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Western Sydney University 102126: Educational Psychology for Teaching Children Assessment: Case Study Word Count: Emily Cole 19875242 27th August 2020 Scenario: “For some reason Tim, who had been getting mostly Bs for his weekly math’s quizzes, got confused during his last test, mixed up his timetable, then panicked and consequently failed. On the two subsequent quizzes Tim was so nervous that his hand was shaking as he tried to write. One day his teacher, MS Khan, took him aside. She reminded him that he had only failed one quiz and hadn’t been making his usual effort. “Thanks MS Khan,” Tim said, “But math’s seems so hard for me.” “I don’t want to hear those words,” MS Khan said with a supportive smile. “I know you can do this work. If you like I can help you after school. Okay?” Tim decided to talk to his friend Susan about his trouble. She suggested studying together. At them first study session Tim noticed that Susan copied problems from the book and solved them in writing rather than just reading through them. Tim asked her why she felt she had to do so many examples. ” I try to do as many kinds as I can,” she said, “that way I’m more confident for the tests.” “Usually I try to do at least three problems of each type. I record what I’ve done on a chart so I can see my progress. If I get all of them right, I reward myself with an ice cream.” Tim could see the benefit of Susan’s approach compared to his usual habit of quitting after getting a couple of questions right. He set a new goal to practice three problems of each type and decided he would treat himself each time he got all the problems right. He also took notes when MS Khan used new terms and then revised them to make sure he understood. A very relieved Tim did much better on the next test. He was still nervous, but he got his highest score for the year. “Maybe I can do this after all,” he concluded.” Scenario-specific guidelines · Drawing on behavioral theory explain why Tim has become so nervous as to shake in his algebra quizzes. · Evaluate MS Khan’s response to Tim’s dilemma from a behavioral and social learning perspective. · Why, from a behavioral perspective, is Susan’s approach effective? · Explain the role of observational learning in this scenario. · What accounts for the effectiveness of Tim’s new approach to study? NOTES · Tim has developed anxiety around his mathematical skills due to some failures – do all children react this way to failure? does he have underlying anxiety issues? · Teacher uses positive approach – offers extra help – mentor, coach, growth mindset · Susan is peer tutoring and Tim is observing what she does · Susan uses multi-sensorial approach (read, write), over-practice, charts her results, rewards herself – extrinsic motivation? · teacher models positive self-talk – Tim finishes with positive self-talk – Growth mindset/beliefs · Tims behavior: nervous/anxious and sad/struggling, gets help, becomes more confident and has a more positive attitude · Teachers Behavior; concerned but supportive, overs after school help · Susan’s behavior; supportive, explanatory, polite and helpful · Behaviorism views learning as a ‘cause and effect’ mechanism in which external factors (eg instruction, experience) lead to a response. Elements include task analysis, practice, rewards, extinction, punishment. Strategies include shaping, chaining, cueing, prompting, modelling, fading. Largely used for shaping behaviour – can have unintended consequences when rewards are not wisely thought about, or aversive punishment is used. · Social learning theories (Bandura) hold the view that behaviours are learned primarily by observing others. Students not only imitate each other but also the teacher so being a good role model is important. Social learning requires attention to the person observed, remembering the observed behaviour, the ability to replicate the behaviour, and a motivation to act the same way. If children see positive consequences from a behavior, they are more likely to repeat that behaviour themselves. · RECOMMENDATIONS; * offer tutoring to All students to reassure and not single out individuals * explain work in more depth *review exams and recap/revisit areas on the exams students seem to struggle with in the next lesson/s