exploring social cognitive theory with calvin and hobbes
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Exploring Social Cognitive Theory with Calvin and Hobbes. Calvin is….inquisitive. Calvin is….inquisitive…not just for school. Calvin is….not always reflective and a tad bit disorganized/impulsive. - PowerPoint PPT PresentationTRANSCRIPT
Exploring Social Cognitive Theory with Calvin and Hobbes
Calvin is….inquisitive
Calvin is….inquisitive…not just for school
Calvin is….not always reflective and a tad bit
disorganized/impulsive
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”).1.What organizational skills do students need to be successful in your class?2.What could you do to teach these skills, while also covering content?
Social Cognitive Theory: Relating to Behaviorism
Social Cognitive Theory: Key conceptsTriadic Reciprocal Causation Model
Self-efficacy
Self-regulation
Self-efficacy: IntroductionSelf-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: 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)
Self-efficacy: Developmental Issues
• 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
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
Fore-thought Stage
Performance Stage
Reflection Stage
Using SRL Theory in Research (I)
SRLN = 27
Planningn = 3 `
Strategy Use
n = 13
Monitoringn = 11
Recycle GoalsPlan
Set sub-goalTake notesRead notesSummarize
Make an inferenceActivate prior
knowledgeMemorizeRe-read...
Content Evaluation(+)
Content Evaluation(-)
Feeling of Knowing(+)Feeling of Knowing(-)
Time MonitoringJudgment of
LearningMonitoring Progress...
Using SRL Theory in Research (II)
Coded Think-Aloud Transcription: Example
StrategyStrategyStrategy
Monitoring
Strategy
Strategy
Strategy Total MeanSummarizing 301 12.04Taking Notes 266 10.64Re-reading 116 4.64Inference 25 1.00Reading Notes 18 0.72Drawing 11 0.44Mnemonics 9 0.36
The Components ofa Self-Regulatory System, cont.
To what extent do students self-regulate their learning?
Monitoring Total MeanUnderstanding 98 3.92Content 54 2.16Use of Strategies 16 0.64Progress 4 0.16
Planning Total MeanAct. prior knowledge 29 1.16Goals 3 0.12Planning 2 0.08
Strategy Use:
Summarization: 12.04
Take Notes: 10.64
To what extent do students self-regulate their learning?
The Components ofa Self-Regulatory System, cont.
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?