1. QED528 PBL Presentation Scenario 2 Rebecca ∙ Namira ∙ Li Rong ∙ Kendrick ∙ Glenn

2. Outline Problem Statement Theories Specific Solutions Teacher’s Role Parent’s Role Conclusion

3. Problem Scenario

4. Problem Statement In a bid to provide a conducive learning environment, both Jeremy’s parents and teacher overlookedother aspects of his development such as his physiological, belongingnessandesteemneeds.

6. Bronfenbrenner’s Ecological Theory

7. Self-Efficacy Theory

8. Value-Expectancy theory

10. The Importance of Teacher’s Role According to Beck and Malley (1998), teachers often spend more face-to-face time the most significant person in students’ lives an important source of security and stability

12. Why is he quiet in class?Essentially, Ms Low has to increase Jeremy’s lack of belongingness to improve his learning

14. Educate teachers on the importance of sense of belongingness in students

16. Opportunity to bond and communicate with his classmates as he discharges his duties

21. Problem Parents responsibilities in taking care of Jeremy Pushing of blame and responsibilities between each other “can can you try to call Mr Chan?” “How can you put the blame on me?” Pushing the blame to teachers “Can I see the subject teachers?...”

22. Source: Ryan, D. P-J

23. Bronfenbrenner’s Ecological Theory Microsystem layer closest to the child contains the structures with which the child has direct contact Bi-directional influence are strongest and greatest impact on child

24. Source: Ryan, D. P-J

25. Bronfenbrenner’s Ecological Theory Mesosystem connection between the structures of the child’s microsystem (Berk, 2000). Examples: connection between the child’s teacher and his parents church and neighbourhood, etc

26. Mesosystem Attention at inappropriate places Jeremy

28. Role of Parents Provide Jeremy with the means to have a wholesome microsystem Solutions Get Jeremy to talk to parents Ensure frequent contact with parents Quarterly newsletter PTA

29. Problem Mrs Chan believes extra tuition classes is the way to help Jeremy’s slow learning abilities.

30. Maslow’s Hierarchy Jeremy’s lack of physiological needs affects his motivation for other needs like friendship and self-esteem

31. Jeremy is forced to catch up in paper chase: Neglected the basic necessity for life – rest Lost time socializing with his friends Ostracized Lack of self-esteem

32. Self Efficacy Theory A function that a person believes that he can achieve a goal.

33. Role of Parents Manage expectations for Jeremy so he does not overwork. Reduce Jeremy’s tuition so that he can catch up with his school work, rest and socializing. Set realistic goals for Jeremy such as from grades D to C so that he can motivate himself through achievements.

34. Problem Mrs. Chan does not recognize and acknowledge Jeremy’s non-academic interests and achievements “We will stop your swimming lessons… He enjoyed his swimming lessons a lot.” “He failed everything except for Art?”

35. Value- Expectancy Theory of Achievement Motivation Adapted from Wigfield& Eccles (2000: 69) Child’s Perception of… Cultural Milieu Socializer’s Beliefs and Behaviours Child’s Goals and General Self- Schemata Expectations of Success Achievement- Related Choices Differential Aptitudes of Child Child’s Affective Memories Child’s Interpretations of Experience Previous Achievement- Related Experiences Subjective Task Value

36. Individual’s choice, persistence, and perfection are explained by their beliefs about how well they will do on the activity and the extent to which they value the activity (2000: 69).

38. broad understandings  sense of competence for specific activities

39. Eccles &Wigfield (1995): assessed children’s ability beliefs and expectancies for success

41. Social comparison

44. Self-Determination Theory Investigation of people’s inherent growth tendencies and innate psychological needs that are the basis of their self- motivation and personality integration, as well as for the conditions that foster those positive processes (Deci et al.(1991); Ryan &Deci, 2000)

50. manage expectations

52. References Johnson, D. & Johnson, R. (1987). Learning together and alone: Cooperative, competitive and individualistic learning (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Ryan, D. P-J. Bronfenbrenner’s Ecological Systems Theory. Available [Online]: http://pt3.nl.edu/paquetteryanwebquest.pdf Ryan, R. M., &Deci, E. L. (2000). Self- Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well- Being. American Psychologist, 55, 1, 68- 78. Wigfield, A. (2000). Expectancy- Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 68- 81. Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2011). Educational Psychology: A practitioner-researcher approach. An Asian Edition (2nded). Singapore: Thomson.