To define successful mastery of my lesson objectives from a behavioral view of learning, I will specify very clearly the objectives and expectations I have for the students. This could be in the form of an ABCD objective - audience, behavior, condition and degree to which the behavior will be expected. This objective is clear for me to assess if students have mastered a lesson, and to turn into a more specific rubric that touches on the degree to which the expected behavior is observed.
The define successful mastery of my lesson objectives from a social cognitive view of learning, I will model the behavior I expect of my students, I will promote or model self-talk when doing an assignment to teach self-regulation, and I will frequently have my students set goals for and assess themselves to teach self-efficacy. To determine mastery of these objectives, I can compare and observe the students to my modeling, to each other, and observe their self-assessments.
For my CSEL case study, the student does not understand personal space and frequently cannot stay in his space and stay on task. As a behaviorist, I can increase his staying on task by removing his friends that sit close to him and move his space to a different area (negative reinforcement). To decrease a behavior, I can give the student a red light when he tampers with his peers things (positive punishment). For self-efficacy and self-regulation, the student is still very young and might not be capable of demonstrating these strategies. I can teach the student to ask himself how his behavior was that day with a self-assessment check list. This would possibly be simple enough to implement self-regulation and self-efficacy into his intervention plans.
From a behavior perspective, I believe you might at the beginning of the lesson want to address the terminal behaviors you expect to see during and also after the lesson. These should be explicit and understood by all students.
ReplyDeleteFrom a social cognitive perspective, a good idea for promoting self-efficacy/self-evaluating would be to give students a ticket out the door and ask them if they tried their personal best today and ask them how they tried their personal best. This gives them a chance to reflect on their effort when completing an assignment.
CSEL:
To decrease undesired behavior, immediate reprimanding may be what you try first before removing students from their friends. For self-regulation, giving a student a chart where they can put stickers on the chart for a "good day" (a day when they exhibit good work ethic and had good behavior) may be ideal. The students at my elementary school have this and they love it. It really helps them feel control of their school life from different aspects.
I've found that if you have students reflect on something personal, it is easier for them to be open and honest about their performance or lack thereof. They might admit to you that they did not try their best and they do not care, but they have also just accomplished the task you asked them to. The difficult part is the next step, the motivation and assisting them in improving upon their effort for the next time they come to class. If a student feels that they have an achievable goal in mind, they will come to class with more self-efficacy and a better attitude toward your lesson.
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