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PRACTICAL APLICATION USING SOCIAL COGNITIVE THEORY

I developed the following model taking into consideration Kolbs Experiential Learning Model and concepts from the Social Cognitive Theory and Constructivism. In terms of Social Cognitive Theory, I wanted this assignment to resemble the precepts of instructional scaffolding and worked examples. Scaffolding is appropriate when a teacher wants to provide students with some information or to complete parts of tasks for them so that they can concentrate on the part of the task they are attempting to master (Schunk, 2012). In this particular case, the task I want my students to master is the correct use of English prepositions. Students who observe teachers explain and demonstrate concepts and skills are apt to learn and believe that they are capable of further learning (Schunk, 2012). During the implementation of my practical application, I will go through all of the prepositions, repeating the command and demonstrating it several times until I am sure students understand the material being taught. ______________________________________________________________________________ Materials: ball and box Technique: prior to instruction, I have selected the prepositions of location to be taught. For this particular lesson, I will be teaching the following prepositions: in, on top of, under, beside, in front of, behind, to the right of, to the left of. I will begin the lesson by using a ball and a box to model the preposition of location. Each time I mention one of the prepositions, I will say the command: Put the ball (preposition) the box. Then, I will move the ball to the appropriate location. I will go through all of the prepositions, repeating the command and demonstrating it several times until I am sure students understand the

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material being taught (experiencing: part of this lesson plan will assist ASSIMILATORS in developing a systematic approach for learning how to use prepositions). After I have demonstrated all of the prepositions that students need to learn, I will give them the opportunity to perform the command that I give using the same format described above. After each student has had sufficient practice with this activity, I will have students give each other a command using one of the prepositions of location. As one student gives the command, another student will demonstrate it using the ball and the box (this approach will allow DIVERGERS to work in groups with other classmates and receive feedback from the instructor and those in the group). To further determine if the students understand the prepositions, I will have the student giving the command form conclusions about whether the student demonstrating the command performed it correctly or not (experimenting and reflecting: this is an opportunity for CONVERGERS to experience a hands-on activity). If the class is too large, this activity can be done in small groups, after the teacher has modeled the prepositions to be learned at least three times. As students become more confident in their knowledge of these prepositions and their significance, I would move away from using just the ball and the box with the prepositions. As a replacement for the ball and the box, I will use various objects available in the classroom. Additionally, I will start asking questions regarding the location of the items being indicated. For example, Where is/are the [object(s)]? (theorizing). Following sufficient oral practice with the prepositions of location, I would expand the lesson by using the attached handout and having the students describe the location of the objects in the picture. Of course, I would first be sure that students know the names of all the objects. A game can be made of this if the student or teacher first describes the location of the object and then the students determine which object is being described. Also, depending on the age and writing abilities of the class, following the oral practice, a writing activity can be assigned in which the students write where each item is located in the picture on the handout. By doing so, students could be able to further

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develop their writing skills (experimenting: this would be an opportunity for ACCOMMODATORS to take creative risks while assisting the instructor in developing the game). Depending on the level of the group with which I am working, the amount of time spent on this practical application can be adjusted to function as review or remediation. When teaching foreign language classes, I always try my best to help students realize that they all possess the skills required to successfully perform different tasks. I do this as a means of gaining my students trust. When an instructor gains students attention, then it is very probable that students will incorporate the new information into their behavior. Additionally, students who are very attentive begin to see connections between new information and previously acquired material. My goal of instruction is to use modeled instruction activities that observers believe are important and likely to lead to rewarding outcomes (Schunk, 2012). From Schunks perspective, teachers who introduce lessons by stating that all students can learn and that by working diligently they will master the new skills instill in students self-efficacy for learning (p. 157). After new information is presented, I ensure that my students are retaining the information by conducting a review of previously learned information before introducing new concepts. By doing so, I help my students encode and retain the information in an accessible manner. Schunk (2012) states that retention is increased by rehearsing information to be learned, coding in visual and symbolic form, and relating new material to information previously stored in memory (p. 127). Bandura explained that memory is another cognitive skill that enables information about different events to be retained so that it can guide the formulation of rules and patterns of behavior. Memory is a skill that apparently can be enhanced with practice. As a classroom facilitator, I provide my students with useful information that can be applied in almost every life situation. This practice constitutes an opportunity for students to reinforce what they are learning. Joan Grusec states that the ability to monitor the match between ideas about relations of actions and outcomes and the

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actual effects of actions, as well as to correct mismatches, is another cognitive skill necessary to enhance memory; thus, allowing successful behavioral functioning (Grusec, 1992).

References: Grusec, J. E. (1992). Social learning theory and developmental psychology: The legacies of Robert Sears and Albert Bandura. Developmental Psychology, 28(5), 776. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall. Miguel Llovera Da Corte