SOCIAL COGNITIVE and CONSTRUCTIVIST VIEWS of LEARNING

1. � Allyn & Bacon 2007 SOCIAL COGNITIVE and CONSTRUCTIVIST VIEWS of LEARNING

2. � Allyn & Bacon 2007 Overview Social Cognitive Theory Applying Social Cognitive Theory Cognitive and Social Constructivism Applying Constructivist Perspectives

3. � Allyn & Bacon 2007 Concept Map for Chapter 9

4. � Allyn & Bacon 2007 Social Processes in Learning Different meanings for different students Learning is a social process Observation, dialogue, culture affect learning

5. � Allyn & Bacon 2007

6. � Allyn & Bacon 2007 Bandura Social Learning Theory - 1960s Observation Modeling Vicarious Reinforcement Social Cognitive Theory - Current Expectations Beliefs

7. � Allyn & Bacon 2007 Predictors of Success Self-Efficacy � Future � Specific Expertise ? Self-Concept � Present � General Thought ? Self-Esteem � Immediate � Feeling

8. � Allyn & Bacon 2007 Factors That Influence Observational Learning Developmental level of learner Status and prestige of the model Similarity of models Vicarious consequences Outcome expectations Value of the goal Self-efficacy

9. � Allyn & Bacon 2007

10. � Allyn & Bacon 2007 Self-Regulated Learning

11. � Allyn & Bacon 2007 Self-Regulating Students Know themselves: Know their learning styles, strengths, interests, & distractions Know and apply successful strategies: Skimming � mnemonic devices Recognize & Differentiate contexts: Connect present goals to future contexts Manage their own volition: Protect opportunities to reach their own goals

12. � Allyn & Bacon 2007 Teacher Strategies to Increase Self-Regulation Have students set short term goals Teach strategies � outlining/note-taking Reward achievement not simply engagement Share the locus of control � offer choice

13. � Allyn & Bacon 2007 Teacher Strategies to Increase Self-Regulation Teach problem-solving transfer Employ complex or thematic learning units Formal and informal self-evaluation Collaborative work structures

14. � Allyn & Bacon 2007 Supporting Self-Regulation Direct attention � Strategy of the Month for families to practice at home Fine-tune already-learned behaviors �Build environments of encouragement Strengthen/weaken inhibitions Model � Talk through your own self-regulation Arouse emotions � Use drama & arts For More Ideas, See Woolfolk, Guidelines, p. 340

15. � Allyn & Bacon 2007 Self-Reflection Questions Think of a time when you learned something by watching another person. Analyze the model for status and similarity to yourself. What was your motivation for learning the new behavior? Was the learning experience effective for you? Why or why not?

16. � Allyn & Bacon 2007 30 Second Reflection Question Do children learn to be violent from watching TV? Use what you know about observational learning and modeling to address this question. Classic clown doll experiment � What would you predict?

17. � Allyn & Bacon 2007 Constructivism and Situated Learning

18. � Allyn & Bacon 2007 The Construction of Knowledge External influences: Accurate mental representations of the outside world Internal influences: New knowledge is abstracted from old knowledge Combination of external and internal: An interaction of both influences builds knowledge

19. � Allyn & Bacon 2007 Questions about Constructivism Is the world knowable? Radical constructivism Is knowledge situated or general? Situated learning Community of practice Enculturation Transfer: general or specific?

20. � Allyn & Bacon 2007 Common Elements of Constructivist Perspectives Complex, challenging learning environments and authentic tasks Social negotiation Multiple representations of content Making students aware of the knowledge construction process Student-centered instruction

21. � Allyn & Bacon 2007 Applications of Constructivist & Situated Perspectives on Learning Inquiry and Problem-Based Learning Dialogue and Instructional Conversations Cognitive Apprenticeships

22. � Allyn & Bacon 2007 Inquiry and Problem-Based Learning Teacher presents a puzzling event Students formulate hypotheses Collect data Draw conclusions Reflect on original problem Reflect on the thinking process

23. � Allyn & Bacon 2007 Problem-Based Learning Real problems that have meaning for students Problems may not have �right� answers Current events, social issues Anchored instruction

24. � Allyn & Bacon 2007

25. � Allyn & Bacon 2007 Instructional Conversations Promote learning Involve dialogue Provide opportunities for scaffolding For More Info, See Woolfolk, Table 9.4, p. 357

26. � Allyn & Bacon 2007 Cognitive Apprenticeships Observe and expert Coach assisted learning Teacher scaffolds Articulate steps learned � self-talk Reflect on what was learned Explore for ways to apply new learning

27. � Allyn & Bacon 2007 Problem-Solving Skills Examples of Critical Thinking Skills See Woolfolk, Table 9.5, p. 361 Discussion: Value of Critical Thinking Skills? See Woolfolk, Point/Counterpoint, p. 360

28. � Allyn & Bacon 2007 Encouraging Critical Thinking Using the language of thinking Defining and clarifying the problem Judging information related to the problem Solving problems/drawing conclusions

29. � Allyn & Bacon 2007 Fostering Communities of Learners (FCL) Definition: �a system of interacting activities that results in a self-consciously active and reflective learning environment� (Brown & Campione, 1996, p. 292) Why Learning Communities? To share information in order to perform consequential tasks

30. � Allyn & Bacon 2007 Diversity Social cognitive theory rests on the power of diversity Reciprocal interactions between personal environmental & behavioral factors reflect diversity Social context, culture, personal history, ethnicity, language, & racial identity shape knowledge, beliefs & environmental features for each student differently

31. � Allyn & Bacon 2007 Convergences Differing views brought together to create productive learning environments for all students Language & higher level thinking thrive in an environment where it is recognized that knowledge is constructed For More Info, See Woolfolk, Table 9.6, p. 363

32. � Allyn & Bacon 2007 Summary There is no one best approach; apply the appropriate approaches where needed: Social Processes in Learning Social Learning and Social Cognitive Theories Constructivism and Situated Learning Applications of Constructivist and Situated Perspectives on Learning

33. � Allyn & Bacon 2007 Review Questions Distinguish between social learning and social cognitive theories. What is reciprocal determinism? What is self-efficacy, and how is it different from other self-schemas? What are the sources of self-efficacy? How does efficacy affect motivation? What is teacher�s sense of efficacy?

34. � Allyn & Bacon 2007 Review Questions What factors are involved in self-regulated learning? What is the self-regulated learning cycle? How can teachers support the development of self-efficacy and self-regulated learning? Describe two kinds of constructivism and distinguish these from constructionism.

35. � Allyn & Bacon 2007 Review Questions In what ways do constructivist views differ about knowledge sources, accuracy, and generality? What are some common elements in most constructivist views of learning? Distinguish between inquiry methods and problem-based learning. What are instructional conversations?

36. � Allyn & Bacon 2007 Review Questions Describe six features that most cognitive apprenticeship approaches share. What is meant by thinking as enculturation? What is critical thinking? What is FCL?

37. � Allyn & Bacon 2007 Review Questions Describe six features that most cognitive apprenticeship approaches share. Describe the use of dialogue in reciprocal teaching. What is meant by thinking as enculturation? What do different views of learning add to our understanding?

38. � Allyn & Bacon 2007 MyLabSchool View video clip �Motivating Through Problem-Based Learning� (2:21) (Assignment ID EPV6) Question 1: What is the process for setting up a problem-based learning project? List the steps taken in this video. Question 2: How does PBL motivate students to learn? Question 3: What is the first step in problem-based learning?