john carroll’s model of school learning

John Carroll’s Model of School Learningin 1963, John Carroll proposed a model to account for school learning. His major premise was that school learning is a function of time. To be more specific, Carroll proposed that

school time spentlearning = f time needed

Allocated time

(amount of time

available for

learning)

Allocated time

(amount of time

available for

learning)

Time spentTime spent

Aptitude the ability to learn

academic material

(IQ)

Aptitude the ability to learn

academic material

(IQ)

TIME ON TASKEngagement

rate(percentage of allocated time students were paying

attention

TIME ON TASKEngagement

rate(percentage of allocated time students were paying

attention

Opportunity-Amount of time

available for learning

Opportunity-Amount of time

available for learning

ff

Perseverance-the extent to which

student take advantage of the

opportunity to learn

Perseverance-the extent to which

student take advantage of the

opportunity to learn

School learningSchool learning

Ability to understand instruction the preparedness of the student for understanding

the specific material to be learned (prerequisite

knowledge)

Ability to understand instruction the preparedness of the student for understanding

the specific material to be learned (prerequisite

knowledge)

Quality of instruction

methods and techniques

Quality of instruction

methods and techniques

ff

ff==Time

neededTime

needed

Learning (output) = f(context, input and classroom processes

Learning (output) = f(context, input and classroom processes

Academic learning time is a measured of the QUALITY as well as QUANTITY of time. It is the amount of time students are successfully covering content thah

will be tested

Academic learning time is a measured of the QUALITY as well as QUANTITY of time. It is the amount of time students are successfully covering content thah

will be tested

A high level of Academic Learning Time means that

1)Student are covering important (tested/evaluated) content

2) Students are “on task” most of the class period and

3) Students are successful on most the assingments they complete

A high level of Academic Learning Time means that

1)Student are covering important (tested/evaluated) content

2) Students are “on task” most of the class period and

3) Students are successful on most the assingments they complete

Time NeededTime Needed

If “time to learn” is held CONSTANT (all students

receive the same amount of time-to-learn regardless of aptitude), then academic, aptitude

is the most important variable related to time

needed.


receive the same amount of time-to-learn regardless of aptitude), then academic, aptitude

is the most important variable related to time

needed.

If “time to learn” is allowed to VARY

(students receive as much time as they need

to learn important content), then

prerequisite knowledge and quality of

instruction become more important.






Time Needed


receive the same amount of time-to-learn regardless of aptitude), then academic aptitude is the most important

variable related to time needed.






Pelajar berprestasi tinggi kerana guru itu bagus

Pelajar berprestasi tinggi kerana pelajar itu bagus

Self ConceptHow one views or feels about the self. This concept is learned as you experienced the world through your senses and perception

Formation of the Self-Concept

•Built from information from others• Built from information from ourselves• Once a self-concept is formed, it is difficult to change• How you view yourself and the way others view you can different

Self-Concept ang Self-EsteemSelf-concept is a cognitive appraisal of our social, physical, and academic competence (a measure of such things are our skill in

various subject areas, our assessment of our appearance, and the skill we have in peer relationship).

Academic skillsSocial skills cognitive

physical

Self-Esteem is the affective or emotional reaction to one’s self-concept (reflects a person’s overall confidence and satisfaction with oneself)

Positive and Negative Self-conceptPositive self-concept Negative self-concept

You are motivated to do something because you have often been successful

You lack motivation because, when you have tried new things before, you often did not do very well

You are confident in social situations because you usually get on well with people

You lack confidence, especially when meeting new people, new people make you feel anxious as you fear you will have nothing to say

You are generally happy with life You are unhappy a lot of the time

You have enough self-confidence to cope with new challenges and to view them positively

You often find life difficult and do not enjoy new challenges, as you are afraid of failure

Self-Efficacy

• High self-efficacy-believe can deal effectively with life events-confident in abilities-expect to overcome obstacles effectively

• Low self-efficacy-feel unable to exercise control over life-low confidence, believe all efforts are futile

Definitions

• SELF-CONCEPT

-the sum total of the ways in which we think about ourselves

• SELF ESTEEM

-how highly we think about our abilities and ourself

• SELF IMAGE

-How we view ourself based on others reaction to us

Influences to Self-Concept

Self-conceptSelf-concept

Sexual orientation

education

appearance

ageLife experiences

Emotional maturity

culturegender

relationships

Improving Children’s Self-Esteem

Encourage and facilitate-competence in area students find

important-improvement of academic skills through the use of professional tutors, parent volunteers, and peer tutors-emotional support and social approval by

parents, friends, and peers-social skills that positive peer relationship-coping skills to face the day to day problem as

they appear

Meneroka motivasi

Motivasi melibatkan proses yang mengekalkan tenaga untuk tingkahlaku berterusan menumpu ke

satu hajat tertentu-4 perspektif-

Motivasi melibatkan proses yang mengekalkan tenaga untuk tingkahlaku berterusan menumpu ke

satu hajat tertentu-4 perspektif-

1. Perspektif tingkahlaku menekankan ganjaran dan dendaan luaran sebagai kunci menentukan motivasi pelajar

1. Perspektif tingkahlaku menekankan ganjaran dan dendaan luaran sebagai kunci menentukan motivasi pelajar

2. Perspektif kognitif fokus kepada motivasi dalaman,

untuk berjaya pelajar percaya yang mereka boleh

mengawal persekitaran mereka.

2. Perspektif kognitif fokus kepada motivasi dalaman,

untuk berjaya pelajar percaya yang mereka boleh

mengawal persekitaran mereka.

3. Perspektif sosial need for affiliation membina dan mengekalkan perhubungan

yang rapat, mesra.

Perspektif Humanistik

Menekankan kemempuan pelajar untuk berkembang dan kebebasan pelajar memilih halatujunya sendiri

Motivasi dan pembelajaran

Motivasi untuk berjayaMotivasi untuk berjaya

Motivasi ekstrinsik dan

interistik

Motivasi ekstrinsik dan

interistik

Lain-lain proses kognitif

Lain-lain proses kognitif

Kerisauan dan pencapaian

Kerisauan dan pencapaian

Jangkaan guruJangkaan guru

Motivasi untuk berjaya

Pelajar dengan motivasi ekstrinsik

• melakukan sesuatu untuk mendapatkan sesuatu yang lain

• terpengaruh dengan ganjaran dan dendaan

Pelajar dengan motivasi ekstrinsik

• melakukan sesuatu untuk mendapatkan sesuatu yang lain

• terpengaruh dengan ganjaran dan dendaan

Pelajar dengan motivasi intrinsik

•Pamerkan self-determination dengan melakukan sesuatu itu kerana ianya.

•Motivation meningkat bila diberi peluang buat pilihan

Pelajar dengan motivasi intrinsik

•Pamerkan self-determination dengan melakukan sesuatu itu kerana ianya.

•Motivation meningkat bila diberi peluang buat pilihan


Low High

Low APATHY BOREDOM

High ANXIETY FLOW

Flow terjadi:

•Bila mempunyai masteri dan terpaut kepada aktiviti

•Bila pelajar dicabar dan merasakan mereka mempunyai kemahiran yang mencukupi

Student’s perceived level of their own skill

Student’s perceived level of challenge


Efikasi kendiri

Ajar strategi yang spesifik

Bantu pelajar rancang matlamat jangka

pendek dan jangka panjang

Sediakan sokongan orang dewasa yang positif dan

model rakan sebaya

Pastikan pelajar jangan terlalu risau (penting pelajar ada

kerisauan yang mencukupi)

Motivation to Achieve

Attribution Theory

Attribution theory: In their effort to make sense of their own behavior of performance, individuals are motivated to discover its underlying causes

1)Locus: students who perceive their success as being due to internel factors (i.e., effort) are more likely to have higher self-esteem

2)stability: If a student attributes positive outcome to a stable cause, there is an expectation of future success

3) Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt


Attribution Theory (Locus-stability-controlbility)Combination of causal

AttributionsReason Student Give For Failure

Internal stable uncontrollable Low aptitude

Internal stable controllable Never study

Internal unstable uncontrollable

Slick the day of the rest

Internal unstable controllable Did not study for this particular test

External stable uncontrollable School has tough requirements

External stable controllable The instructor is biased

External unstable uncontrollable

Bad luck

External unstable controllable Friends failed to help


Mastery Motivation

Mastery orientation -Student focus is on the task rather than their ability- Generate solution-oriented strategies.(criteria ref based)

Helpless orientation - Students focus on their personal inadequacies

Performance orientation

- Being concerned with the outcome rather than the process. (norm ref based)

Motivation, Teaching

And Learning

Motivation, Relationship, and

Sociocultural contexs

Motivation, Relationship, and

Sociocultural contexs

Social motivesSocial

motivesSocial

relationshipsSocial

relationships

Socioculturalcontexts

Socioculturalcontexts

Motivation, relationships, and socioculture contextssocial relationships

Motivation to AchieveMotivation to Achieve

ParentsShould provide the right amount of challenge in a

positive environment and model achievement

behavior

ParentsShould provide the right amount of challenge in a

positive environment and model achievement

behavior

PeersWith high achievement standarts will support

student achievement in others

PeersWith high achievement standarts will support

student achievement in others

TeachersOptimize achievement

when they provide challenging tasks in a

supportive environment

TeachersOptimize achievement

when they provide challenging tasks in a

supportive environment

Motivation, Relationships, and Sociocultural ContextsSociocultural Contexts

TEACHERS WHO CARE TEACHERS WHO DO NOT CARE

Teaching behaviors Makes an effort to make class interesting, teachers in a special way

Teachers in a boring way, gets off task, teacheers while students aren’t paying attention

Communication style Talks to me, pays attention, asks questions, listens

Ignores interrupts,screams,yells

Is honest and fair, keeps promises, trusts me, tells the truth

Embarrassers, insults

Concern about individuals Asks what’s wrong, talks to me about my problems, acts as a friend, asks when I need help, takes time to make sure I understand, calls on me

Forget name, does nothing when I do something wrong, doesn’t explain things or answer questions, doesn’t to help me

Motivation, Relationships, and Sociocultural ContextsSociocultural Contexts

ethnicity there is DIVERSITY in achievement motivation within ethnic minority groups

socioeconomic status

when ethnicity and socioeconomics status (SES) are investigated in the same study, SES is often the better predictor of achievement

Motivation, relationships, and Sociocultural Contextssociocultural Contexts

Males Females

•Have higher competence beliefs in math and sports

•Have higher competence beliefs in english, reading, and socio activities

•Are more rambunctious •Often experience conflicts between gender roles and achievement

•Receive more teacher attention •Are more complaint, get less teacher attention, by middle school have lower self-esteem

•List more career options

Motivation, Teaching and Learning

Hard-to-reach and Low-Achieving

Students

Hard-to-reach and Low-Achieving

Students

Discouraged students

Discouraged students

Uninterested or Aliented Students

Uninterested or Aliented Students

Hard-to-Reach, Low-Achieving StudentsDiscourage Students

Low Achievers with Low

Expectations•Provide constant

reassurance as long as

student demonstrates

effort

Low Achievers with Low

Expectations•Provide constant

reassurance as long as

student demonstrates

effort

Failure Syndrome•Increase

self-efficacy retraining

and altribution

training

Failure Syndrome•Increase

self-efficacy retraining

and altribution

training

Protection of Self-Worth by

Avoiding Failure

•Includes non-performance,

procrastination and

inappropriate goal setting

Protection of Self-Worth by

Avoiding Failure

•Includes non-performance,

procrastination and

inappropriate goal setting

Hard-to-Reach, Low-Achieving Studentsuninterested or Alienated Students

1. Develop positive teacher- student relationships.

2. Make school more interesting

3. Teach strategies to make learning enjoyable

4. Consider including a mentor

Families of Learning/Cognitive Style

john carroll’s model of school learning

Education

samemuch time

isif time

function of time

quantity of time

academic competence

low selfefficacy

ones selfconcept

learning output