PSY358 Educational Psychology in Singapore Seminar 1 PDF

Summary

This document is for a seminar on educational psychology in Singapore. It covers topics such as adult education, classroom management, and creating a supportive learning environment. The seminar includes lectures, activities and discussions on research methods, case studies, and strategies.

Full Transcript

PSY358 Educational Psychology in Singapore Seminar 1 Welcome! Introduction to the module The assignments: o Submission of TMA01 (25%): Thursday, 6 February 2025, 11.55pm o Submission of TMA02 (25%): Thursday, 13 March 2025, 11.55pm o Submis...

PSY358 Educational Psychology in Singapore Seminar 1 Welcome! Introduction to the module The assignments: o Submission of TMA01 (25%): Thursday, 6 February 2025, 11.55pm o Submission of TMA02 (25%): Thursday, 13 March 2025, 11.55pm o Submission of ECA (50%): to look out for the release of ECA question and submission deadline Activity - Discussion on Research Methods Discuss the objectives why educational theories need to be evidence- based? What are some of the benefits the different kinds of research bring to the educational psychology field? Breakout Activity - Case Study Peter is a Primary 1 student in a local school. His schoolteachers are puzzled by his behaviours as he would be compliant and attentive during English class, but would become restless during Chinese, Physical Education and Art classes. As they would like to better manage Peter’s behaviours, they then referred Peter to the school counsellor for help. What sort of data would the counsellor need to collect in order to better understand Peter’s behaviours? What research method(s) can the counsellor use in order to obtain the necessary data? Adult Education What is Adult Education? Is it only in soft skills and technical skills? Every field / industry has its own professional training and upscaling. o Align career pathways o Redefine job roles o Hone skillsets within each sector What other roles or functions does Adult Education play? o To raise the capability and productivity of the Singapore workforce. Adult Education Read: https://www.ial.edu.sg/learn-at-ial/adult-educators/getting- started.html Break up into groups of 5, discuss: 1. Purpose of adult education? What do adult learners hope to achieve? Why are they important? 2. How does educational psychology apply to adult education? Provide examples to illustrate points. Share discussion points as a class Educator and Learner: Adult educator (AE) Delivers training; Performs tasks related to the direct activities of development Training for the continuing education (CET) Training of the workforce Educator and Learner: Adult learners (AL) Diverse group (typically older than 25 years old) Diverse educational and cultural backgrounds Adult responsibilities e.g. family responsibilities Possess job experiences May not follow traditional pathway of enrolling in postsecondary education immediately after mainstream school Need to stay competitive in the workplace or prepare for a career change. Maintain employment Educator vs Learner As a small group, discuss: 1) What are some of your initial thoughts about who an educator and who a learner is. Is there any new knowledge or insights you have garnered during your self-study moments. 2) Based on the pre-reading, what are some thoughts you have about education and learning now. Any new insights? 3) How can you promote or encourage learning to working adults? 4) What are some other factors that adult educators should be aware of in order to create a conducive academic environment to promote adult learning? Learning Environment Creating a Setting Conducive to Learning Classroom Management Creating and maintaining a classroom environment conducive to learning and achievement. Effective management likened to authoritative parenting – any thoughts? (Ormrod, Anderman & Ansderman, 2017) Preventive Management Strategies Physical arrangement: focuses students’ attention. Working relationships (RS): ways to establish good RS & to maintain them Create a safe learning environment: promote intrinsic motivation Discuss and Set reasonable limits for behaviour Plan activities that encourage on-task behaviour Suitable (Regularly) monitoring of students’ progress Modification of instructional strategies (when necessary); consider developmental differences and student diversity Creating a Supportive Learning Environment: Productive Teacher-Student Relationships Regular communication of care and respect for students as individuals. Remember: caring and respect is not just showing affection. Repair poor relationships. Creating a Supportive Learning Environment: The Climate Establish a goal-oriented, non-threatening/safe climate. Communicate and demonstrate that school tasks and academic subject matter have value. Relevance of these tasks and subject to them as students. Grant students some control over classroom activities. Promote a sense of community and belongingness. Creating a Supportive Learning Environment: Creating and Enhancing a Sense of Classroom Community Consistent message: everyone in the classroom deserves respect and is an important member of the classroom community. Create systems (e.g. class committee) which students can all help to make the class run smoothly and efficiently. Emphasize and encourage demonstration of prosocial values Create and provide opportunities for students to practice those values (e.g. help each other; lookout for peers on the periphery and invite them to join in). Creating a Supportive Learning Environment: Creating and Enhancing a Sense of Classroom Community (continue) Students who demonstrate undesirable interpersonal behaviours: work with them on prosocial skills that minimize victimization or alienation of others. Elicit students’ ideas and opinions; incorporate them into discussions and activities. Teaching strategies: Utilise strategies which encourage interaction and collaboration among students. Creating a Supportive Learning Environment: Setting Limits Establish rules and procedures at the beginning of the year. Establish classroom rules with students. Present finalized rules and procedures in an informational manner. Review rules and procedures periodically. Acknowledge students’ feelings about the limits set. Enforce rules consistently and fairly. Creating a Supportive Learning Environment: Keeping Students on Task Plan activities that students will find worthwhile engaging in. Select tasks that are appropriate based on students’ knowledge and skills. Provide structure for activities and assignments. Plan for transition times. Creating a Supportive Learning Environment: Monitoring Students Withitness: Being aware of what students are doing at all times. How to do this? Lookout for misbehavior Regular eye contact with students Understand the reasons behind the misbehaviours Understand the functions of these misbehaviours Creating a Supportive Learning Environment: Instructional Strategies Provide clear instructions to instructional strategies or classroom assignments which could be partly to blame for off-task behaviors. Creating a Supportive Learning Environment: Address Differences Developmental challenges / Special needs Individual challenges: e.g. temperament Social & Cultural influences: expected standards for behaviours Family socioeconomic status Beyond the Classroom: Working with Other Colleagues Develop a sense of community at school level ✓ Identify common goals. ✓ Work together to identify, overcome obstacles. ✓ Establish common standards and systematic, schoolwide procedures for encouraging productive and respectful behaviors. ✓ Commitment to promote equality and multicultural sensitivity throughout the school. ✓ Develop and promote schoolwide positive behavioral interventions and supports. Beyond the Classroom: Working With Parents Parents as partners Regular communications: conferences, written communication, phone, discussion groups, class websites Encourage involvement in school activities extra effort for reluctant parents Attend to cultural differences School Aggression and Violence Aggression and Violence Violent aggression in the United States has declined over the past 2 decades. What about local scenes? Common aggressive acts in local schools: o psychological harm o minor physical injury o destruction of property o bullying Suggested approach to manage Aggression in school: The Three-Level Approach Level I: Create a schoolwide environment that minimizes the potential for aggression and violence Level II: Intervene early for students at risk Level III: Provide intensive intervention for students in trouble or at risk Aggression and Violence Addressing Gang-Related Problems Develop, communicate, and enforce well-defined rules with school. Identify the nature and scope of gang activity in the school population. Consult with school and community support services (e.g. police) to mediate between-gang and within-gang disputes. Forbid any behaviour and/or paraphernalia that is associated with gang membership or activities

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