Copyright 2001 by Allyn and Bacon Social Cognitive and Constructivist Views of Learning: Chapter 9

Copyright 2001 by Allyn and Bacon Overview Social Processes in Learning Social Learning & Social Cognitive Theories Constructivist and Situated Learning Applications of Constructivist and Situated Learning Looking Back at Learning

Copyright 2001 by Allyn and Bacon Concept Map for Chapter 9 Social Learning and Social Cognitive Theories Looking Back at Learning Constructivism & Situated Learning Social Processes in Learning Personal, Social, and Emotional Development Applications of Constructivist and Situated Perspectives on Learning

Copyright 2001 by Allyn and Bacon Social Processes in Learning Different meanings for different students Learning is a social process Observation, dialogue, culture affect learning

Copyright 2001 by Allyn and Bacon Social Learning and Social Cognitive Theories

Copyright 2001 by Allyn and Bacon Social Learning Theory Terms Social Learning Theory Acquisition of knowledge Observable performance Social Cognitive Theory Enactive learning Vicarious learning

Copyright 2001 by Allyn and Bacon Learning by Observing Others Attention Retention Reproduction Motivation and reinforcement Vicarious reinforcement

Copyright 2001 by Allyn and Bacon Factors That Influence Observational Learning Developmental level of learner Status & prestige of the model Similarity of models Vicarious consequences Outcome expectations Value of the goal Self-efficacy See Table 9.1, Woolfolk, p. 326

Copyright 2001 by Allyn and Bacon Observational Learning in Teaching Directing attention Fine-tune already- learned behaviors Strengthening / weakening inhibitions Modeling Arousing emotions See Guidelines, Woolfolk, p. 328

Copyright 2001 by Allyn and Bacon Reflection Questions Think of a time when you learned something by watching another person. Analyze the model for status and similarity to yourself. What was your motivation for learning the new behavior? Was the learning experience effective for you? Why or why not?

Copyright 2001 by Allyn and Bacon Elements of Reciprocal Determinism Learning & Behavior Learning & Behavior Environment: resources consequences physical setting Environment: resources consequences physical setting Personal Factors: beliefs, expectations’ attitudes Personal Factors: beliefs, expectations’ attitudes Behavior: actions verbal statements choices Behavior: actions verbal statements choices

Copyright 2001 by Allyn and Bacon Constructivism & Situated Learning

Copyright 2001 by Allyn and Bacon Constructivist Views of Learning Emphasize the role of the learner Psychological/individual constructivism Vygotsky’s Social Constructivism Sociological Constructivism : How public knowledge is constructed

Copyright 2001 by Allyn and Bacon The Construction of Knowledge External influences: accurate mental representations of the outside world Internal influences: new knowledge is abstracted from old knowledge Combination of external & internal: an interaction of both influences builds knowledge See Table 9.2, Woolfolk, p. 332

Copyright 2001 by Allyn and Bacon Questions about Constructivism Is the world knowable? Radical constructivism Is knowledge situated or general? Situated learning Community of practice Enculturation Transfer: general or specific?

Copyright 2001 by Allyn and Bacon Elements of Constructivist Perspectives Complex, challenging learning environments Authentic tasks Social negotiation Intersubjective attitude Multiple representations of content Spiral curriculum Metacognition aids in the knowledge construction process Student-centered instruction

Copyright 2001 by Allyn and Bacon Applications of Constructivist & Situated Perspectives on Learning

Copyright 2001 by Allyn and Bacon Cognitive Models of Teaching Inquiry and Problem-Based Learning Group Work and Cooperation in Learning Dialogue & Instructional Conversations Cognitive Apprenticeship

Copyright 2001 by Allyn and Bacon Inquiry & Problem-Based Learning Teacher presents a puzzling event Students formulate hypotheses Collect data Draw conclusions Reflect on original problem Reflect on the thinking process

Copyright 2001 by Allyn and Bacon ENGAGE Claims Hypotheses Questions ENGAGE Claims Hypotheses Questions REPORT Findings (Public sharing) REPORT Findings (Public sharing) INVESTIGATE Procedures Determine RELATIONSHIPS INVESTIGATE Procedures Determine RELATIONSHIPS Evaluate EXPLANATION Evaluate EXPLANATION Guiding Teacher Thinking about Inquiry-Based Science Instruction GUIDING QUESTIONS and Focus Questions Prediction

Copyright 2001 by Allyn and Bacon Problem-Based Learning Real problems that have meaning for students Problems may not have “right” answers Current events, social issues Anchored instruction See Table 9.3, Woolfolk, p. 339

Copyright 2001 by Allyn and Bacon Group Work & Cooperation in Learning  Group work  Cooperating in learning  Constructivism and cooperative learning  See Table 9.4, Woolfolk, p. 341

Copyright 2001 by Allyn and Bacon Misuses of Group Learning Process valued more than the learning Misunderstandings reinforced Socializing takes precedence One ‘expert’ student does all the work Status differences may be increased

Copyright 2001 by Allyn and Bacon Making Cooperative Learning Work Face-to-face interaction Positive interdependence Individual accountability Teach collaborative skills Group processing Size and make-up of groups See Table 9.5, Woolfolk, p. 344

Copyright 2001 by Allyn and Bacon Models of Cooperative Learning Jigsaw Reciprocal questioning Scripted cooperation See Figure 9.2, Woolfolk, p. 346

Copyright 2001 by Allyn and Bacon Constructivist Considerations Promoting dialogue Instructional conversations Cognitive apprenticeships Reciprocal teaching Cognitive apprenticeships for thinking Stand alone programs Culture of thinking throughout classes See Woolfolk, Table 9.6, p. 248, and Point ▼ Counterpoint, p. 353

Copyright 2001 by Allyn and Bacon Encouraging Critical Thinking Using the language of thinking Defining & clarifying the problem Judging information related to the problem Solving problems/drawing conclusions

Copyright 2001 by Allyn and Bacon Looking Back at Learning Different view of learning No “best’ approach Tools for professional decision making See Table 9.8, Woolfolk, p. 358

Copyright 2001 by Allyn and Bacon Summary Social Processes in Learning Social Learning & Social Cognitive Theories Constructivist and Situated Learning Applications of Constructivist and Situated Learning Looking Back at Learning

Copyright 2001 by Allyn and Bacon Review Questions Distinguish between social learning and social cognitive theories. Distinguish between enactive and vicarious learning. What are the elements of observational learning? What is reciprocal determinism? Describe three kinds of constructivism.

Copyright 2001 by Allyn and Bacon Review Questions In what ways do constructivist views differ about knowledge sources, accuracy, and generality? What are some common elements in most constructivist views of learning? Distinguish between inquiry and problem- based learning. Describe five elements that define true cooperative learning.

Copyright 2001 by Allyn and Bacon Review Questions Describe six features that most cognitive apprenticeship approaches share. Describe the use of dialogue in reciprocal teaching. What is meant by thinking as enculturation? What do different views of learning add to our understanding?

Copyright 2001 by Allyn and Bacon End Chapter 9