Homework answers / question archive / Learning Guide Unit 3 Overview Unit 3: Observational, Social Learning, & Constructivism in the Classroom   Topics:   Framework for observational and social learning Influences on learning, performance, and motivation Constructivism- assumptions and researchers Constructivist learning environments and applications Learning Objectives: By the end of this Unit, you will be able to: Assess the validity of assumptions and processes of observational learning

Learning Guide Unit 3 Overview Unit 3: Observational, Social Learning, & Constructivism in the Classroom   Topics:   Framework for observational and social learning Influences on learning, performance, and motivation Constructivism- assumptions and researchers Constructivist learning environments and applications Learning Objectives: By the end of this Unit, you will be able to: Assess the validity of assumptions and processes of observational learning

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Learning Guide Unit 3

Overview

Unit 3: Observational, Social Learning, & Constructivism in the Classroom
 

Topics:
 

• Framework for observational and social learning
• Influences on learning, performance, and motivation
• Constructivism- assumptions and researchers
• Constructivist learning environments and applications

Learning Objectives:

By the end of this Unit, you will be able to:

1. Assess the validity of assumptions and processes of observational learning.
2. Evaluate the various factors that affect observational learning and performance in the classroom.
3. Assess the validity of major assumptions and various types of constructivism.
4. Critique how classroom structure and constructivist approaches (i.e., TARGET, APA learner-centered principles, etc.) influence student learning and motivation.
5. Justify constructivist assumptions in at least two teaching strategies 

Tasks:

• Peer-assess Unit # 2 Assignment 
• Read the Learning Guide and Reading Assignment
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document
• Introduction

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• This unit will introduce you to the major assumptions of two learning theories: observational/social learning and constructivism.
• Observational learning is an aspect of social learning. Some researchers use the terms interchangeably. Basically, they both refer to how students learn by paying attention to the people around them. ‘Social learning’ is a broader term that generally describes how students learn from others. ‘Observational learning’ specifically references how students learn from visually watching another person (a model). Students can learn from others in ways that are not necessarily visual (for example, reading a text or hearing a story). Observational learning is a specific example of social learning. As you read the text and complete the assignments, just be mindful to use the right term.
• Finally, if you conduct any independent research outside of the course text, you may encounter the term ‘social cognitive theory’. In short, ‘social cognitive theory’ is the same as ‘social learning theory’. Bandura changed the name to further distance himself from behaviorists. It’s easy to confuse the two as different approaches, but they are not.
• Constructivism has a great deal in common with social learning theory. Both are concerned with the role of the individual (the learner) and how he or she relates to the other (the teacher/model). In social learning the focus is on how the learner is provided instruction by the model; in constructivism, however, the focus is on how the learner makes meaning with guidance from others. Constructivism is characterized by an active and creative processing of information by the student and considers the ways in which meaning is personalized for the learner.
• You will also find some connections that bridge constructivism and the cognitive approach. If you recognize these connections, you’ll also come to understand that constructivism isn’t so much a theoretical approach, but a collection of different perspectives that focus on the learner’s experience of making meaning. There are several ties to the cognitive approach that will serve to reinforce our last unit. 

Reading Assignment

1. Schunk, D. H. (2012). Learning theories: An educational perspective (6^th ed.). Boston, MA: Pearson.  

• Read- Chapter 4 pp 117-159 and Chapter 6 pp 228-274. These chapters will introduce you to the major assumptions and principles of the social learning theory and constructivism. The text connects the theoretical approaches to practical classroom applications and poses considerations for teaching strategies.

Optional Videos

1. Ktheuer. (Published December 2, 2008). Social-cognitive theories of learning. Retrieved from:  (8:43)

•  This website provides information on different social theories with a focus on social psychology fields.

2. Mann, A. (Published September 14, 2006). Social cognitive theory podcast ch 5. Retrieved from: (43:18)

•  This video focuses on Bandura’s social-cognitive theory. The audio in the first 10 minutes of the video are not optimal but a new presenter takes over after that and the audio improves greatly for the duration of the video.

3. McEachern, K. (Published October 15, 2016). Vygotsky’s sociocultural theory. Retrieved from: (13:36)

• The focus of this video is to introduce Vygotsky’s theory on sociocultural cognitive development and it focuses on external influences.

Discussion Assignment

In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early in the unit as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 

Consider the following quote from the Schunk text on p 257: “Learning and thinking occur in the context of learners’ beliefs about cognition, which differ as a function of personal, social, and cultural factors.”

To what extent do both social learning and constructivist approaches agree or disagree with the Schunk quote?

Be certain to explain how you understand the quote. What do you believe the quote is suggesting about student learners? Justify your explanations of social learning and constructivism by drawing from (and citing) the text.

As you construct your response, consider the role of communication skills in social learning and the constructivist approach. Also, consider the following concepts to help inspire your post. These are only suggestions to help you think about how to shape your response:

• Triadic reciprocity model of causality (Figure 4.1, p 120). If you conduct research on this topic beyond the text, it is also known as ‘Bandura’s reciprocal determinism’
• Process of observational learning (Table 4.3, pp 127-129)
• TARGET factors affecting motivation and learning (Table 6.6, p 255)
• APA-learner centered principles (Table 6.8, p 264)

As you reply to your peers, share your thoughts about their interpretations of the quote. Are their views of social learning and constructivism appropriately represented? 

Discussion Forums will be assessed using this rubric.

 

 

Written Assignment

 

In this paper, you will apply either a social learning or constructivist approach to one of your lesson plans. Think of a lesson you typically complete with students; perhaps one you have done a few times. Explain how you currently deliver the lesson and then share how either aspect of social learning or constructivism could improve the lesson. What changes would you make to your delivery approach, assessment strategy, or classroom management? Justify your reasoning with appropriate evidence from the readings. Include at least two outside sources in your paper. 

If you are currently not a teacher, please select a lesson plan from this website: https://www.teacher.org/lesson-plans

The site offers basic lesson plans across all grade levels and content areas. Select one that is of most interest to you, then complete the assignment as described above by drawing from either the social learning or constructivist approach.

If you decide to focus on social learning, then consider the following helpful suggestions to shape your response:

• Application 4.1 Teacher Modeling, p 130 in the Schunk text
• Model prestige (p 134)
• Consequences to models (pp 135-138)

If you need some additional clarification about social learning theory, consider accessing the video,

If you decide to focus on constructivism, then consider the following helpful suggestions to shape your response:

Vygotsky’s zone of proximal development (ZPD) on p 243. How could you better navigate a student’s ZPD during the lesson?

• Scaffolding strategies
• Reciprocal teaching
• Peer collaborations
• Apprenticeships

(If you choose to do your own additional research to complement your understanding, please note that you as the teacher would be considered what Vygotsky called the ‘more knowledgeable other’ or the MKO. Schunk does not include this in the chapter, but you are likely to encounter this term from other authors).

If you need some additional clarification about Vygotsky’s ZPD, consider accessing the video

Submit a paper which is 3-4 pages in length, excluding the Title and  References pages. Your paper should be double-spaced and cite at least 2 outside sources in APA format.  Your paper should be well-written and free from grammar, spelling, and content errors. Be sure that you have properly cited (in APA format) all resources used.

Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: http://owl.english.purdue.edu/owl/resource/560/01

Papers will be peer-assessed using this rubric.

 

Group Activity

During this unit, you are tasked with contacting the members of your group and working together to organize yourselves in preparation to complete the assignment that will be given in Unit 4.   Each member of the group must turn in the final paper by the end of Unit 6.  Because this will be a document that was created by all of the members in your group, all group members must turn in a copy of the same document. Only group work is submitted to the Instructor for an assessment; individual papers do not meet the requirements of the assignment and will receive a zero.

You should download this Group Work document and then in the Group Activity Forum, start engaging in discussion with your group members by:

1. Posting a brief introduction of your professional and/or educational background.
2. Identifying one or more online methods of communication you prefer with your group (Skype, Google docs, OneNote, etc.). 
3. Reviewing the Group Work document with members of your group.

It is recommended, that by the end of this unit, your group has identified a leader/project manager who will be responsible for coordinating the work of the group, agreed on the collaboration program/platform the group will use and have tested the platform to be sure everyone in the group can access it.  You should also review the Group Work document and address the questions and tasks outlined in it. 

Your Group Project will be assessed by your instructor using this rubric.