The first main thing would have to be triarchic reciprocal causality which is the dynaic interplay between three kinds of influences: personal, environmental and behavioral. The second would be a self-regulated learning style which is according to Zimmerman is forethought, performance and reflection. The third is what are the sources of self-efficacy which is mastery experiences, level of arousal as you face the task, vicarious experiences and social persuasion.
The elements of Observational learning is a great tool in developing new behaviors or habits and ensures you have their attention. Self- Regulation: It is important to have the students take initiative over their learning. Knowing the difference between self-efficacy, self-concept, and self-esteem can make the difference how how you connect to the students as individuals in the classroom.
1)Being reminded that any individual has different things pulling at them like shown in figure 11.1. We are trying to influence foals motivation and learning but we forget that student might have influences that do not portray success and they might be afraid to succeed due to this. 2) On pg 403, it talks about observation influences our behavior, yes that includes in the classroom and that enforcement of the rules are important in order to break certain undesirable behavior or encourage desirable outcome. The ripple effect how if one student does it and we do not reprimand him; it creates a ripple effect among the student.
3)Another thing that caught my attention is the use of models to break myths, learn concepts or enhance over all learning. For, my observation I decided to view a workshop that a university gave their professor about motivation in college level students. One of the ideas was that the student had to be aware of what they were getting into. One of the professor actually would bring a speaker that was in career that his student were pursuing and allowed student to ask him questions in order for student to a true concept to be that type of professional and that way the student could decide if they wanted to change their major early enough so they would not waste time and money.
If I was charged with sharing with others I would choose behavioral learning because it focuses on the acquisition of facts, skills, concepts which occurs from guided practices and drill or "teacher taught". I chose this because that would indicate a teacher is "involved" in teaching therefore connected to the students. Some students learn by doing. I also like cognitive because it requires students to apply what they learn. Thir, I would choose the constructivism because it requires the students to be active learners making them accountable for their learning.
1. Emotional self-regulation - social and emotional competencies and self-regulation are critical for both academic and personal development. 2. Reaching every student: families and self-regulation - children begin to learn self-regulation in their homes. Families can teach and support self-regulated learning through modeling, encouragement, facilitation, rewarding of goal setting, good strategy use, and other processes. 3. What influences self-regulation? The three factors that influence self-regulation are knowledge, motivation, and self-discipline or volition.
The Triarchic Reciprocal Causality discussion especially resonates. I think at times when a teacher can't relate to the students, they relegate this deficiency as a student-issue. Understanding the many factors behind behaviors is a central standard in behind able to sympathize with anyone.
Second, the ideas of self-efficacy, self-concept, and self-esteem are very important in inspiring learners and building confidence. There are constructive and destructive ways to cultivate each of this very important components of self-worth.
In the same vein, "teaching toward self-efficacy and self-regulated learning," on the issue of complex tasks is important for educators to understand. Staying in line with constructivist theory, it's important to give students complex tasks, but knowing when the tasks is too complex is a delicate balancing act.
The first main thing would have to be triarchic reciprocal causality which is the dynaic interplay between three kinds of influences: personal, environmental and behavioral.
ReplyDeleteThe second would be a self-regulated learning style which is according to Zimmerman is forethought, performance and reflection.
The third is what are the sources of self-efficacy which is mastery experiences, level of arousal as you face the task, vicarious experiences and social persuasion.
The elements of Observational learning is a great tool in developing new behaviors or habits and ensures you have their attention.
ReplyDeleteSelf- Regulation: It is important to have the students take initiative over their learning.
Knowing the difference between self-efficacy, self-concept, and self-esteem can make the difference how how you connect to the students as individuals in the classroom.
1)Being reminded that any individual has different things pulling at them like shown in figure 11.1. We are trying to influence foals motivation and learning but we forget that student might have influences that do not portray success and they might be afraid to succeed due to this.
ReplyDelete2) On pg 403, it talks about observation influences our behavior, yes that includes in the classroom and that enforcement of the rules are important in order to break certain undesirable behavior or encourage desirable outcome. The ripple effect how if one student does it and we do not reprimand him; it creates a ripple effect among the student.
3)Another thing that caught my attention is the use of models to break myths, learn concepts or enhance over all learning. For, my observation I decided to view a workshop that a university gave their professor about motivation in college level students. One of the ideas was that the student had to be aware of what they were getting into. One of the professor actually would bring a speaker that was in career that his student were pursuing and allowed student to ask him questions in order for student to a true concept to be that type of professional and that way the student could decide if they wanted to change their major early enough so they would not waste time and money.
If I was charged with sharing with others I would choose behavioral learning because it focuses on the acquisition of facts, skills, concepts which occurs from guided practices and drill or "teacher taught". I chose this because that would indicate a teacher is "involved" in teaching therefore connected to the students. Some students learn by doing. I also like cognitive because it requires students to apply what they learn. Thir, I would choose the constructivism because it requires the students to be active learners making them accountable for their learning.
ReplyDelete1. Emotional self-regulation - social and emotional competencies and self-regulation are critical for both academic and personal development.
ReplyDelete2. Reaching every student: families and self-regulation - children begin to learn self-regulation in their homes. Families can teach and support self-regulated learning through modeling, encouragement, facilitation, rewarding of goal setting, good strategy use, and other processes.
3. What influences self-regulation? The three factors that influence self-regulation are knowledge, motivation, and self-discipline or volition.
The Triarchic Reciprocal Causality discussion especially resonates. I think at times when a teacher can't relate to the students, they relegate this deficiency as a student-issue. Understanding the many factors behind behaviors is a central standard in behind able to sympathize with anyone.
ReplyDeleteSecond, the ideas of self-efficacy, self-concept, and self-esteem are very important in inspiring learners and building confidence. There are constructive and destructive ways to cultivate each of this very important components of self-worth.
In the same vein, "teaching toward self-efficacy and self-regulated learning," on the issue of complex tasks is important for educators to understand. Staying in line with constructivist theory, it's important to give students complex tasks, but knowing when the tasks is too complex is a delicate balancing act.