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Social Cognitive and Constructivist Views of Learning

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Title: Social Cognitive and Constructivist Views of Learning


1
Social 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.

3
What 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.

4
Bobo 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.

5
Observational 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.

6
Factors 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.).

9
Vicarious 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.

12
Quote
13
The 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.

14
Basic 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.

16
Example 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.

17
Problem-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.

18
Instructional 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.

19
How 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.

20
Describe 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

21
What 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.

22
Questions 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.
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