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Social Cognitive and Constructivist Views of Learning

Social Cognitive and Constructivist Views of 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.

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Social Cognitive and Constructivist Views of Learning

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  1. Social Cognitive and Constructivist Views of Learning

  2. Social Processes in Learning • Peer influences • Parenting styles • Teacher support

  3. Learning by Observing Others • Social learning theory • Attention • Retention • Production • Motivation and reinforcement • Vicarious reinforcement

  4. 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

  5. Observational Learning in Teaching • Directing attention • Fine-tune already-learned behaviors • Strengthening/weakening inhibitions • Modeling • Arousing emotions

  6. Elements of Reciprocal Determinism Personal Factors: beliefs, expectations’ attitudes Learning & Behavior Environment: resources consequences physical setting Behavior: actions verbal statements choices

  7. Constructivist Views of Learning • Emphasize the role of the learner • Psychological/individual constructivism • Vygotsky’s Social Constructivism • Constructionism

  8. The Construction of Knowledge • Three different views: • External influences • Internal influences • Combination of external and internal

  9. Is knowledge situated or general? • Situated learning • Community of practice • Enculturation • Transfer: general or specific?

  10. Common Elements of Constructivist Perspectives • Complex learning & authentic tasks • Social negotiation • Multiple representations of content • Understanding knowledge construction process • Student ownership of learning

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

  12. Problem-Based Learning • Real problems that have meaning for students • Current events, social issues • Anchored instruction

  13. Instructional Conversations • Promote learning • They involve dialogue • Provide opportunities for scaffolding

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

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