3 Things I Learned:
- I found that Bandura’s theories on modelling behaviour were familiar concepts to me, as it is easy to see and employ this method of teaching daily and within a school context. On pg. 374 the textbook presented a study by Schunk and Hanson detailing the advantages of having peers model behaviour and skills to students struggling with or learning new concepts. This study probably holds weight in the use of split classes within traditional school settings as one of the benefits for students at the lower level in the split. Seeing the older grade modelled is reinforcing the skill as it is to come, even in the next grade.
- On pg. 387 we learned about cognitive behaviour modification as a tool for self regulated learning in which the individual practices self talk in order to walk themselves through a task that they find challenging. I have most often heard this called cognitive behaviour therapy when used in a therapy setting, but the principle of self talk remains similar to walk through a particularly hard experience or challenge. It is interesting to learn more about the research and theory behind this practise as a strategy to improve self regulation as I have seen the effects of this strategy positively in practise. I enjoyed the visual of the posters in Figure 11.3 as I can see myself either using a visual aid such as this or expressing these questions out loud to students.
- On top of self regulation self talk, Figure 11.2 shows the cycle of self regulated learning which helps students structure their learning in a manageable way. It is interesting to see the cycle of learning and how learning is ever evolving into new discoveries. I wonder how this cycle of learning is factored into our current curriculum and whether learning on particular subjects can be cycled over again to gain more and more knowledge.
2 Connections I Made
- In response to the discussion of Self Efficacy, Self Concept and Self Esteem I was reminded of a conversation I had with a senior level math teacher. She told me that the trouble with student’s self efficacy regarding math surrounds the idea that math is socially accepted as a dichotomy that you are either “good or bad” at. This pushes students who perceive themselves as “bad” at math into a place that they do not care and give up as they can tell themselves that math will not be part of their lives. This is brought up again on pg. 385 with the example of Tracy’s preparation for her math test.
- When reading the point/counterpoint chart on pg. 380 I am recalling Vygotsky’s zone of proximal development which seems like a similar idea of finding “the sweet spot” of pushing students. Similarly it seems that there is danger in having extremely high or low self efficacy as it is dangerous to constantly review the same knowledge or constantly introducing new material. I wonder if these idea have been connected in learning and how they balance each other?
1 Question I Have:
- Is observational learning only helpful in the acquiring or skills and behaviour? Which cultures have strong emphasis on observational learning?