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Copyright 2001 by Allyn and Bacon
Social Cognitive and Constructivist Views of
Learning: Chapter 9
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OverviewSocial Processes in LearningSocial Learning & Social Cognitive TheoriesConstructivist and Situated LearningApplications of Constructivist and Situated LearningLooking Back at Learning
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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
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Social Processes in Learning
Different meanings for different studentsLearning is a social processObservation, dialogue, culture affect learning
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Social Learning and Social Cognitive Theories
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Social Learning Theory Terms
Social Learning TheoryAcquisition of knowledgeObservable performanceSocial Cognitive TheoryEnactive learningVicarious learning
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Learning by Observing Others
AttentionRetentionReproductionMotivation and reinforcementVicarious reinforcement
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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
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Observational Learning in Teaching
Directing attentionFine-tune already-learned behaviorsStrengthening / weakening inhibitions ModelingArousing emotions
See Guidelines, Woolfolk, p. 328
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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?
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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
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Constructivism & Situated Learning
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Constructivist Views of Learning
Emphasize the role of the learnerPsychological/individual constructivismVygotsky’s Social ConstructivismSociological Constructivism : How public knowledge is constructed
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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
See Table 9.2, Woolfolk, p. 332
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Questions about Constructivism
Is the world knowable?Radical constructivism
Is knowledge situated or general?Situated learningCommunity of practiceEnculturationTransfer: general or specific?
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Elements of Constructivist Perspectives
Complex, challenging learning environmentsAuthentic tasksSocial negotiationIntersubjective attitudeMultiple representations of contentSpiral curriculumMetacognition aids in the knowledge construction processStudent-centered instruction
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Applications of Constructivist & Situated Perspectives on
Learning
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Cognitive Models of Teaching
Inquiry and Problem-Based LearningGroup Work and Cooperation in LearningDialogue & Instructional ConversationsCognitive Apprenticeship
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Inquiry & Problem-Based Learning
Teacher presents a puzzling eventStudents formulate hypothesesCollect dataDraw conclusionsReflect on original problemReflect on the thinking process
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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
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Problem-Based LearningReal problems that have meaning for studentsProblems may not have “right” answersCurrent events, social issuesAnchored instruction
See Table 9.3, Woolfolk, p. 339
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Group Work & Cooperation in Learning
Group work Cooperating in learning Constructivism and cooperative learning See Table 9.4, Woolfolk, p. 341
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Misuses of Group LearningProcess valued more than the learningMisunderstandings reinforcedSocializing takes precedenceOne ‘expert’ student does all the workStatus differences may be increased
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Making Cooperative Learning Work
Face-to-face interactionPositive interdependenceIndividual accountabilityTeach collaborative skillsGroup processingSize and make-up of groupsSee Table 9.5, Woolfolk, p. 344
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Models of Cooperative Learning
JigsawReciprocal questioningScripted cooperationSee Figure 9.2, Woolfolk, p. 346
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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
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Encouraging Critical Thinking
Using the language of thinkingDefining & clarifying the problemJudging information related to the problemSolving problems/drawing conclusions
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Looking Back at Learning
Different view of learningNo “best’ approachTools for professional decision makingSee Table 9.8, Woolfolk, p. 358
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SummarySocial Processes in LearningSocial Learning & Social Cognitive TheoriesConstructivist and Situated LearningApplications of Constructivist and Situated LearningLooking Back at Learning
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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.
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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.
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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?
Copyright 2001 by Allyn and Bacon
End Chapter 9