219_AO_CH_10

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Chapter 10: Social Cognitive Views of Learning (pages 362-402) Directions: Complete this advanced organizer as you read the text chapter. This is a metacognitive exercise to assist you in understanding and retaining your learning from the reading. This assignment must be completed in its entirety in order to receive credit. Please begin early enough in the module to commit the time needed to complete this assignment. Submit the completed organizer to the assignment dropbox in Blackboard on or before the due date. Before I read, here are my thoughts: What do I already know about this topic? You can list terms or share a few experiences you’ve had; the point is to orient yourself to the reading. nothing After reading this chapter, what should I know and be able to do (learning outcomes on page 362)? - Describe five basic assumptions of social cognitive theory and their classroom implications - Use a social cognitive perspective to explain how mental processes can influence the effects of reinforcement and punishment - Describe the potential effects of modeling on learners’ behaviors and explain how you can productively use the modeling in instruction - Describe the nature and origins of self-efficacy and explain how you might influence self-effacement both in your students and in yourself as a teacher - Identify important learning components of self-regulated behavior and self-regulated learning and apply your knowledge of self- regulation to help diverse learners effectively control their behavior, master academic subject matter and address interpersonal problems What questions do I have as I begin the reading? none Rating my knowledge: Please rate your knowledge before you read using this scale: 1. I don’t feel like I know anything about this topic. 1

2. I’ve heard some of the terms, but couldn’t tell you what they mean. 3. I feel fairly comfortable with the key concepts, but want to know more. 4. I know all about this, and could teach this section. As I read, here are my thoughts: Main Topic – You will find information about the main topic in the textbook reading. No topic should be left blank. Key Points – In this column, put the information from the reading into your own words. This should be a summary of what you have learned and does not need to be in complete sentences (bullet points, etc., are fine). No topic should be left blank. You do not have to cite sources as long as you are using the sources given in the course. Read the Case Study, “Two Students, Same Problem”. What do Cody and Carrie have in common? They both lack motivation and engagement in the classroom. They also lack confidence in their academic ability which frustrates them Describe five basic assumptions of social cognitive theory: 1 People can learn by observing others 2 Learning is an internal process that may or may not lead to a behavior change 3 Cognitive processes influence motivation as well as learning 4 People and their environments mutually influence each other 5 Behavior become increasingly self-regulated Define: Reciprocal causation Cause and effect relationships among environment, behavior and personal variables that influence learning and development Read Table 10.1: Basic Assumptions of Social Cognitive Theory and Their Educational Implications. Read the Assumptions and describe the educational implications: 1 Learning by observing: demonstrate a behavior so students can learn 2 Learning is an internal process: new learning doesn’t always show outward results immediately and behavior can be changed at a later time

3 Cognitive processes In motivation: encourage students to create short term goals especially ones that are both challenging and acheivable 4 Reciprocal causation: encourage students to consider multiple influences so they can learn effectively 5 Increasing self-regulation with age: teach students strategies that can help them control their behaviors and direct their learning Define: Response-consequence contingency Explain why things happen. If a student gets an A on a test tell them why they did so they know how to continue getting A’s Define: Outcome expectations Expectations based on previous events or circumstances Define: Incentive a reward or something you can get out of completing a task Define: Vicarious reinforcement Learners who see someone being reinforced for a behavior are likely to do that behavior themselves Define: Vicarious punishment Seeing someone else being punished for a behavior makes them less likely to do that behavior Define: Modeling Some thing or action/demonstration that can be used to learn from by observation Define: Mirror neurons Neurons in the brain that become active when learners observe others’ behaviors or when they engage in that same behavior Define: Three forms of modeling Live model, symbolic model, and verbal instructions Define: Cognitive modeling a model that demonstrates how to do a task and how to think about the task Describe the power of modeling to decrease aggressive behaviors: Aggressive behaviors can increase more aggressive behaviors because learners observe them but modeling can also decrease these behaviors when learners see non aggressive behavior Define: Productive Interpersonal Behaviors Interpersonal skills can be developed through observing and imitating others. They can adopt strategies for conversation and social skills. Describe the four conditions necessary for

successful learning from models and explain how each works: 1 Attention: learners must pay attention to the model they are observing 2 Retention: learners must remember what the model does. Description can really help 3 Motor reproduction: learners must be physically capable of reproducing the modeled behavior 4 Motivation: the learner must be motivated to demonstrate the modeled behavior Read Into the classroom: Promoting Learning Through Modeling. Describe each of the 10 suggestions: 1 Make sure you have students’ attention when modeling the desired behavior 2 Describe what you are doing as you model the desired behavior 3 When teaching a complex behavior or sequence of behaviors, provide descriptive labels that students can repeat to themselves to help them learn what they need to 4 Have students perform a desired behavior immediately after you model it; give them guidance and feedback to help them improve their performance 5 Show students how the skills you modeled can help them in their own lives 6 Invite respected professionals to the classroom to demonstrate skills in their area of expertise 7 Show videos of skilled individuals performing complex pyschmotor skills 8 Have students read about or observe positive role models in books or other media 9 Introduce students to models who have successfully crossed traditional gender boundaries in certain professions 10 Include competent children as well as adults in the role models you present Define: Self-efficacy A learners self-constructed judgement about his or her ability to execute certain behaviors or certain goals

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