Social Cognitive Theory
THE CLASSROOM AS A SOCIAL ENVIRONMENT
Major Components and Theorists
This theory is a concept or view, which focuses on learning by observing others (Hurst, 2014). It has three major components or assumptions. The first is that learners can obtain new knowledge or learn new behaviors by observing a model. A model is someone who shows a certain behavior or transmits knowledge to another or others. The second assumption or component is that leaning is an inner process, which can result in a behavior or not result in it. The new learning may be processed but not occur until another time. The third is the acquisition of goal-directed behavior. This assumption states that people fix their own goals and adjust their behavior according to these goals. Motivation leads them to fulfill these goals. The next assumption is the eventual self-regulation of the learned behavior by observing models, improving and perfecting what he learns and compares his learning with the model. And the last assumption is that reinforcement and punishment only indirectly affect human learning and behavior. They form expectations, based on probable consequences of future responses, in burn, according to how present responses are either reinforced or punished. Their expectations are influenced also by their vicarious experiences. These are the consequences of other people's experiences. A reinforcing or punishing effect may develop when an expected consequence does not happen (Hurst).
How to Differentiate Lessons and Activities according to the Theory
This can be done by remembering certain principles. First, differentiation does not and cannot occur overnight but is always in progress (Williams, 2014). Second, it can be achieved in many ways and according to the chosen methods. It can be achieved according to content, or what is learned; process, or the activities that supports the learning; and products, which demonstrate the learning. The methods may be readiness, which is the student's academic competence; learning profile, his way of leaning; and his interest. Third, the teacher should discover all possible information about the student to help her design the curriculum and the lessons. This can be done through surveys and surveys, reading and writing as well as an analysis of standardized tests and the teacher's own assessment of the student's weaknesses and competencies. Fourth, the teacher should formally or informally pre-evaluate the student's level of knowledge about the lesson. Doing this will help uncover misconceptions, change instructions when warranted, and form flexible groups. Fifth, individual needs are met by beginning with a single activity to allow students a feeling of independence, ownership and a sense of choice. Sixth, one differentiated lessons may be introduced gradually. Seventh, teacher and student expectations may be set through clear and concise directions to students and sufficient time to plan and keep planning and fixing a schedule when required. And eighth, the teacher should remain updated on the best practices by attending seminars, conferences or obtaining differentiated instruction. This can also be done by observing other teachers of the same subject, inviting those who are proficient in differentiated instruction for very valuable feedback (Williams).
Theory's Impact on Classroom Management and Student Learning
Social interactions are important not only on learning but also on the student's sense of personhood and autonomy as an essential motivating factor in itself (Weebly, n.d.). A teacher, then, should model the precise behaviors she wants her student to learn or develop. Critical thinking, for example, can be modelled by the teacher by thinking aloud. When the desired behavior has been learned, the teacher should strengthen it (Weebly).
One impact is the development of a ripple effect (Weebly, n.d.). A student may display a positive or negative behavior as a ripple effect. The teacher should be quick to control the situation in encouraging the positive behavior or discouraging the negative one and replacing it with the positive behavior. It is important for her to be consistent and remain consistent in doing so. She should always call his student's attention to correct behavior (Weebly).
The theory leads the teacher to encourage the student also to learn and practice self-management or self-regulation skills (Weebly, n.d.). She can do this by teaching him behavior analysis, goal-setting, tracing self-progress, and evaluating the consequences of one's own progress. The theory enables the student to learn self-regulation by regularly monitoring, acquiring and reinforcing high standards for himself. He needs the teacher's support and guidance in the task (Weebly).
The theory allows meta-cognitive feedback after a lesson through self-reflection and evaluation of the learning and where improvement is needed (Weebly, n.d.). It provides for multiple approaches in dealing with individual needs, physical environment, social supports, and issues in behavior performance. Using the theory, the teacher provides prompt feedback, social support and, more importantly, converts the classroom into a modest learning community. In it, she incorporates regular cooperative learning activities,...
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