Chapter 9 – Social Cognitive & Constructivist views of Learning

Bandura's theory - Emphasizes learning though observation of others

Evolution of Bandura's theory - Similar to learning theory however adds concern with cognitive factors such as beliefs, self perception, and expectations which helps explain things like motivation

Enactive = Learning by doing and experiencing consequences Vicarious = Observing others and learning from their experiences Operant conditioning = reinforces strengthen behavior, Enactive learning focuses on consequences as providing information to form new motivations/beliefs etc

Triadic Reciprocal Causation Mutual interaction of three factors to influence learning Environemntal + Personal + Behavioural

Attention Retention Reproduction Motivation & reinforcement

A change in behaviour due to observing consequences of performance of others

Developmental status (age etc) Model prestige & competence Vicarious consequences Outcome expectations Personal Goals (if behaviour relates to personal goal more likely to be learned) Self efficacy

View that emphasises the active role of the learner in building/understanding new information

External Factors = Realities in the external world direct knowledge construction (IPS) Internal Factors = New knowledge is abstracted from old knowledge in cognitive activity - such as Piaget's focus on origination assimilation and accommodation Mixture of Internal + External = Reflects the outside world but filtered though culture, language, prior knowledge, beliefs etc eg Vygotsky's sociocultural model

The idea that skills and knowledge are tied to the situation in which they were learned and difficult to apply to new settings

- Embed learning in complex, realistic, relevant environments - Social negotiation & shared responsibility should be taught - Support multiple perspectives & use multiple representations of content - Nurture self awareness and the understanding that knowledge is constructed - Encourage ownership in learning

Approach to teaching/learning where teacher helps student to identify questions in an area and then students explore these by gathering data and testing their conclusions

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Engaging & tuning in 2. Finding out (resources) 3. Sorting out (evaluating info) 4. Drawing conclusions 5. Communicating learning 6. Taking actions (relate information to real life + future learning)

Approach that provides students with realistic problems that don't necessarily have 'right' answers

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Teacher orients students to the problem 2. Help to organize study approach 3. Assist independent/group investigation 4. Develop and present artifacts and exhibits 5. Analyse and evaluate the problem solving process

Relationship where a less experiences learner is guided by an expert. Observe expert and model + get coaching & scaffolding + student articulates newly learned knowledge + reflect on progress + explore ways to apply learning

Either planned or as a response to a spontaneous event >> instruction, questioning, shared thinking, and joining in as a play partner.

Play is a good opportunity to teach at the level the student is at

Creating a culture of inquizivity, learning, questioning in the classroom - Making learning visible

Cooperation - Focuses on group members working toward shared goals. Collaboration - More complex form a group work that involves participation and discussion between all group members. << Helps develop critical thinking skills, teamwork, etc Different learning theories agree for different reasons eg IPS - aids in elabouration/rehersal, Vygotsky = Social construction of knowledge gets internalized, Piaget = Can create cognitive conflict and aid cognitive growth

1)Face to face interaction 2)Positive interdependence 3)Individual accountability 4)Interpersonal and smallgroup collaborative skills 5)Group processing

Rehersal = 4-6 Participation = 2-4

Encourager Praiser/Cheerleader Gate Keeper (makes sure everyone gets = say) Coach Question commander (makes sure everyone gets Qs answered) Checker (checks understanding) Taskmaster Recorder Reflector Quiet Captain Materials monitor NOTE: During group presentations can give roles to listeners to ensure they are paying attn

Jigsaw - Each person responsible for teaching other members one section of material. Reciprocal Questioning - After a lesson, get into small groups and ask & answer eachothers question stems.

Structured controversy - Like a set up debate but not infront of people and have to argue one side then another, in pairs and groups of four.

Psychological Constructivists (piaget) Social Constructivists (vygotsky) Constructionists (interested in how public knowledge is constructed and communicated with other sociacultural groups)