Exploring Social Cognitive Theory with Calvin and Hobbes

1. Exploring Social Cognitive Theory with Calvin and Hobbes

2. Calvin is….inquisitive

3. Calvin is….inquisitive…not just for school

4. Calvin is….not always reflective and a tad bit disorganized/impulsive

5. Students need to be organized, intrinsically interested, and reflective to do well in school. Many students, however, just don’t seem to know how to take charge of their own learning. They have trouble completing larger projects-many wait to the last minute. They can’t organize work, decide what is important, and/or keep up with their work. Book bags can disasters (“black holes”). • What organizational skills do students need to be successful in your class? • What could you do to teach these skills, while also covering content?

6. Social Cognitive Theory: Relating to Behaviorism

7. Social Cognitive Theory: Key concepts • Triadic Reciprocal Causation Model • Self-efficacy • Self-regulation

8. Self-efficacy: Judgment about one’s capability to organize and complete a course of action required to accomplish a specific task (Bandura, 1986, 1997) In your experience, what factors affect students’ self-efficacy? Self-efficacy: Introduction

9. Self-efficacy: Sources • Self-efficacy: Effects • Acceptance of challenging task • Persistence • Beliefs of competence • Strategy use (discard when not working) • Performance (in the face of equal ability)

10. Students’ perceptions of academic competence generally declines as they advance through school Increased competition, less teacher attention, more norm-referenced grading, ability grouping Transitional Influences Movement from homeroom based to advisory role Role of peers Peer networks & model similarity Changes in self-appraisal skills Self-efficacy: Developmental Issues

11. The Components ofa Self-Regulatory System, • Self-regulated learning: The extent to which a student is an active participant in his or her own learning • Forethought Phase  Task analysis  Self-motivational beliefs • Performance Phase  Self-control  Self-observation • Self-Reflection Phase  Self-judgment  Self-reaction

12. Fore-thought Stage

13. Performance Stage

14. Reflection Stage

15. Using SRL Theory in Research(I) SRL N = 27 Planning n = 3 Monitoring n = 11 ` Strategy Use n = 13 Take notes Read notes Summarize Make an inference Activate prior knowledge Memorize Re-read... Recycle Goals Plan Set sub-goal Content Evaluation(+) Content Evaluation(-) Feeling of Knowing(+) Feeling of Knowing(-) Time Monitoring Judgment of Learning Monitoring Progress...

16. Using SRL Theory in Research(II) Coded Think-Aloud Transcription: Example Strategy Strategy Strategy Monitoring Strategy Strategy

17. The Components ofa Self-Regulatory System, cont. To what extent do students self-regulate their learning?

18. The Components ofa Self-Regulatory System, cont. To what extent do students self-regulate their learning? Strategy Use: Summarization: 12.04 Take Notes: 10.64

19. What do we already know about______? How does ______ tie in with what we learned before? Explain why/how you know that…. Why do you think ______ important? What is the difference/similarity between ________ and ______? What don’t you know about ______ ? What questions do you have about _____ ? What is your plan? Does your answer make sense? Why/why not? The Components ofa Self-Regulatory System, cont. How can we support students’ development of SRL?