EDU10004 Theories of Teaching and Learning

Assignment 3 - Case Study

Alyssa Hartley-Massey.

102 199 706.

Group 10.

eLA: Megan Quinse.

8th of February, 2019.

Team: B
Alysa Hartley-Massey
David Gowland
Erin Cassar.
Part 1 - Analysis of the scenario:
Analysing, comparing and reflecting practices are imperative to ensure successful
educational outcomes for all students. This report contains both team and individual components,
which analyse a case study addressing key issues that have taken place within a foundation
classroom. A detailed exploration of three perspective theories have been explained, compared and
reviewed. In addition a revised scenario will include the perspective of the suitable theory and how it
is utilised. In closing, the author/s concludes with a reflection of the processes throughout report.
This report analyses a given scenario, highlighting relevant issues for a student, Sena, her peers, and
her teachers’ practices. This includes the developmental stages that have been overlooked within a
foundation classroom, the teachers’ inability to provide Sena with appropriate scaffolding to
increase her learning capacity, in addition to Sena’s peer’s ability to apply themselves within the
same educational setting.

Sena demonstrates an inability to self-regulate. It is recognised that by the time a student

enters foundation learning they should have a sound ability to self-regulate behavioural functions
with little to no assistance (Goldstein & Brooks, 2007). The assessment of Sena’s ability to self-
regulate may be impacted by Piaget’s developmental theory ‘Stages of Development.’ Accordingly,
certain developmental milestones need to be mastered prior to new learning taking place
(Swinburne Online, 2015). Furthermore, pre-determined seating and evidence of planning
essentially portrays Sena in a negative light (Hayes, 2014). But, according to Bandura’s ‘Social
Learning Theory’ a student does not learn behaviours through observing peers, its the educator’s
role to provide scaffolding to support the student’s learning (Duchesne et al., 2013).

Sena is portrayed as a distracting student, suggesting additional scaffolding is required.

Critically reflective practice explains why things happen and suggests a course of action (Churchill et
al., 2016). By reflecting critically, the teacher can better develop a course of action to help the
learning of the whole class.

Part 2 - Consideration of a theoretical perspective:

Behaviourist learning theories are based on the principles that are concerned with the
effects of the student’s external environment. The primary purpose of behaviourist learning is to
provide a stimulus, in order to gain a response, contiguity and conditioning, and punishment versus
reward in order to gain the desired outcome (Duchesne et al., 2010). Behaviourist learning theories
aim to develop students whom positively respond to environmental stimuli. Students should be
allowed a clean slate and the chance to develop as a response to positive reinforcements (Carlen,
2009). Behaviourist learning theories are teacher lead, whereby the student is provided direct
instruction (Duchesne et al., 2010).

In using Behaviourist learning theories to analyse the provided case study, it could be
presumed that Sena’s fidgeting, singing and talking disruptively is a response to the change to her
educational environment and personal within it, highlighting her irrational fears and disruptive
behaviours (Duchesne et al., 2010). In comparing Sena’s actions to that of her peers Jessie and Tao it
could be assumed that they are motivated and reward driven students, whom are of a higher
developmental level and are open to classical trial and error learning (Hayes, 2014). In assessing
Sena’s teacher through a behaviourist approach it is evident that simply providing her with direct
instruction does not meet her developing learning needs. It is essential that Sena’s learning and
development is adequately scaffolded to reduce her lack of ability to engage – the possibility of
assistance may need to be considered (Duchesne et al., 2010).

Behaviourist learning theory approaches are implemented to achieve high level learning,
whilst developing students whom are capable of adapting appropriate social behaviours. In order to
develop Sena’s learning and classroom engagement, the implementation of Ivan P. Pavlov’s ‘Classical
Conditioning’ theory could be beneficial to overcome her teacher’s lack of success. An example of
such theory been implemented could include the following (Shelton et al., 2009): In order to
increase the time Sena is able to focus and engage within her learning, her teacher may provide her
with shortened periods and staggered breaks to refresh her concertation (positive reinforcement).
However, if Sena is unable to focus and engage within her learning, continuing to disrupt her peers,
she may need to be moved to an isolated learning space and or have access to something she likes
reduced (negative reinforcement).

Part 3 - Review and Comparison:

Learning theories are sets of coherent ideas tested against evidence to guide teachers to
discover best practice (Swinburne Online, 2017). Considering the purpose of this report,
Sociocultural, Behaviourism and Humanistic theories have been explored in depth to discover the
most suitable theory to address the issues within the case study. The behaviourist theory believes
students should have opportunities to respond to positive reinforcements (Carlen, 2009). However,
it is criticized for a lack of recognition for the role cognition plays in learning (Duchesne et al., 2013).
This perspective could argue that Sena is not provided with positive reinforcement, but it fails to
recognise that Sena is an individual.

The Humanistic theory states that personal freedom, choice, motivation and feelings are
important for human growth (Campana, 2011). This approach postulates that Sena’s behaviour is the
result of the neglection of her needs. The humanist perspective puts the student in control, but it
fails to provide certainty with regards to measuring learning achievement (Duchesne et al., 2013).
Finally, the sociocultural theory views collaboration and interactions to be critical components of
effective learning (Polly, Allman, Casto & Norwood, 2018). The sociocultural theory believes that
knowledge is constructed from social interactions and participation in social activities (Irvine &
Carter, 2018). The case study describes Sena as a social student and so it is presumed that Sena will
have a healthier ability to develop her learning through social interaction. Therefore, sociocultural
theory was deemed most suitable to address the issues presented in the case study.

Part 4 - New Scenario:

In a foundation classroom students range from 4 to 6 years of age, developmental levels are
vast and Zones of Proximal Development are becoming increasingly complex (Duchesne et al., 2013).
In transitioning from kindergarten to primary school, students are susceptible to significantly greater
social and emotional expectations. Primary school expects students to actively immerse themselves
in in-depth learning whilst adapting to a new set of rules. In considering Sena it is evident that she is
yet to develop a concise understanding of primary school social and emotional expectations (Boivin
& Bierman, 2014). As Sena has only recently transitioned from kindergarten to primary school it may
take a considerable period of time before she is able to immerses herself in in-depth learning
experiences, understand the need to follow a new set of tighter classroom rules and has the
developmental ability to adjust to a new educational environment which essentially determines her
ability to reach expected learning outcomes.

Sena’s foundation classroom teacher highly respects socio-cultural theorist and often applies
a socio-cultural approach to her teaching. Thus approach is implemented as it enables students to
access a smooth transition from kindergarten to primary school; decreasing student’s levels of
anxiety and shock to daily systems (Churchill et al., 2016). In a bid to develop a positive relationship
and a deeper understanding of Sena, her teacher takes the time to observe Sena’s kindergarten
environment, her daily structures and strategies’ Sena’s educators use to keep her actively engaged
in meaningful learning prior to her commencing primary school. Prior to the school year
commencing Sena’s teacher actively engages with parents, as she believes it creates positive
relationships that results in both parties working together with the student's best interests at the
forefront (Scots College, 2017).

In concluding, Sena’s teacher guides class curriculum discussions through a socio-cultural

learning approach. This approach allows students to learn as a whole – engaging in discussions,
sharing ideas and experiences and working within groups when desired (Duchesne et al., 2013). As a
result of Sena’s teacher applying such approach Sena and like minded peer’s are now class leaders,
driving discussions and aid in creating a positive classroom environment.

Part 5 - Reflection:
In reflecting back upon my individual experience in collaborating with fellow peers to
complete Assignment 3, I found it to be a positive and academically rewarding experience.
Collaborative learning has been practiced across all levels of western society education since the
1920’s, providing evidence that working in small groups aids individuals to achieve positive academic
outcomes that in most cases cannot be exceeded by a soul individual (Holt, 2018). When assessing
the impact collaborative learning had on my personal performance I found that it scaffolded my
learning developing higher cognitive learning skills, encouraged diverse understanding and
responsibility for learning and created an environment that increased the level of active, involved
and exploratory learning. As a group, I believe David, Erin and I, on a collaborative learning level,
were able to use critical thinking to clarify ideas through discussion and debate. This further
developed our theoretical context knowledge and allowed positive heterogeneous relationships to
be created (Srinivas, 2016).

As a team we were all able to bring a select set of positive attributes and diverse
educational and life experiences to the table creating a platform to stimulate a social/situational
approach to our individual and team motivation and engagement. In using a this approach our
behaviours were adapted towards succeeding a particular outcome, using one another’s strengths to
reach set goals and complete assignment tasks (Philippe, 2000). Individually self-regulation was
essential to maintain integrated learning processes that consisted of the development of set of
constructive behaviours effecting each others learning experiences and outcomes. Our team
processes in the development of sectional outcomes were planned and adapted to support the
pursuit of individual and team goals (Duchesne et al., 2013).
 David, Erin and I were highly proactive in our communications via our Google document and
Facebook Messenger. It is highly recognised that team communication helps to develop theoretical
understanding and increase productivity among team members. When all team members are
proactive and productive, set tasks are completed timely, enhancing team continuity (Brenner,
1997).
 References:

Approaches to Learning. Educational Psychology – For Learning and Teaching (4th ed., pp. 242-245).
Melbourne: Cengage Learning Australia.

Boivin, M., & Bierman, K. (2013). School Readiness: Introduction to a Multifaceted and
Developmental Construct. In M. Boivin and K. Bierman (Eds.), Promoting School Readiness
and Early Learning: The Implications of Developmental Research for Practice (pp. 3-15). New
York : Guilford Press.

Brenner, L. (1997). What Is the Importance of Team Communication?. The Nest, 1.

Campana, T. (2011, May 22). Humanism and Maslow [video file]. Retrieved from
https://www.youtube.com/watch?v=OPRHLZTVVwQ

Carlen, D. (2009). Principles and Techniques of Adult Learning. Presentation, Miriam College.

Carre, Prof. Philippe (2000). "Motivation in Adult Education: From Engagement to

Performance,"Adult Education Research
Conference.http://newprairiepress.org/aerc/2000/papers/14

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. (2013). Educational psychology: For learning
and teaching (4th ed.). South Melbourne, VIC: Cengage Learning.

Goldstein, S., & Brooks, R. B. (2007). Understanding and managing children's classroom behavior :
creating sustainable, resilient classrooms. New York: John Wiley & Sons. Retrieved from
https://ebookcentral.proquest.com

Hayes, N. (2014). Behaviourist Learning Theory Paradigm. Presentation, MLT, La Trobe University,
Bendigo.

Hayes, Nicole (2014). Social/Situational Learning Theory Paradigm. Lecture presented at MLT, La
Trobe University, Bendigo, Vic.

Irving, E., & Carter, C. (2018). The child in focus : learning and teaching in early childhood education.
South Melbourne, VIC: Oxford University Press.
Polly, D., Allman, B., Casto, A. & Norwood, J. (2018). Sociocultural Perspectives of Learning. In R.
West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). Retrieved
from https://lidtfoundations.pressbooks.com/chapter/sociocultural-learning/

R. Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, J. Mackay, M. McGill, J. Moss,

M. Nagel, P. Nicholson & M. Vick (Eds.) (2016). Teaching making a difference (Vol. 3). Milton,
QLD: Wiley Publishing.

Srinivas, H. (2016). 44 Benefits of Collaborative Learning. Retrieved from

http://www.gdrc.org/kmgmt/c-learn/44.html

Swinburne Online. (2015). 6.2 Theory: Developmental Perspectives. Retrieved from

https://swinburneonline.instructure.com/courses/663/pages/6-dot-2-theory-
developmental-perspectives?module_item_id=57737

Swinburne Online. (2017). 2.2.Theory: What is theory. Retrieved from

https://swinburneonline.instructure.com/courses/663/pages/2-dot-2-theory-what-is-
theory?module_item_id=57714
 Appendix A.
Evidence of collaboration for Part 1:

Communication & Progress Log:

Date: Purpose: Student:

9/1/19 Initiated contact via dashboard inbox Erin

10/1/19 Established communication with Team via Alyssa

dashboard inbox

13/1/19 Establish communication via email David

14/1/19 Continue communication via Email Erin

16/1/19 Begin communicating via facebook messenger Alyssa,

Discuss: David and
 Collaboration session Erin
 Begin assignment

17/1/2019 Create Suggested assignment timeline for team to Erin

review

17/1/2019 Added initial key concerns from case study. Alyssa

17/1/2019 E-mail & Facebook message communication with Alyssa

team. communication concerns sent.

18/1/2019- Ongoing team messenger communication Erin, Alyssa

3/2/2018 & David

Messenger Communication: Identifying how to begin and establishing roles and perspectives:
 Appendix B.

Evidence of collaboration for Part 3: