Transcript Cluster 9 Social Cognitive and Constructivist Views of 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
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
Social Learning Theory/Social Cognitive Theory
Albert 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
Social Cognitive Theory and Learning
• Enactive Learning and Vicarious Learning
• Observation/Modeling
– Attention
– Motivation and reinforcement
-Retention
-Vicarious reinforcement
-Reproduction
• See table 24.1, p. 308—Factors that Affect Observational Learning
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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
– Strengthening/weakening inhibitions
– Arousing emotions
-Fine-tune already-learned behaviors
-Modeling
• 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
Constructivism and Situated Learning
• How is knowledge constructed?
– realities and truths of the external world direct knowledge constructionInformation 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
Applications of Constructivist and
Situated Learning Perspective
• Inquiry Learning-many forms
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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
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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
• 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