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ACU Masters of Secondary Teaching: Social Cognitive Views of Learning and Classroom Applications

Lecture notes, readings and tutorial summaries.

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6 views5 pages

ACU Masters of Secondary Teaching: Social Cognitive Views of Learning and Classroom Applications

Lecture notes, readings and tutorial summaries.

Uploaded by

kattaylor651
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Module 5: Social Cognitive Views of

Learning and Classroom


Applications
Constructivist View of Learning and Classroom
Applications
Introduction and Week’s Focus
Activity
Read O'Donnell et al. (2019Links to an external site.). pp. 380 - 390 + 410 - 425.

1. Engage with the lecture material

2. Contribute to the Padlet.

Constructivism
An approach to learning focusing on cognitive structures, in which learners use new
information as active participants.

Module 5: Social Cognitive Views of Learning and Classroom Applications 1


A theory of learning when individuals create their own new knowledge, as a result of the
interaction between what they already know and the new knowledge they learn in the
classroom.
Metacognitive skills play an important role.

Constructivism as a Learner-Centred Pedagogy:

This pedagogical approach has many associated terms (e.g., constructivist, student-
centred, participatory, active).

The teacher facilitates this process, but also creates and structures the conditions for
learning.

Key words:

Cognitive learning and thinking

Cooperative learning

Critical thinking

Discovery learning

Learner initiated inquiry and exploration

Holistic approach

Meaningful learning

Metacognition

Problem-solving

Simulations

Self-reflection etc

Constructivist Pedagogy
The most significant factors impacting on students’ academic achievement are:

1. Students’ learning strategies, specifically reinforcement (0.49 correlation).

2. Teaching, specifically questioning techniques (0.47 correlation).

3. Students’ cognitive development (0.44 correlation).

4. Social and cultural factors at home (0.31 correlation).

5. Teachers’ Feedback (0.31 correlation).

Module 5: Social Cognitive Views of Learning and Classroom Applications 2


6. Classroom environment and the school (0.20 and 0.12 correlations respectively).

In constructivist thinking learning is affected by the context, the beliefs, and attitudes of the
learner.
Learners are encouraged to discover their own solutions and to try out their ideas.

Constructivist Pedagogy
People learn best when they actively construct their own understanding.

Two Approaches in Constructivist Pedagogy


Cognitive constructivism: (based on Piaget’s theory of cognitive development)
emphasises the development of meaningful learning by focusing on the cognitive
processes that take place within individuals.

Social constructivism: (draws heavily on Vygotsky’s ideas) emphasises the development


of meaningful learning by focusing on culture and social interactions.

Differences between traditional and constructivist classrooms:

Traditional Classroom Constructivist Classroom

1. Teacher-dominated didactic learning 1. Teachers engaged in an interactive manner

2. Students engaged in meaning-making


2. Students learn new textbook material by rote
activities

3. Prescribed curriculum defines learning 3. Curriculum is negotiated and dynamic

4. Students learn alone in a passive manner 4. Students learn in cooperative groups

5. Students engage in self-directed mastery


5. Students learn for examinations
learning

6. Assessment to rank students, not improve


6. Assessment is to improve meaningful learning
learning

Conditions that Promote Constructivist Pedagogy


Modelling cognitive processes that students eventually take responsibility for as they
become more skilled.

Giving learning tasks ins realistic contexts.

Students should have the opportunity to view ideas and problems from multiple
perspectives.

Getting to know the students and finding out how much they already know.

Module 5: Social Cognitive Views of Learning and Classroom Applications 3


The most challenging approach is that the teacher needs to cater to social, cultural and
individual differences.

Encourage communication between teachers and students.

The characteristics of a constructivist classroom are as follows:

The learners are actively involved.

The environment is democratic.

The activities are interactive and student-centered.

The teacher facilitates a process of learning in which students are encouraged to be


responsible and autonomous.

Examples of constructivist classroom activities:

Discovery learning.

Cooperative learning.

Class discussions.

Social Cognitive Theory and Classroom


Application
The Triadic Reciprocal Causation Model
Bandura examined the relationship between effective learning or the ability of students to
become self regulated learners, and the three domains of personal characters, behavioural
patterns and environment. He used this concept to examine how students control and regulate
their learning.

Bandura further defined the 3 components of his Triadic Reciprocal Model (the interaction of
personal characterises, behaviour and environment).

Personal characteristics: a student’s mental and emotional needs such as their goals and
anxieties.

Behavioural patterns: self-observation or self-evaluation.

Environment: a student’s social and physical environment.

In order to be effective learners, students need to exhibit self control, self regulation and self
efficacy.

Module 5: Social Cognitive Views of Learning and Classroom Applications 4


Self control: controlling one’s behaviour without external rewards or punishments.

Self regulation: the consistent use of self control in new contexts.

Self efficacy: how one perceives ones ability to complete a given activity and therefore
influences self regulatory skills.

Four principles governing Bandura’s social learning:

1. Attention

2. Retention

3. Reproduction

4. Motivation

These are used in observational learning.

Four Principles Governing Social Learning

Observational Learning

Behaviours Affected by Self- Efficacy

Effects of Modelling on Self-Efficacy, Self-Regulation and


Achievement

Module 5: Social Cognitive Views of Learning and Classroom Applications 5

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