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Social Cognitive Theory
Transcript of Social Cognitive Theory
how the theory defines learning,
is observed in Canoga Park, and
suggestions for lesson redesign and
Social cognitive theory:
Assessment strategies Lesson redesign suggestion # 2 References
Lesson redesign strategies:
a behavioral and cognitive suggstion Example # 2 of SCT in
Mr. Hogan's Class Potential lesson objectives:
Social cognitive theory (SCT)defines learning:
Strengths of SCT Main assumptions Abstract, Main Assumptions,
& Evaluation of the theory Abstract Reciprocal Causation
Addresses the shortcomings of behaviorism's neglect of cognitive processes as they relate to learning.
Also, the overlap with behaviorist theory provides solutions for classroom behavior problems which can foster growth in academic student student achievement.
Mr. Hogan has myriad examples of student work displayed
in his classroom, which serves as extrinsic motivation and vicarious reinforcement. The environment's behavioral impact is increased or sustained intrinsic motivation, elevated self efficacy, and self regulation. By the end of class, SWBAT explain (cognitive dimension) at least 1 significant contribution of the printing press in their own words by talking and listening in pairs. (factual/conceptual knowledge process).
By the end of class, SWBAT summarize (cognitive dimension process) their peers responses on the importance of the printing press by talking and listening in a whole group discussion (conceptual knowledge process). 1. While Mr. Hogan did reiterate the expectations for students needing to raise their hands, social cognitive theory is largely defined by the concept of modeling. This is where students actually demonstrate behaviors that align with the expectations for the class. He could have modeled speaking to the whole class, expectations for speaking in think-pair-share groups, and modeled that behavior himself so students can get a clear idea of what behaviors are required to help them academically. In addition to the collaborative student learning opportunties, Ormrod (2011), suggests that students have the opportunity to work independently under the guidance of how to study or learn provided by their teacher (p. 343). While he does explain that the students need to listen and respond, including strategies for how students can guide themselves through challenging questions or tasks will assist them in mastering the
objective. Anderson,L. W., & Krathwohl, D. R., (Eds.). (2001) A taxonomy of learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives: Abridged edition, NewYork: Longman .
Ormrod, J.E. (2011). Educational Psychology: Developing Learners (7th ed.). Upper Saddle River, NJ: Pearson.
Canoga Park accessed through https://www.2sc.usc.edu/mod/assignment/view.php?id=28781 Since self-efficacy and self regulation are paramount in social cognitive theory, the traditional assessment strategies provided in chapter 14 or Ormrod are not as applicable. That being said, assessments should be structured more like self evaluations, self monitoring, and individual goal setting with action plans of how to achieve those goals. In education, students are exposed to copious elements that impact their learning and behaviors. Social cognitive theory suggests that students' learn and gain knowledge through observing others, which ultimately lead them to take agency over their own behaviors as they relate to a specific goal. The purpose of this Prezi will be to evaluate social cognitive theory, analyze two instances in the video Canoga Parkwhere the theory is observed, provide three suggestions for redesigning the lesson in accordance with social cognitive theory, and to offer potential assessments that align with the nuances in lesson implementation. 1. Learning occurs through observation.
2. Learning is an internal process that could be reflected in behavior either immediately, eventually, or not at all).
3. Motivation and learning are influenced by cognitive processes.
4. Environmental, personal, and behavior mutually influence each other
5. Behavior becomes increasingly self-regulated Taraneh Karim
March 9th, 2013
University of Southern California
Dr. Ayesha Madni learn through observing others in a social
setting, and demonstrate what they see
in their own behaviors (Ormrod, 2011, p.323) the environment,
(Ormrod, 2011, p. 325). + stimulus- response (expressed behavior) mental processes of learning and behavior Self regulation: expressing behaviors and thoughts influenced by observations to met self-established goals (Ormrod, 2011, p. 325). Self efficacy: belief in individual capacity to demonstrate behaviors to achieve self-set goals (Ormrod, 2011, p. 324). Weaknesses of SCT The theory is vague in articulating what personal factors, specifically language and culture as identified by Vygotsky, are considered in triadic reciprocity. Additionally, because the theory joins behaviorism and cognitive processes, it lacks specificity in defining how retention, attention, factors outside of school, which affect the components of traidic reciporcity (A. Madni, personal communication, March, 9, 2013). "self constructed judgement" Ormrod, 2011, p. 334) Another example of social cognitive theory is observed when
Mr. Hogan provided the students with the opportunity to work
in small groups, which impacts self regulation and can activate
collective self efficacy (Ormrod, 2011, p. 229). Essentially, the students
are working together to determine the impact of the printing press,
and they are determining this answer through responding, listening, summarizing, and evaluating each other's answers. Relative to social
cognitive theory, what they students are observing from the
environment, behaviors, and personal factors are equally impacting
on another are having an affect on their behavioral and cognitive processes. Example #1 of SCT in Mr. Hogan's class Mr. Hogan's class is an example of co-regulated learning, where he and the students are sharing responsibility for the learning that is taking place in the classroom.
Mr. Hogan is facilitating the discussion and reinforcing expectations for raising hands, speaking to the whole class, and providing ample time for students to formulate their answers, while simultaneously giving students just enough information to allow them to succeed (Ormrod, 2011, p. 338). Also, he acknowledges/ praises two students who made comments during their small groups; this is an example of
vicarious reinforcement and causes the students to
respond by exhibiting behaviors that will allow them to
participate, increase their self regulation, self efficacy, and
will motivate them to meet the expectations set
and reinforced. In addition to the academic strands in the lesson objective, there are also behavioral expectations that will be suggested in order to meet the lesson objectives for partner and group discussions. Lesson redesign strategies Assessment recommendations Assessments that can increase self regulation:
1. Set goals for your students and have students set goals for themselves.
2. Have students create a check list of things they need to do when participating in multifaceted behaviors; this is known as self-instruction according to Ormrod (2011, p. 344).
3. Finally, have students keep track of their own behaviors and record them in a journal. This could be something that is provided by the teacher and used in a lesson to invest students in the idea of goal setting and then providing them with strategies of how they can be successful in achieving their self-set goals. Assessments that increase self efficacy and motivation:
1. Provide students with 'positive speak' phrases that can increase their belief to achieve their goals.
2. Initially adjust difficulty of various tasks to increase their confidence.
3. Encourage students to take a risk by emphasizing your belief in their ability to succeed.