1. What are the elements of social cognitive theory?
Social cognitive theory is concerned with both and internal and external factors. Several elements (environmental, personal, and behaviors) are involved in learning through there interactions with each other. Social cognitive theory is based upon Bandura’s reciprocal determinism. Reciprocal determinism states that forces of personal factors (beliefs, expectations, etc.), physical and social environments (consequences of actions, etc.), and behavior influence by interacting with each other, (p. 330). Personal factors can affect social influences, which in turn can affect behaviors. These factors can affect each other in any combination (figure 9.1, p. 330).
“Albert Bandura suggests that predictions about possible outcomes of behavior are critical for learning because they affect motivation, (p. 332). External (other people) and internal comparisons influences a person’s self-concept. “self-efficacy focuses on your ability to successfully accomplish a particular task with no need for comparisons, (p. 332). It is a person’s perception of how they will succeed at a task without considering if someone else would be successful. Their thoughts about whether they will be successful, can affect their behavior. Beliefs about personal capabilities are at the center of self-efficacy.
2. In what situations might a teacher use modeling?
Woolfolk states that modeling is “changes in behavior, thinking, or emotions that happen through observing another person – a model,” (p. 333). Modeling can be used to play out situations for resolving differences. The teacher would have another student help demonstrate the proper way to diffuse and argument. A teacher can also model by being respectful of the students and staff of the school. Modeling can be used to help students break down how to write a paragraph, or the steps to solving a mathematical problem.
3. What are the three constructivist perspectives on learning?
- Psychological/Individual Constructivism – “Psychological constructivists are concerned with how individuals build up certain elements of their cognitive or emotional apparatus, (p. 345). Sometimes called individual constructivists, they are concerned with an individual’s knowledge, beliefs, self-concepts, and identity (p. 345). Piaget’s take on constructivism had to do with how an individual built meaning. A person’s thoughts determined how meaning was developed. Piaget’s constructivism is also known as “first wave constructivism,” (p. 345). The extremists of individual constructivism believe that an individuals perceptions and beliefs about the world are the only meaning constructed by an individual because he has no way of knowing the meaning another individual has developed.
- Vygotsky’s social constructivism – Second wave constructivism is concerned with social learning. For example, a child in Mexico is taught Spanish by his parents, while a child in France is taught French. “One way of integrating individual and social constructivism is to think of knowledge as individually constructed and socially mediated,” (p. 346). Using primates as another example, a chimpanzee learns to use a stick as a tool for collecting ants out of an ant hole. That chimpanzee models the technique for others and, soon the entire family is using the stick technique.
- Constructivism – “Social constructivists do not focus on individual learning. Their concern is how public knowledge in disciplines such as science, math, economics, or history is constructed,” (p.346). Collaboration and the challenging of viewpoints and traditions are encouraged in order to create new cultures.
4. How could you incorporate inquiry, problem-based learning, instructional conversations, and cognitive apprenticeships in your teaching?
- The scientific method is the best example of inquiry learning. The students present a hypothesis, perform an experiment, gather results, and see if their hypothesis is true. Another example would be a KWL chart. The students put down what they know about a topic, what they want to know, and what they have learned. Some assumptions about what the students know could be wrong, (p.351).
- Problem-base learning is concerned with developing knowledge that is flexible to many situations and may or may not have a right answer. A teacher presents a problem about how to stop global warming. The teacher then helps the students organize ways in which to research the topic. The students, with the guidance of the teacher, then proceed to gather information about the topic. The students then give presentations, reports, etc. about the topic after which a discussion ensues about what was discovered, (p.352).
- Instructional conversations have nothing to do with the standard form of instruction. Instead the teacher and students talk through the learning process. Questions and answers are a perfect way to participate. Instructional conversations should keep the entire class engaged. The ultimate goal is to have the students converse more among themselves, and less with the teacher. I would use this technique when discussing current events, (p. 356).
- Cognitive apprenticeships enable the teacher to model a particular task so that the students will assimilate the behavior after practice. By doing, the students become adept at the task. I could use apprenticeships when showing students how to solve word problems.
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