copyright 2001 by allyn and bacon social cognitive and constructivist views of learning: chapter 9

Copyright 2001 by Allyn and Bacon

Social Cognitive and Constructivist Views of

Learning: Chapter 9


OverviewSocial Processes in LearningSocial Learning & Social Cognitive TheoriesConstructivist and Situated LearningApplications of Constructivist and Situated LearningLooking Back at Learning


Concept Map for Chapter 9

Social Learningand

Social CognitiveTheories

Looking Backat Learning

Constructivism &Situated Learning

Social Processesin

Learning

Personal, Social,and EmotionalDevelopment

Applications ofConstructivist and

Situated Perspectiveson Learning


Social Processes in Learning

Different meanings for different studentsLearning is a social processObservation, dialogue, culture affect learning


Social Learning and Social Cognitive Theories


Social Learning Theory Terms

Social Learning TheoryAcquisition of knowledgeObservable performanceSocial Cognitive TheoryEnactive learningVicarious learning


Learning by Observing Others

AttentionRetentionReproductionMotivation and reinforcementVicarious reinforcement


Factors That Influence Observational Learning

Developmental level of learnerStatus & prestige of the modelSimilarity of modelsVicarious consequencesOutcome expectationsValue of the goal Self-efficacy

See Table 9.1, Woolfolk, p. 326


Observational Learning in Teaching

Directing attentionFine-tune already-learned behaviorsStrengthening / weakening inhibitions ModelingArousing 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

Learning&

Behavior

Learning&

BehaviorEnvironment:

resourcesconsequences

physical setting

Environment:resources

consequencesphysical setting

PersonalFactors: beliefs,

expectations’attitudes

PersonalFactors: beliefs,

expectations’attitudes

Behavior:actions

verbal statementschoices

Behavior:actions

verbal statementschoices


Constructivism & Situated Learning


Constructivist Views of Learning

Emphasize the role of the learnerPsychological/individual constructivismVygotsky’s Social ConstructivismSociological Constructivism : How public knowledge is constructed


The Construction of Knowledge

External influences: accurate mental representations of the outside worldInternal influences: new knowledge is abstracted from old knowledgeCombination of external & internal: an interaction of both influences builds knowledge



Questions about Constructivism

Is the world knowable?Radical constructivism

Is knowledge situated or general?Situated learningCommunity of practiceEnculturationTransfer: general or specific?


Elements of Constructivist Perspectives

Complex, challenging learning environmentsAuthentic tasksSocial negotiationIntersubjective attitudeMultiple representations of contentSpiral curriculumMetacognition aids in the knowledge construction processStudent-centered instruction


Applications of Constructivist & Situated Perspectives on

Learning


Cognitive Models of Teaching

Inquiry and Problem-Based LearningGroup Work and Cooperation in LearningDialogue & Instructional ConversationsCognitive Apprenticeship


Inquiry & Problem-Based Learning

Teacher presents a puzzling eventStudents formulate hypothesesCollect dataDraw conclusionsReflect on original problemReflect on the thinking process


ENGAGE•Claims•Hypotheses•Questions

ENGAGE•Claims•Hypotheses•Questions

REPORTFindings

(Public sharing)

REPORTFindings

(Public sharing)

INVESTIGATE•Procedures•Determine•RELATIONSHIPS

INVESTIGATE•Procedures•Determine•RELATIONSHIPS

EvaluateEXPLANATION

EvaluateEXPLANATION

Guiding Teacher Thinking about Inquiry-Based Science Instruction

GUIDING QUESTIONS and Focus QuestionsGUIDING QUESTIONS and Focus Questions

Prediction


Problem-Based LearningReal problems that have meaning for studentsProblems may not have “right” answersCurrent events, social issuesAnchored instruction



Group Work & Cooperation in Learning

Group work Cooperating in learning Constructivism and cooperative learning See Table 9.4, Woolfolk, p. 341


Misuses of Group LearningProcess valued more than the learningMisunderstandings reinforcedSocializing takes precedenceOne ‘expert’ student does all the workStatus differences may be increased


Making Cooperative Learning Work

Face-to-face interactionPositive interdependenceIndividual accountabilityTeach collaborative skillsGroup processingSize and make-up of groupsSee Table 9.5, Woolfolk, p. 344


Models of Cooperative Learning

JigsawReciprocal questioningScripted cooperationSee Figure 9.2, Woolfolk, p. 346


Constructivist Considerations

Promoting dialogueInstructional conversationsCognitive apprenticeships

Reciprocal teachingCognitive apprenticeships for thinking

Stand alone programsCulture of thinking throughout classes

See Woolfolk, Table 9.6, p. 248, and Point▼Counterpoint, p. 353


Encouraging Critical Thinking

Using the language of thinkingDefining & clarifying the problemJudging information related to the problemSolving problems/drawing conclusions


Looking Back at Learning

Different view of learningNo “best’ approachTools for professional decision makingSee Table 9.8, Woolfolk, p. 358


SummarySocial Processes in LearningSocial Learning & Social Cognitive TheoriesConstructivist and Situated LearningApplications of Constructivist and Situated LearningLooking Back at Learning


Review QuestionsDistinguish 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.


Review QuestionsIn 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.


Review QuestionsDescribe 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?


End Chapter 9

copyright 2001 by allyn and bacon social cognitive and constructivist views of learning: chapter 9

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