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

Assignment 3 Case Study

EDU10004 Theories of Teaching and Learning

Assignment 3: Case study

Team #

Student 1 Name Heyam Almadi

Student 2 Name TANYA ANDREW

Student 3 Name KATELYN SAUNDERS

Student 4 Name

Student ID

Name

Unit code

Assignment number

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Step 1: Analysis of the scenario in relation to theoretical

perspectives (Team - 250 words) (Your originality score for this section will

most likely be high as it will be matching to your team members)

The scenario presents a few concerns involving the children in the foundation
classroom, teachers, families: Priyanka’s mother, and the school environment.
Bullying by other students and social isolation causing Grace, Chi, and Priyanka to
isolate themselves and withdrawing from the other students in the classroom. The
teacher’s surprise at the bullying information brings to the head a possible gap in
classroom management and observation it is important that teachers carefully
observe the social interaction between children to engage them in social activities
that are productive and functional. (Duchesne,2015). Additionally, it signals a
potential communication conflict between the school and families, emphasizing the
need for a stronger, collaborative bridge to foster a nurturing educational
environment. To avoid these circumstances, the teacher must find a way to use
diverse learning moods and improve her monitoring to prevent bullying. The teacher
must effectively integrate play-based learning activities into the classroom by
employing various techniques, addressing bullying issues and how they will not be
accepted, and extending this discussion to the entire class. Addressing this will help
bridge the gap between the teacher and the student’s families. Educators need to
implement efficient strategies to address the issue of bullying in the classroom.
Bullying can hinder learning and prevent children from engaging in social
interactions, hurting their social growth. According to research, children who display
bullying often exhibit low moral engagement levels (Hymel & Bonnanno, 2014).
Bullying, in summary, is hurting the learning environment. Providing children with
unsafe learning surrounding will result in a lack of academic learning.

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

400 words)

The socio-cultural theory, founded by Vygotsky, proposed that learning and cognitive
development are deeply rooted in social interactions and cultural contexts. “Cognitive
growth results from the interplay between a child, their guardians, and their
surrounding” (Churchill, 2018, p. 153). It emphasises the fundamental role of social
relationships and community participation in shaping an individual’s learning. This
theory introduces the concept of the zone of proximal development (ZPD) “the area
of potential learning for an individual child at a given time” (Lindon, 2012, p. 39).
which identifies the gap between what learners can do alone and what they can
achieve with guidance, illustrating the importance of collaborative learning teacher’s
mediating role in educational environments. Applying the socio-cultural theory to this
scenario, the teacher could foster a collaborative and inclusive environment,
modifying issues like bullying and isolation. For instance, guided play activities could
be organised where children like Grace, Chi, and Priyanka collaborate with others,
facilitating peer-learning and promoting healthy social interactions. The teacher can
create “zones of proximal development” where children assist each other in learning
new concepts or skills, enhancing their cognitive development through social
engagement “the distance between the actual developmental level as determined by
independent problem solving and the level of potential development as determined
through problem solving under adult guidance or in collaboration with more capable
peers” (Vygotsky, 1978, p. 86). Additionally, by facilitating open communication with
families, the teacher can integrate the rich cultural inputs from the community into
the learning process, making it more inclusive and representative. This approach
ensures that learning is intertwined with social contexts and relationships, fostering a
friendly and enriching learning environment. In the lens of the socio-cultural theory,
teaching strategies that foster learning would encompass collaborative learning,
promoting group activities that nurture peer interactions and negotiations.
Furthermore, incorporating diverse cultural narratives in the curriculum could offer a
richer learning environment. Vygotsky emphasized the vital role social engagement
in the educational journey (khanacademymedicine.2014, February 25). Additionally
scaffolded instruction can be utilised, where teachers provide initial guidance,
gradually encouraging students to become independent thinkers. Community

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engagement, where families share experiences and stories, would also serve as a
powerful tool in creating a wholesome and inclusive learning environment. The
socio-cultural theory encourages critical thinking and problem-solving skills through
cooperative learning experiences “sharing strategies for solving problem helps
students to articulate their thinking as well as recognise other ways of approaching a
task” (Duchesne et al., 2018, p. 78). However, it might overlook individual learning
preferences and abilities, potentially not catering to students who increase in solitary
learning environments. Moreover, it requires a considerable amount of planning and
resources to facilitate effective collaborative activities and community engagement
which might be challenging in diverse classroom settings with student from varied
backgrounds and learning needs.

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Step 3: Review and compare theoretical perspectives to the

scenario (Team - 250 words) (Your originality score for this section will most
likely be high as it will be matching to your team members)

Sociocultural Theory promotes collaborative learning and comprehension through

social interaction. However, it may overlook individual learning preferences and
behavioural challenges like bullying. While it fosters collaborative learning, it might
not adequately address personal developmental needs and issues like bullying
(O’Toole & Hayes, 2019). Additionally, by focusing on understanding diverse
perspectives and individual differences, sociocultural theory can help create an
inclusive environment where bullying is less likely to occur. Constructivism Theory
encourages students to construct knowledge through personal experiences and
problem-solving, fostering critical thinking and creativity. Yet, it can lead to
inconsistent educational outcomes and may lack the structure some students require
for effective learning (Larochelle et al., 1998). Constructivism can prevent bullying as
students develop a greater sense of responsibility for their actions and a deeper
understanding of the consequences of their behaviour on others. Behaviourist
Theory emphasises observable behaviour and provides tools for managing and
changing conduct, crucial for addressing issues like bullying (Duchesne & McMaugh,
2018). It creates a secure learning environment but might overlook the complex
psychological and social factors behind the behaviour (Catania, 1984). For young
learners, this approach helps establish classroom routines, and engagement and
enables teachers to address behavioural issues like bullying promptly. As a group,
we have chosen Behaviourist Theory as the most appropriate for addressing
immediate concerns like bullying. It offers a structured approach, fosters safety and
inclusivity, and provides a clear framework for teachers to intervene effectively in
bullying incidents.

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

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

In an improved scenario utilizing the Behaviourist theory, the teacher introduces a

structured environment with clear rules and consistent rewards for positive
behaviour, aiming to shape children’s actions, as Skinner theory (B.F. Skinner,
1938). Described positive reinforcement (such as smiles, pat on the back, stars),
strengthens behaviours and negative reinforces (such as time out or red choice) can
discourage specific behaviours (Gray and MacBlain, 2012. p. 11). Grace, Chi,
Priyanka, and their peers learn through reinforcement, gaining stickers for
cooperation and respect. This immediate feedback fosters a positive atmosphere,
reducing bullying and promoting inclusivity. To meet diverse needs, the teacher
incorporates individualized rewards, ensuring each child feels valued. Scheduled
rotations and shared tables facilitate both focused lesson and play-based activities,
optimizing time and resources. Small, manageable tasks with instance reinforcement
support gradual learning, especially for those needing extra help. Employing a
“cause and effect” mechanism, the teacher fosters an environment where positive
actions return rewards, enhancing learning experiences. This strategy helps in
addressing bullying by reinforcing good behaviour and discouraging negativity
“Behaviourism views learning as a “cause and effect” mechanism, in which external
factors lead to a response (Duchesne et al., 2019, p. 220). Children understand the
consequences of their actions, promoting self-regulation. Priyanka feels safer, and
her peers are more inclusive. This approach, by emphasising consequences
supports the improvement of both individual behaviour and overall classroom
dynamics, contributing to a more effective and harmonious learning environment.
The teacher communicates with families, addressing concerns and reinforcing
positive behaviours at home. The classroom layout adjusted to reduce distractions,
fostering a conducive learning environment. Periodic assessment track progress,
and the success of the implemented strategies is shared with the school community.
these changes, aligned with behaviourist principles, create a harmony learning
environment where every child thrives.

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Step 5: Reflection (Individual component - 300 words)

Within this team assignment, I have had the opportunity to draw more on others’
experiences and have been able to modify these to form knowledge for future
learning experiences (Quintero, 2007). As a team we all had a voice and were able
to have an input, give useful feedback and ask for help when needed “ability to
connect to others deeply and directly is to sense and stimulate reactions and desired
interactions” (Davies, Fidler & Gorbis, 2011). Engaging in this task and diving deeper
into this unit has been an illuminating journey, uncovering key learnings about
various teaching theories. Navigating through behaviourism, socio-cultural theory,
and constructivism, I gleaned valuable insights into their applicability and limitations
with diverse learning environments. This exploration was beneficial, yet posed
challenges in harmonising theory with practice, emphasising that there is no
universal solution in teaching. What worked well was applying theoretical knowledge
to real world scenarios, which fostered a rich understanding of how diverse theories
can cater to varied learning needs. However, aligning unique theories to complex
learning environments highlighted the complexities and potential differences
between theory and practice. This experience underscores the importance of a
flexible, integrated approach, adapting to the unique needs and learning style of
each student. It is emphasised that a teacher’s role is not limited to informing
knowledge but extends to being a facilitator guide of inclusive learning environments.
Reflecting on my learning, my knowledge of teaching theories has deepened, and
my perspective on the teacher’s role has developed, the incorporation of theory is a
crucial aspect of developing into a teacher (Blaise, 2020). I have come to appreciate
the cooperative relationship between theory and practice, realising that they are
mutually enriching and foundational for fostering effective inclusive learning
environments. This task has been instrumental in shaping my view on the flexibility,
persistent learning, and multifaceted nature of teaching, enriching my educational
journey.

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References

Blaise, M. (2011). Teachers' theory making. In G. Latham, M. Blaise, S. Dole, J. Faulkner & K.
Malone (Eds.), Learning to teach: New times, new practices (vol. 2, pp. 105-133). South
Melbourne: Oxford University Press.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., . . . Vick, M. (2019).
Teaching: Making a difference (4th ed.). Milton, QLD: Wiley Publishing.

Davies, A. Fidler, D. & Gorbis, M. Institute for the Future. (2011). Future Work Skills 2020.
Retrieved from http://www.iftf.org/uploads/media/SR-1382A UPRI future work skills sm.pdf

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

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K.L. (2018). Educational psychology for
learning and teaching (5th ed.). South Melbourne, Victoria: Cengage Learning.

Gray, C., & MacBlain, S. (2012). Learning theories in childhood. London: Sage Publications Ltd.

Hayes, N., and O'Toole, L., (2020) Chapter 8 Intercultural perspective on behaviour, in
Supporting positive behaviour in Early childhood settings and primary schools:
Relationships, reciprocity and reflection, Taylor and Francis Group, UK.

khanacademymedicine. (2014, February 25). Vygotsky sociocultural development [video file].

Khan Academy Health and Medicine. Retrieved from https://youtu.be/-p_-0n2f35o.

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

Larochelle, M., Bednarz, N., & Garrison, J. W. (1998). Constructivism and education.
Cambridge, Uk: Cambridge University Press.

Lindon, J. (2012). Children as part of a social and cultural community: Understanding child
development 0-8 years (vol. 3, pp. 215-242). London: Hodder Education.

Quintero, E. (2007). Critical pedagogy and young children's worlds. In P. McLaren & J.
Kincheloe (Eds.), Critical pedagogy: Where are we now? (pp. 201-207). New York: Peter
Lang.

Skinner, B. F. (1984). The selection of behavior : the operant behaviorism of B.F. Skinner :
comments and consequences. Cambridge: Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. M.

Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). Cambridge, MA: Harvard
University Press.

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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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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)

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