Social Cognitive Theory

Chapter 10

Which of the learning activities/skills can you think of that lend themselves to learning through modeling?

I think that there are a handful of skills that lend themselves to learning through modeling. I think that students definitely learn good problem solving skills and critical thinking habits through modeling. A teacher/parent/other student might demonstrate their thinking out loud or visually show their steps they worked through to come to the answer or conclusion that they did. For instance, in reading, a teacher is intentional about saying what they think in an interactive read aloud so the students know how to think more critically about a book. This is very important for comprehension, as well. The students may need to think about: well why did this character act the way she did? What made her do that? What would you do in that situation? These also lend themselves to making predictions and inferences. Communication and collaboration are also skills that can be developed through modeling. A student might learn a particular method of communication at his home, which may not always be acceptable in a school or professional setting. A teacher or other figure might model a more acceptable or "proper" way of communicating with good grammar, tone, manners, etc. For example, instead of a student getting mad at another student for making a particular comment, this student could verbalize his frustration in a more effective way in order to convey his/her emotions rather than pitching a fit. 

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

For my intervention plans, I would have taken Lisa aside and spoken with her privately, as well as possibly changing out the group members she was working with. There is a possibility that part of her frustration could stem from her not getting the job she wanted because she thinks she cannot do the other jobs. If this were the case, I would either let her select the job she wanted, first, to build her self-efficacy and slowly have her try other jobs once her self-efficacy was there, or I would give her verbal feedback everyday to support and encourage her with a potential reward afterwards. For example, if she took the job given to her one day and completed the job well and without fuss, she could select which job she wanted the next time. As for self-regulation, this plays a large role in Lisa's behavior. I believe that if you could increase self-regulation, then her behavior as a whole would improve because she would have more control over her actions after certain events. If she didn't get the job she wanted, she would have to self-regulate (maybe sit for one minute in a chill-out area) and come back ready to tackle the task of another job instead. For her interrupting, she would also have to self-regulate and make it more of a habit to wait until someone is finished talking before she barges into the conversation. 

The teacher I am placed with currently told us that she will not baby them when it comes to assignments and behavior. If they miss an assignment because they were playing around instead of doing their work, sorry, they'd have to take a zero. Or if a student was messing around with a shoe during a carpet time, sorry, no shoe for you. I think that this can add to students' self-regulatory skills because many times, they do not want to repeat the "punishment" they were given, which will develop their regulation strategies for the future. 

http://www.education.com/magazine/article/self-regulation-children/