Tiêu đề Chương 11 - Góc nhìn nhận thức xã hội về học tập và động lực.docx ✅

Social Cognitive Views of Learning and Motivation Teachers’ Casebook—Failure to Self-Regulate: What Would You Do? Overview and Objectives Social Cognitive Theory A Self-Directed Life: Albert Bandura Beyond Behaviorism Triadic Reciprocal Causality Modeling: Learning by Observing Others Elements of Observational Learning ATTENTION • RETENTION • PRODUCTION • MOTIVATION AND REINFORCEMENT Observational Learning in Teaching DIRECTING ATTENTION • FINE-TUNING ALREADY-LEARNED BEHAVIORS • STRENGTHENING OR WEAKENING INHIBITIONS• TEACHING NEW BEHAVIORS • AROUSING EMOTION GUIDELINES: Using Observational Learning Agency and Self-Efficacy Self-Efficacy, Self-Concept, and Self-Esteem Sources of Self-Efficacy Self-Efficacy in Learning and Teaching GUIDELINES: Supporting Self-Efficacy Teachers’ Sense of Efficacy Module 34 Summary Self-Regulated Learning: Skill and Will How Does Self-Regulation Develop? KNOWLEDGE • MOTIVATION • VOLITION Contents xxix POINT/COUNTERPOINT: Are “Grittier” Students More Successful? DEVELOPMENTAL CHANGES IN SELF-REGULATION A Social Cognitive Model of Self-Regulated Learning Reaching Every Student: Technology and Self-Regulation Self-Regulation of Emotions SOCIAL AND EMOTIONAL LEARNING • TEACHER STRESS AND SELF-REGULATION GUIDELINES: Encouraging Emotional Self-Regulation Teaching Toward Self-Efficacy and Self-Regulated Learning Complex Tasks Agency and Control Self-Management Self-Evaluation Collaboration Bringing It All Together: Theories of Learning Module 35 Summary Key Terms Connect and Extend to Licensure Teachers’ Casebook—Failure to Self-Regulate: What Would They Do?
Góc nhìn nhận thức xã hội về học tập và động lực Teachers’ Casebook: Failure to Self-Regulate What Would You Do? You know that your students need to be organized and self-regulating to do well in both their current and their future classes. But many of the students just don’t seem to know how to take charge of their own learning. They have trouble completing larger projects—many wait until the last minute. They can’t organize their work or decide what is most important. Some aren’t keeping up with assignments. Their book bags are disaster areas—filled with long-overdue assignment sheets and class handouts from last semester crumbled in with permission slips for field trips. Others seem constantly distracted by their phones. You are concerned because they will need to be much more organized and on top of their work as they progress through their education. You have so much material to cover to meet district guidelines, but many of your students are drowning in the amount of work they already have.

quát được nội dung kiến thức trong kiểm tra cuối kì vào mùa xuân? ● Làm cách nào để bạn giúp HS phát triển được năng lực thực sự của bản thân và tự học hiệu quả? Overview and Objectives In the past four clusters, we analyzed different aspects of learning. We considered behavioral and information processing explanations of what and how people learn. We examined complex cognitive processes such as concept learning and problem solving. These explanations of learning focus on the individual and what is happening in that person’s “head.” Recent perspectives have called attention to two other aspects of learning that are critical: social and cultural factors. In the previous cluster, we examined psychological and social constructivism. In this cluster, we look at social cognitive theory—a current view of learning and motivation that discusses dynamic interactions among many of the behavioral, personal, and environmental (including social and cultural) factors involved in learning and motivation. Social cognitive theory has its roots in Bandura’s (1977, 1986) early criticisms of behavioral views of learning, as you read in Cluster 7. Social cognitive theory moved beyond behaviorism to focus on humans as self-directed agents who make choices and marshal resources to reach goals. Concepts such as self efficacy, agency, and self-regulated learning are key in social cognitive theories. These concepts are important components of motivation as well, so this cluster provides a good path from learning to the discussion of motivation in the next cluster. We end the cluster with a look back at our tour through different models of instruction. Rather than debating the merits of each approach, we will consider the contributions of these different models of instruction, grounded in different theories of learning. Don’t feel that you must choose the “best” approach—there is no such thing. Even though theorists argue about which model is best, excellent teachers don’t debate. They apply all the approaches, using each one when appropriate. By the time you have completed this cluster, you should be able to: 11.1 Distinguish between social learning theory and social cognitive theory, including an explanation of triadic reciprocal causality.