a)
I would define successful mastery of your lesson
objectives from a behavioral view of learning when a student has changed or transformed
their way of thinking and/or drawing conclusions on a various topic or topics. Students would also approach a problem
differently from how they had before.
From a social cognitive view of learning I would define successful
mastery of my lesson objectives by considering what my students observed, did
in class and then how persistent they are at continuing to work towards
mastery. I would hope to see some level
of new thinking, but may not necessarily see complete mastery on a first day of
introduction.
b)
The main thing for my CESL intervention case
study is making sure that my students have an environment to be motivated as
well as that they buy-in to the idea that they can be successful. They need self-efficacy and a goal of being
successful in the class. In this way,
they will not allow distractions from peers and their cellphones to overpower
their success and learning in the class.
I'm wondering what specific strategies you would use in order to create a motivating environment and what theories you would draw from in order to do it? How would you go about encouraging self-efficacy?
ReplyDeleteYou definitely understand behaviorism and social cognitive theories as I do. I was surprise when I read your reflection on these topic, since I basically express the same on my. We should expect some changes on behavior and level of thinking of our students after some modifications or use of stimuli. And a change on persistent on mastery their objective when good models are offered to the students.
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