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Social Learning Social Cognitive Theories Constructivist and Situated Learning

Cluster 9 Social Cognitive and Constructivist Views of Learning Anita Woolfolk’s Educational Psychology. Social Learning Social Cognitive Theories Constructivist and Situated Learning. Key Terms: Constructivism- emphasis that individuals learn best

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Social Learning Social Cognitive Theories Constructivist and Situated Learning

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  1. Cluster 9Social Cognitive and Constructivist Views of LearningAnita Woolfolk’s Educational Psychology Social Learning Social Cognitive Theories Constructivist and Situated Learning

  2. Key Terms: • Constructivism- emphasis that individuals learn best when they are constructing knowledge and understanding • Social Learning- learning from observing the behavior of others and the outcomes of those behaviors • Observational Learning- learning by observation and imitation of others • Vicarious Reinforcement- reinforcement that occurs through the observation of another being reinforced for that behavior Parents, Peers and Teachers • Steinberg’s Study of 20,000 adolescents • 40% are just going through the motions of learning • Parenting styles have an influence on students’ values • Teacher support is also important

  3. Social Learning Theory/Social Cognitive TheoryAlbert Bandura----------- • Bandura: • aggression is learned through behavior modeling • originated social learning theory (SLT) that has now developed as Social Cognitive Theory (SCT) • Originally SLT was based on behavioral principles of reinforcement and punishment, social behaviors. More recently, he added cognitive factors such as beliefs an self-perceptions, self-efficacy and expectations to his theory, referred to as SCT. • individuals do not actually inherit violent tendencies, but rather model them • argued that individuals, especially children, learn aggressive responses from observing others either personally or through the media and environment • Bobo doll experiments

  4. Social Cognitive Theory and Learning • Enactive Learning and Vicarious Learning • Observation/Modeling • Attention -Retention -Reproduction • Motivation and reinforcement -Vicarious reinforcement • See table 24.1, p. 308—Factors that Affect 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 • Observational Learning and Teaching • Directing attention -Fine-tune already-learned behaviors • Strengthening/weakening inhibitions -Modeling • Arousing emotions • See Guidelines, p. 310-Using Observational Learning • Reciprocal Determinism • Internal and External forces are important components of social cognitive theory • Reciprocal Influences • Social Influences • Achievement Outcomes • Self-influences

  5. Constructivism and Situated Learning • How is knowledge constructed? • realities and truths of the external world direct knowledge construction-Information processing • Internal processes direct knowledge construction-Piaget • both internal and external processes direct constructivism-Vygotsky See Table 25.1, p. 317 and Table 25.2-, p. 321-4 Views of Learning • Situated Knowledge • notion that much of what is learned is specific to the situation • adopting norms, behaviors, skills, beliefs, language and attitudes of a particular community (such as a work environment community) • Common Elements of Constructivist Perspectives-Implications for Teachers • complex learning environments and authentic tasks • social negotiation to encourage development of higher mental processes through social interaction. • multiple representations of content—multiple analogies, examples, metaphors • understanding the knowledge construction process-make students aware of the influences that shape their thinking • student ownership of learning

  6. Applications of Constructivist and Situated Learning Perspective • Inquiry Learning-many forms • teacher presents puzzling event, question or problem • formulate hypothesis to explain the event or solve problem • generate and collect data to test hypotheses • draw conclusions • reflect on original problem and thinking processes needed to solve it • Problem-Based Learning • real meaningful problem • may not necessarily be a “right” answer • use current events, social issues • Anchored instruction • Orient students to the problem • Organize students for study/research—tasks • assist independent and group investigation—research techniques and resources, experiments • develop and present in form of artifacts, reports, videos, models • analyze and evaluate problem-solving process

  7. Dialogue and Instructional Conversations • provide necessary opportunities for student to operate within their zones of proximal development (mastery of a task can take place with appropriate guidance/help/support) • reduction of dominance of teacher talk in the classroom See Table 26.2-Elements of the Instructional Conversation, p. 329 • Cognitive Apprenticeships • students observe and expert model (teacher) of the performance • students get external support through coaching or tutoring • conceptual scaffolding is provided and gradually removed as the students become more competent • students continually articulate their knowledge • students reflect on their progress through comparison with the expert and with their own earlier efforts • students are required to explore new ways to apply what they have learned, for example, reciprocal teaching (a modeling based method used to teach reading comprehension strategies) • math example-What are you doing? Why are you doing it? How will success in your strategy help you find a solution to the problem? • Examples of Critical Thinking Skills- see Table 26.3, p. 333

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