Educational Psychology, Canadian Edition - Wiley

Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,EDUCATIONAL PSYCHOLOGY,REFLECTION FOR ACTION,Canadian Edition,ODonnell, DAmico,Schmid, Reeve, Smith,CHAPTER 8,Social Constructivism and Learning in Community,Chapter 8 Social Constructivism and Learning in the Community,Themes for the chapter,Social learning emphasizes the ability to learn from observation,Scaffolding is an integral part of social constructivist theories of learning,Informal learning environments such as museums, art galleries, and parks allow families to take part in their childrens learning,Guiding Questions,What is social learning theory?,What is necessary for observational learning to occur?,How is scaffolding used in instruction?,What kinds of instruction are influenced by social constructivism and sociocultural theory?,How can teachers use the resources of cultural institutions effectively?,Can learners with special needs benefit from social-constructivist or sociocultural approaches to learning?,How can teachers use scaffolding techniques to work with diverse learners?,Social Learning Theory,Social learning (Bandura, 1977) is a synonym for,vicarious learning,Vicarious learning, learning from the experience of another person,Vicarious reinforcement, if another person is reinforced for a behaviour, the likelihood of an observer engaging in that behaviour is increased,Vicarious punishment, if another person is punished, the likelihood of an observer engaging in that behaviour is decreased,Four things that students learn through vicarious experiences:,New behaviours,New consequences,Performance expectations,Self-talk,Social Learning Theory,Modelling, learning by watching another,Three types of modelling effects:,Observational learning,Inhibitory and disinhibitory effects,Response facilitation effects,Social Learning Theory,Observational learning, learning by observing other individuals,The observer must see the models behaviour as positive or useful,A model that has status or prestige and is similar to the observer is more likely to be imitated,An observer who is engaging in a task is more likely to learn from a model who is engaging in a similar task,An observer who attends to a models behaviour closely is more likely to acquire that behaviour,Modelling,Observational learning,(continued),Cognitive Apprenticeship,An instructional strategy in which the learner acquires knowledge by modelling the activities of the teacher and being coached by the teacher,Modelling,Inhibitory Effect and Disinhibitory Effects,Inhibitory Effect, the likelihood of a student performing a previously learned behaviour are decreased,Disinhibitory Effect, the likelihood of a student performing a previously learned behaviour are increased,Modelling,Response facilitation effect, a models behaviour can serve as a discriminative stimulus for the observer and facilitate the observers response,Modelling,Conditions Necessary for Observational Learning,Attention, attend to the important features of the models behaviour,Retention, retain the information that has been observed,Production, performance of the observer comes closer to that of the model,Motivation, learner sees the behaviour as important or leading to success or reinforcement,Modelling and TV Viewing,TV and Aggression,Learners imitate the aggressive model, and boys are more aggressive than girls,Viewers change their attitudes in favor of the use of aggression to solve problems, show decreased sensitivity to violence and increased tolerance for violence,Watching violent television can have long-term effects into adulthood,Instructional Benefits and TV Viewing,Television-viewing experiences can increase understanding of audience,Understanding of genre can increase,TV can be used to teach positive skills,Modelling and TV Viewing,Social Constructivism and Sociocultural Theory,Vygotskys theory of cognitive development argues for a dialectical relationship between the individual and the social context in which a child develops,Dialectical relationship,: the participants have mutual influence on one another or the actor changes the environment in some way; the changed environment subsequently changes the actor,Social Constructivism and Sociocultural Theories,These theories of human learning emphasize:,Social participation,Collective efficacy a jointly held belief that the community is effective when working together,Authentic tasks in which learning is embedded,Authentic tasks tasks that are connected to the real world,Social Constructivism and Sociocultural Theories,Tools to support learning cognitive activity is distributed, or shared, between the individuals and the tools they use,Affordance,: a property of a tool or artifact that allows a person to act in particular ways that would not be possible without the use of the tool,Tools:,Can serve a role in communications between the more competent and less competent members of a group,In distributed systems, responsibility for a task is distributed among participating individuals,May scaffold its members performance and support their activity,Social Constructivism and Sociocultural Theories,The Role of Experience,The experiences that children have in their community make an important contribution to their cognitive development,Instruction is likely to be more effective when it takes account of students previous experiences and interests,Experience helps to situate learning with the students culture,Scaffolding,The more competent member scaffolds learning of the less competent member,The learner and guide jointly create a zone of proximal development in which the learner is able to perform at a level that he or she could not achieve without assistance,Activities,The guide who provides scaffolding engages in three activities:,Channelling,Providing constraints during the task so that the learner has an increased likelihood of acting effectively,Focusing,Modelling,Scaffolding,Features of appropriate scaffolding,Intentionality,Appropriateness,Structure,Collaboration,Internalization,Scaffolding,Instruction that Constitutes Scaffolding,Planning, structuring the learning situation for the student and modeling expert skills,Coaching, social guidance, instruction, and collaboration,Fading, transfer of responsibility for problem solving from the teacher to the ever-more-proficient student,Scaffolding,Planning,Choosing activities,Planning and structuring,Selecting task difficulty,Defining the learning goal,Scripting task involvement,Modeling the activity,Scaffolding,Coaching,Offering tips, hints, pointers, assistance,Suggesting task strategies,Helping the student maintain pursuit of goals by calming them,Offering reminders, prompts,Asking well-timed questions,Explaining why a procedure will work,Showing nonverbal cues indicating proficiency,Scaffolding,Fading,Monitoring students need for assistance,Decreasing explicitness of instruction,Transferring decision making from teacher to collaborative pair, to student,Pausing more and talking less,Listening and answering questions, rather than instructing and directing,Scaffolding,Instructional Example of Scaffolding,Procedural facilitation, a structured approach to improving students use of elements of the writing process,Scaffolding,Web-Based Inquiring Science Environment (WISE),Biology-Guided Inquiry (BGuILE),Scaffolding with Technology,Assistive technology, any piece of equipment that can improve the functionality of a child with a disability,Example: text-to-speech software (TTS),Scaffolding for Students with Special Needs,Assess the difficulty of language in instructional materials,Modify your language in discussing complex issues,Help students address language issues on their own,Encourage the use of metacognition,Use graphic organizers,Explicitly teach vocabulary for the unit,Scaffolding for Students from Diverse Backgrounds,Instruction Influenced by Social-Constructivist and Sociocultural Theory,Cognitive apprenticeships,Reciprocal teaching,Problem-based learning,Classroom communities,Cognitive Apprenticeships,Apprentices learn from master craftspersons,Apprentices learn through observation, coaching, and practice,Reciprocal Teaching,Based on cognitive apprenticeships,Dialogue between teachers and students regarding segments of text,Comprehension strategies prediction, clarification, summarization, question generation,Problem-Based Learning,An instructional strategy in which students work in collaborative groups to solve a complex problem that does not have a single correct answer,Classroom Communities,Students help design their own learning environment, including choosing curricula,Reciprocal teaching,Modified jigsaw arrangement,Ideal Classroom Environment:,Individual responsibility with communal sharing,Ritual, familiar, participant structures,Community of discourse,Multiple zones of proximal development,Seeding, migration, and appropriation of ideas,Classroom Communities,Learning Out of School,Learning in Cultural Institutions,Social interaction, cultural norms, and use of a variety of tools and artifacts,Example: Museums,Personal histories of motivation, expectations, existing knowledge, interests, beliefs, and choices,Social facilitation of learning, cultural background, skills, valued activities,Physical context of large-scale environment,Teaching with Cultural Institutions,Success of a visit to an institution depends on:,Planning,Nature of the institution (e.g. art museums, zoos, science and history museums),Helpfulness of staff,Students themselves,Clear understanding of what you as the teacher wants the class to get out of the experience,See,Taking it to the Classroom,on page 286 in your text for school visit options for cultural institutions in Canada,Learning Out of School,Your Turn,Plan a trip to an arboretum for your class of Grade 6 students,Use all the steps involved in making it a meaningful learning experience,What are your goals?,How will you ensure your goals are accomplished?,How will you evaluate your success?,Copyright,Copyright 2021 John Wiley & Sons Canada, Ltd. 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