Social Cognitive and Constructivist Views of Learning Chapter

Social Cognitive and Constructivist Views of Learning: Chapter 9

Overview Social Processes in Learning Social Learning & Social Cognitive Theories Constructivist and Situated Learning Applications of Constructivist and Situated Learning Looking Back at Learning

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

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

Learning by Observing Others Attention Reproduction Motivation and reinforcement Vicarious reinforcement

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

Observational Learning in Teaching Directing attention Fine-tune alreadylearned behaviors Strengthening / weakening inhibitions Modeling Arousing emotions See Guidelines, Woolfolk, p. 328

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?

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

Constructivism & Situated Learning

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

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 Copyright 2001 by Allyn and Bacon See Table 9. 2, Woolfolk, p. 332

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

Applications of Constructivist & Situated Perspectives on Learning

Cognitive Models of Teaching Inquiry and Problem-Based Learning Group Work and Cooperation in Learning Dialogue & Instructional Conversations Cognitive Apprenticeship

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

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

Problem-Based Learning Real problems that have meaning for students Problems may not have “right” answers Current events, social issues Anchored instruction Copyright 2001 by Allyn and Bacon See Table 9. 3, Woolfolk, p. 339

Group Work & Cooperation in Learning § Group work § Cooperating in learning § Constructivism and cooperative learning § See Table 9. 4, Woolfolk, p. 341

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

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

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

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 problembased 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