Social Cognitive and Constructivist Views of Learning

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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?

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• 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.

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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.

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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.

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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.

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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.

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• 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.

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• 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.).

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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?

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• 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.

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• 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.

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Quote
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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.

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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.

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• 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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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• 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.