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PSY201/spring 2007/ Chapter Ten: Social Constructivism and Learning in Community

Chapter Overview

I. Social Learning, Social Constructivism, and Sociocultural Theory

II. Social Learning Theory

A. Modeling

1. Observational learning

2. Inhibitory and disinhibitory effects

3. Response facilitation effects

B. Conditions Necessary for Observational Learning

1. Attention

2. Retention

3. Production

4. Motivation

C. Modeling and TV Viewing

1. TV and Aggression

2. Instructional Benefits

III. Social Constructivism and Sociocultural Learning Theory

A. The Role of Experience

B. Scaffolding

1. An Instructional Example of Scaffolding

C. Scaffolding with Technology

1. Web-based Inquiry Science Environment (WISE)

2. Biology Guided Learning Environments (BGuILE)

D. Scaffolding for Students with Special Needs

E. Scaffolding for Students from Diverse Backgrounds

IV. Instruction Influenced by Social Constructivism and Sociocultural Theory

A. Cognitive Apprenticeships

B. Reciprocal Teaching

C. Problem-Based Learning (PBL)

1. Characteristics of Good Problems

2. The Role of the Teacher of Facilitator

D. Classroom Communities

V. Learning Out of School

A. Learning in Cultural Institutions

B. Teaching with Cultural Institutions

1. Art Museums

2. Zoos, Arboretums, and Other Institutions

3. Learning in Libraries

4. Science and History Museums

As a result of students’ experiences with this chapter, they should be able to answer these questions and meet the indicated competencies:

· What is social learning theory?

o Expected Student Competencies: Describe the relationship between social learning theory and behaviorism, and identify the cognitive elements of the theory; note the basic assumptions of social learning theory, with special attention paid to the role of vicarious experiences, vicarious reinforcement, and vicarious punishment

· What is necessary for observational learning to occur?

o Expected Student Competencies: Define observational learning; detail factors that influence observational learning; provide examples of modeling in instruction; note the effects of modeling in behavior; list and describe the conditions necessary for observational learning; evaluate the influence of TV on behavior

· How is scaffolding used in instruction?

o Expected Student Competencies: Explain how scaffolding is different from simple “help;’ explain the roles of channeling, focusing, and modeling in scaffolding; note the two major steps involved in scaffolding; outline actions that teachers can take during the planning, coaching, and fading phases of scaffolding

· What kinds of instruction are influenced by social constructivism and sociocultural theory?

o Expected Student Competencies: Explain the implications of social constructivism and sociocultural theory for human learning; identify instructional strategies influenced or based on social constructivism or sociocultural theory; outline how each of these strategies functions in the classroom, with particular attention paid to the role of the teacher; describe the Community of Learners model, and identify features an ideal classroom community

· How can teachers use the resources of cultural institutions effectively

o Expected Student Competencies: Explain how learning in informal settings (e.g., museums) is different from a school setting; note the various purposes for visiting cultural institutions; point out the kinds of experiences that various institutions provide to visitors; describe steps that teachers can take to maximize the learning experiences of students during trips to cultural institutions; describe what conversations reveal about the effects of a trip to a museum on visitors

· Can learners with special needs benefit from social-constructivist or sociocultural approaches to learning?

o Expected Student Competencies: Detail how social constructivist and sociocultural approaches that incorporate elements of behavioral instruction can support students with special needs; describe how assistive technologies can be used as an adjunct to regular instruction

· How can teachers use scaffolding techniques to work with diverse learners?

o Expected Student Competencies: Point out problems faced by diverse learners, such as English language learners; identify instructional strategies that can support diverse learners through scaffolding