Title: Social Cognitive and Constructivist Views of Learning
1Social Cognitive and Constructivist Views of
Learning
- What do University Heights, Iowa and Dickeyville,
Wisconsin have in common? - Social Leaning Theory theory that emphasizes
learning through observation of others. - Albert Bandura believed the traditional
behavioral views were accurate, but incomplete
(lacks the social influence on learning). - What is a normal, a jock, a brain, a
partyer and a druggie according to your
textbook?
2- How does parenting style influence teen behavior?
- Indulgent parents tend to point children toward
fun-cultures (partyers and druggies) - Authoritative parents (democratic demanding, but
responsive rational) point children toward peer
pressure to do well in school and away from peer
pressure to do drugs or drink. - Uninvolved parents tended to have children who
gravitated toward partyers and druggies.
3What role can teachers play in supporting school
achievement?
- Perceived support from teachers is related to
positive motivation for learning and adjustment
in school for students (Wentzel Battle, 2001). - Being liked by teachers can offset the negative
effects of peer rejection in middle school. - Students ignored by peers can remain
well-adjusted academically and socially when they
are liked and supported by teachers.
4Bobo Doll Study
- What were the results of Banduras Bobo doll
studies? - Children watched a model kicking and punching an
inflatable Bobo doll. One group saw the model
rewarded, one group saw the model punished, and
one group saw no consequences. - All learned what they witnessed (if promised a
reward all imitated the model), but the reward
group was the most aggressive with the doll in
subsequent play.
5Observational Learning
- Acquisition and later performance of behaviors
demonstrated by others. - What is necessary for observational learning to
occur? - Attention extent to which we focus on others
behavior. - Retention our ability to retain a representation
of others behavior in memory. - Production Processes our ability to actually
perform the actions we observe. - Motivation and Reinforcement our need for the
actions we observe their usefulness to us.
6Factors That Effect Observational Learning
- 1. Developmental Status attention spans
increase, improved capacity to process
information, ability to adopt intrinsic
motivators. - 2. Model Prestige and Competence observers pay
more attention to high-status, competent models.
7- 3. Vicarious Consequences valued consequences
motivate observers consequences to models convey
information about appropriateness and likely
outcomes of actions. - 4. Outcome Expectations observers more likely
to perform modeled actions if they will
experience rewarding outcomes.
8- 5. Goal Setting observers are likely to attend
to models who demonstrate behaviors that help
observers obtain goals. - 6. Self-Efficacy observers attend to models
they believe they can imitate. Observation of
similar models affects self-efficacy (If they
can do it, I can too.).
9Vicarious Reinforcement
- Not all reinforcement needs to be direct.
Vicarious Reinforcement increases the chances
that we will repeat a behavior by observing
another person being reinforced for that
behavior. - Punishment can also be vicarious (Toccet avoiding
our car after Duffy was hit). - Can you think of any situations in which you
witnessed vicarious reinforcement?
10- Ripple Effect Contagious spreading of behaviors
through imitation. Can be good or bad. - Modeling changes in behavior thinking, or
emotions that occur through observing another
person- a model.
11- Model behaviors and attitudes you want your
students to learn (try not to overdo itThe
Little Boy). - Show enthusiasm for the subject you teach.
- Be willing to demonstrate both the mental and
physical tasks you expect the students to
perform. - Model good problem solving.
- Use peers as models (especially class leaders?).
- Make sure students see that positive behaviors
lead to reinforcement for others.
12Quote
13The Constructivist Approach View that emphasizes
the active role of the learner in building
understanding and making sense of information.
- 1. Learning involves pursuing meaningful goals.
- 2. Learners link new material with existing and
future-oriented material. - 3. Higher-order thinking facilitates creative
and critical thinking. - 4. Teaching should support childs natural
curiosity.
14Basic Characteristics
- 1. Goals are negotiated by teachers and
students. - 2. Content is selected by teacher and students
collaborating together. - 3. Emphasis on understanding, not coverage.
- 4. Assessment is authentic and involves
students.
15- First Wave Constructivism a focus on the
individual and psychological sources of knowing,
as in Piagets theory. - Second Wave Constructivism a focus on the social
and cultural sources of knowing, as in Vygotskys
theory.
16Example Inquiry Learning
- 1. Teacher presents a puzzling event or problem.
- 2. Students formulate hypotheses to explain the
event or problem. - 3. Students collect data to test the hypotheses
and draw conclusions based on their data. - 4. Students reflect on the original
event/problem and on the thinking skills used in
explaining/solving it.
17Problem-Based Learning
- Methods that provide students with realistic
problems that do not necessarily have right
answers. - Example Anchored Instruction (a type of
problem-based learning that uses a complex
interesting situation as an anchor for learning.
18Instructional Conversations Situation in which
students learn through interactions with teachers
and/or other students.
- Allows teacher to help students with problems
within their zone of proximal development and to
provide scaffolding when necessary.
19How does situated learning differ from transfer?
- Situated Learning the idea that skills and
knowledge are tied to the situation in which they
were learned and difficult to apply in new
settings. - Transfer influence of previously learned
material on new material.
20Describe several features that most cognitive
apprenticeship approaches share.
- Cognitive Apprenticeship a relationship in which
a less experienced learner acquires knowledge and
skills under the guidance of an expert. - Students watch the model
- Receive tutoring or coaching
- Receive scaffolding
- Articulate their knowledge
- Reflect on progress
- Explore new ways to apply what they have learned
21What is meant by thinking as enculturation and
how does this relate to Vygotsky?
- Enculturation is a broad and complex process of
acquiring knowledge and understanding consistent
with Vygotskys theory of mediated learning. The
cultural of the classroom can teach us lessons
about thinking by giving us models of good
thinking providing direct instruction in
thinking processes and encouraging practice of
those thinking processes through interactions
with others.
22Questions for you to consider
- What is reciprocal determinism?
- Describe three types of constructivism.
- What are some common elements in most
constructivist views of learning? - How does situated learning differ from transfer
(discussed in Chapter 8)? - Distinguish between inquiry and problem-based
learning. - Describe several features that most cognitive
apprenticeship approaches share.
23- What are instructional conversations and how do
they differ from a lecture? - What is meant by thinking as enculturation and
how does this relate to Vygotsky? - If you were going to teach any of these concepts
from Chapter 9 to your classmates, how would you
go about doing it? Be creative.