103321199, Emma-Rose Chalak, Case Study, 6th of June 2022

Assignment 3 Case Study

Team #

Student 1 Emma-Rose Chalak

Student 2 Ebony Horne

Student 3 Kelsey Jean de Woroin

Student 4 Lauren Hickson

103321199

Emma-Rose Chalak

EDU10004

Assignment 3 - Case Study

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103321199, Emma-Rose Chalak, Case Study, 6th of June 2022

Step 1: Analysis of the scenario in relation to theoretical perspectives 

An insight into the given scenario suggests that three keys have been seen and
significantly impacted the student's learning and the teacher's ability to teach. The
First Step is Jenna's disruptive behaviour, which may not have been mentioned by
her last teacher, which may be misconstrued as Jenna having had a negative
change (Duchesne et el., 2013). Jenna's Disruptive behaviour may cause tension in
the classroom or even encourage other students to act the same, which could
compromise the teacher's authority or impact learning skills. While Jenna is being
disruptive, it may have a significant impact on her academic performance, which will
not allow her to develop the skills she needs to continue to the following year's
group. The next issue may be the seating arrangements. Jenna’s teacher might see
an improvement in her focusing abilities if they were to modify their lesson plan in a
way that would limit her amount of fidgeting during activities that are arranged within
the classroom. Jenna has also been placed in a grouping setting next to Molly and
Tao, hoping for any scaffolding learning to occur, but this has not worked for her
(Rogoff et Al, 2003) This also links to third issue raised, as Jenna’s learning has not
been met. Jenna may have an untreated learning disability that may interfere with
her learning ability, she also may be having issues at home or with anxiety. Finally,
the family may be unaware of Jenna's disruptive behaviour or haven't been as
involved or in touch with the previous teachers or current teacher to know about her
disruptive behaviours.

Step 2: Apply a theoretical perspective to the scenario (Individual - 400 words)

According to a poststructuralist paradigm or perspective, children learn

through Humanistic viewpoints and evaluate learning motivations with the hopeful
belief that humans are naturally motivated to reach greater stages of development
and given the right conditions, would blossom to become independent learners.
(Merrium & Caffarella, 1999). The humanist theory is an appropriate strategy for
teachers that are of the 21st century (Blaschke et al., 2016). At the same time, these
strategies may take more of a holistic approach with the views of the children's
development and stresses the impotence of having the ability to reach their full
potential in a nurturing environment (Churchill et al., 2013). While many teachers use
this perspective theory, it would be able to view each student as an individual rather
than an object controlled (Allender et al., 2015). While the assignment scenario has
mentioned that Jenna has no interest in taking part in learning within the classroom,
she chooses not to learn but is not motivated to want to be in the classroom. While
looking into this by using humanistic theory, a teacher would investigate ways to help
Jenna learn rather than trying to focus on controlling her behaviour (Churchill et al.,
2013). While the relationship between Jenna and her teacher may not be secure or
empathetic, if it was, the teacher may understand a different way to teach her as the
way she is being taught now does not suit Jenna (Duchesne et al., 2013). As the
teacher arranges different lesson plans working around Jenna to see what activity
she may like more than the other, Jenna may feel more comfortable voicing her

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103321199, Emma-Rose Chalak, Case Study, 6th of June 2022

opinions without any hesitation. Once the teacher has the right lesson plans, this will
encourage Jenna to extend her current interests rather than learning specific things
that only tick boxes (Churchill et al., 2013).

Step 3: Review and compare theoretical perspectives to the scenario (200)

Behaviourism, Humanistic and Sociocultural theory, each of these have strengths as

well as limitations when it comes to Jenna’s Scenario. Behaviourism is a theory that
focuses on observable behaviour, this theory isn’t influenced by internal functions
such as thinking or emotions, this means that an observer would not be able to know
what emotions or thinking are driving Jenna's behaviour and choices. (McLeod,
2017). In Jenna’s case The Humanist theory may be more useful as it will assist her
emotional needs and overall wellbeing, however it fails to prioritise a structured
learning environment that may be better for Jenna in the long run. (Allender et al.,
2015). Jenna’s emotional needs would be met using the principles of this theory, but
for Jenna having too much freedom in her learning may lead her to become
completely off track and even fall behind (Duchesne et al., 2013). The Sociocultural
theory’s major weakness it that it relies on social interaction-based learning. This
limits students such as Jenna’s who don’t thrive in social interactions and may find it
challenging. A possible strength in this scenario is that it links well with teaching
approaches of the 21st century stressing the importance of collaboration base
teaching and learning. By using The Sociocultural theory in a classroom allows the
students to control their leaning through integrations with other students and
teachers, with this theory students can harness their observation skills by observing
their peers within their interactions and develop in their learning. (Duchesne et al.,
2013).

Step 4: Write an improved scenario (Individual - 300 words).

In the classroom, the tables are now arranged to encourage six children to sit at
every table, including Jenna. The lesson will begin with a classroom discussion
about the topic on the mat area to make sure all the students understand. Within the
discussion students will be encouraged to express their thoughts, ideas, and
opinions regarding the topic. This will allow students such as Jenna to ask any
questions before beginning the activates, and will come to a close when students
have a clear understanding of what is expected. All students are asked to choose a
partner to form groups of two. Students are then encouraged to find a seat next to
their partner at a table of their choice. For students such as Jenna who may be
unsure, teachers will support them and assist in getting a classmate to pair with
them. During the lesson whilst sitting at the tables, all children are encouraged to
collaborate and work with their partner to complete the lesson task. During these
actives a variety of medium and resources will be readily available for children to
choose from to assist them during the lesson. Jenna and her classmates are eager
and motivated to complete the lesson task with their peers. In this scenario the
teacher will use the Sociocultural Theory to influence her teaching practices, by

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103321199, Emma-Rose Chalak, Case Study, 6th of June 2022

starting the lesson its mat session students are being encouraged to express their
ideas which will motivate them in the learning (Duchesne, et al, 2013). In this
scenario the teacher acknowledges that students learn from other in their
environment and that social interactions are an important factor in learning (Newman
& Newman, 2017). The teachers see the value in collaborative-based learning and
understands how to put it into practices (Duchesne, et al, 2013). To assist students
like Jenna who may have focussed, or fidgeting issues will be provided with a variety
of mediums that will enhance their learning in a way that works best for them. This
will result in all students being able to engage in learning and by using The
Sociocultural theory in this scenario all students are being motivated to have a hand
in their learning and will strengthen their capabilities when working alongside their
peers.

Step 5: Reflection (Individual component - 350 words)

This case study has encouraged me to delve deeper into the learning and
understanding of the Humanistic, Sociocultural and Behaviourism theories. The
Teamwork aspect of the case study has given me the opportunity to learn from my
peers’ views and perspective on learning development and gain a broader
understanding of the three learning theories. Through this case study I was also able
to see what other students writing styles look like and my team was very organised,
so I was very thankful for this. I believe we were efficient in our contributions to the
teamwork and we managed to communicate effectively considering we are living in
different states in Australia. At first, we were going to collaborate at a particular time
each evening, but we then realised with the time differences this might not be the
most effective option. From this we decided to communicate via the google
document and email, this worked well for us. Each night we would log into the google
doc and check it for updates and share our thoughts, ideas, and suggestions as we
built connections with each other to form discussions related to the group
components necessary for the assignment. In future, I will suggest the use of google
doc and emails for effective team collaboration for group assignments based on our
positive experience. This case study was my first case study with a group section,
and I enjoyed the experience and look forward to upcoming assignments that may
be like this. This unit overall has enabled me to understand old and new theories of
learning and development and how they influence teaching processes and practices
in both early childhood and primary school settings. The unit has changed my
perspective on human development and how I view children’s learning processes.
After much research and investigation into a variety of learning theories, I am
confident that I can utilise some of these theories in my teaching practice and in
particular the Sociocultural Theory. I believe the Sociocultural Theory will go hand in
hand with my teaching practices as a twenty first century teacher.

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Student ID, name, unit name, assessment name, due date

References

Merrium & Caffarella, 1999

https://swinburneonline.instructure.com/courses/3133/pages/8-dot-2-theory-humanist-
perspectives?module_item_id=251617

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. (2013). Educational psychology: For learning
and teaching (4th ed.). Chapter 2 Cognitive Development. South Melbourne, VIC: Cengage Learning.

Duchesne, S., McMaugh, A., Bochner S., & Krause K.-L.D. (2013). Developmentalist concept map
[image]. In Educational psychology: For learning and teaching (4th ed.). Australia: Cengage Learning.

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Student ID, name, unit name, assessment name, due date

Step 6: Appendix (record of collaboration)  

Include an appendix (maximum 2 pages) that demonstrates you have met Criteria 1: Group
collaborating. Screen shots of conversations is sufficient.

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Student ID, name, unit name, assessment name, due date

Appendix B - Evidence of collaboration for Part 3:

(TIP: Include screenshots of your team's discussion as evidence of your team's collaboration for

Part 3)