Social Cognitive and Social Cognitive and Constructivist Views Constructivist Views

of Learningof Learning

Social Cognitive and Social Cognitive and Constructivist Views Constructivist Views

of Learningof Learning

Social Processes in Learning

• Peer influences• Parenting styles• Teacher support

Learning by Observing Others

• Social learning theory• Attention• Retention• Production• Motivation and reinforcement

– Vicarious reinforcement

Factors That Influence Observational Learning• Developmental level of learner• Status and prestige of the model• Similarity of models• Vicarious consequences• Outcome expectations• Value of the goal • Self-efficacy

Observational Learning in Teaching

• Directing attention• Fine-tune already-learned behaviors• Strengthening/weakening

inhibitions • Modeling• Arousing emotions

Elements of Reciprocal Determinism

Learning&

Behavior

Learning&

Behavior

Environment:resources

consequencesphysical setting

Environment:resources

consequencesphysical setting

PersonalFactors: beliefs,

expectations’attitudes

PersonalFactors: beliefs,

expectations’attitudes

Behavior:actions

verbal statementschoices

Behavior:actions

verbal statementschoices

Constructivist Views of Learning

• Emphasize the role of the learner• Psychological/individual

constructivism• Vygotsky’s Social Constructivism• Constructionism

The Construction of Knowledge

• Three different views:• External influences• Internal influences• Combination of external and

internal

Is knowledge situated or general?

• Situated learning• Community of practice• Enculturation• Transfer: general or specific?

Common Elements of Constructivist Perspectives

• Complex learning & authentic tasks• Social negotiation• Multiple representations of content• Understanding knowledge

construction process• Student ownership of learning

Inquiry Learning• Teacher presents a puzzling event• Students formulate hypotheses• Collect data• Draw conclusions• Reflect on original problem• Reflect on the thinking process

Problem-Based Learning

• Real problems that have meaning for students

• Current events, social issues• Anchored instruction

Instructional Conversations

• Promote learning• They involve dialogue• Provide opportunities for

scaffolding

Cognitive Apprenticeships

• Observe model• Get coaching/tutoring• Receive scaffolding • Articulate knowledge• Reflect on progress• Explore new ways to apply