solution #6
Constructivist Learning Theory
John Dewey
Importance of questioning and feedback – two-way
interaction
Ask appropriate questions at different parts of the lesson:
When the teacher asks Desmond at whichever point he
thinks important, he will be able to check whether his
understanding is incomplete or inaccurate. Then, he can
provide feedback on Desmond's understand thus making
his learning a more meaningful one.

26. References
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28. References
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