SELF-EFFICACY IN LIGHT OF WHAT WE KNOW ABOUT HOW STUDENTS LEARN, HOW CAN WE EFFECTIVELY ENHANCE THEIR SENSE OF EFFICACY?

IN LIGHT OF HOW STUDENTS LEARN  WHAT DO WE KNOW ABOUT HOW STUDENTS LEARN?  3 HISTORICAL VIEWS  4 LEARNING THEORIES  CHILD DEVELOPMENT THEORIES  LANGUAGE/CULTURE/GENDER  FAMILY STRUCTURE/PARENTING STYLES  ROLE/FUNCTION OF THE BRAIN IN COGNITIVE DEVELOPMENT  HOW DO THESE FACTOR INTO A STUDENTS SENSE OF EFFICACY?

HISTORICAL VIEWS  ORIGINAL SIN VIEW  CHILDREN BORN INTO SIN AND BASICALLY BAD  TUBULA ROSA VIEW  JOHN LOCKE-CHILDREN ARE LIKE A BLANK SLATE  INNATE GOODNESS VIEW  JEAN-JACQUES ROUSSEAU-CHILDREN ARE INHERENTLY GOOD

LEARNING THEORIES BEHAVIOR  FIXED BODY OF KNOWLEDGE  STIMULATED FROM OUTSIDE  STUDENT PASSIVE  TEACHER MANAGER-CORRECT WRONG ANSWERS COGNITIVE  FIXED BODY OF KNOWLEDGE  PRIOR KNOWLEDGE INFLUENCES HOW INFORMATION IS PROCESSED  STUDENT ACTIVE PROCESSOR  TEACHER-MODEL EFFECTIVE STRATEGIES-CORRECT MISCONCEPTIONS

LEARNING THEORIES CONSTRUCTIVIST  CHANGING BODY OF KNOWLEDGE  INDIVIDUAL/SOCIAL CONSTRUCTED  BUILD ON WHAT LEARNER BRINGS AND PARTICIPATE CONTRIBUTES  STUDENT-ACTIVE THINKER  TEACHER-FACILITATOR/GUIDE SOCIAL COGNITIVE  CHANGING BODY OF KOWLEDGE  CONSTRUCTED WITH INTERACTIONS WITH OTHERS AND ENVIRONMENT  MODELING/SOCIAL PARTICIPANT  STUDENT-ACTIVE THINKER  TEACHER-FACILITATOR/MOTIVATOR

CHILD DEVELOPMENTAL THEORIES  FREUD=PSYCHOANALYTIC DEVELPOMENT THEORY  ERICKSON=PSYCOSOCIAL DEVELOPMENT THEORY-8 LIFE-SPAN STAGES  PIAGET=COGNITIVE DEVELOPMENT THEORY-4 COGNITIVE STAGES  VYGOTSKY=SOCIAL CULTURAL COGNITVE THEORY  BANDURA=SOCIAL COGNITIVE THEORY

CHILD DEVLOPEMENT THEORIES ISSUES IN DEVELOPMENT  NATURE=BIOLOGICAL INHERITANCES  NURTURE=ENVIRONMENTAL EXPERIENCES  CONTINUITY VS DISCONTINUITY ISSUE  GROWTH-CUMLATIVE  GROWTH-DISTINCT STAGES  EARLY VS LATER EXPERIENCES ISSUE  EARLY/LATER EXPERIENCES KEY DETERMINANTS OF CHILDREN’S DEVELPMENT  NATURE VS NURTURE ISSUE

IN LIGHT OF HOW STUDENTS LEARN  HOW CAN THIS KNOWLEDGE ENHANCE A SENSE OF EFFICACY IN OUR STUDENTS?  3 HISTORICAL VIEWS  4 LEARNING THEORIES  CHILD DEVELOPMENT THEORIES  LANGUAGE/CULTURE/GENDER  FAMILY STRUCTURE/PARENTING STYLES  ROLE/FUNCTION OF THE BRAIN IN COGNITIVE DEVELOPMENT  WHAT ARE THE KEYS TO DEVELOPING A SENSE OF EFFICACY?

ELEMENTS OF SELF-EFFICACY NATURE/ NURTURE SOCIAL COGNITIVE EARLY/LATE EXPERIENCES SELF- EFFICACY TUBULA ROSA BLANK SLATE LEARNING STYLES CULTURE GENDER LANGUAGE CONSTRUCTIVIST BEHAVIOR MOTIVATION

SENSE OF EFFICACY SELF-EFFICACY  WOOLFOLK(2013) DEFINED SELF EFFICACY:  A PERSON’S SENSE OF BEING ABLE TO DEAL EFFECTIVELY WITH A PARTICULAR TASK.  “BELIEFS” ABOUT PERSONAL COMPETENCE IN A PARTICULAR SITUATION.  ……. “BELIEFS” EXERCISE INFLUENCE OVER EVENTS ……..(BANDURA,2006)  SELF-EFFICACY REFLECTS CONFIDENCE IN THE ABILITY TO EXERT CONTROL OVER ONES OWN MOTIVATION, BEHAVIOR, AND SOCIAL ENVIRONMENT.(BANDURA,2006)  According to Bandura, Self-efficacy affects how we feel, think, and act, and low self-efficacy has been linked to helplessness, anxiety, and depression.

BELIEFS AND SELF-CONCEPTIONS  BELIEFS ABOUT KNOWING-EPISTEMOLOGICAL BELIEFS  What students believe about knowledge and learning will influence their motivation and the kind of strategies that they use. (Woolfolk, 2013 p.442)  BELIEFS ABOUT ABILITY  BELIEFS ABOUT CAUSES AND CONTROL-ATTRIBUTION THEORY  Explanations and justifications influences their motivation and behavior: (locus,stability,controlabilty)  BELIEFS ABOUT SELF WORTH-LEARNED HELPLESSNESS

ELEMENTS OF SELF-EFFICACY TUBULA ROSA-BLANK SLATE NATURE/ NURTURE SOCIAL COGNITIVE EARLY/LATE EXPERIENCES SELF- EFFICACY TUBULA ROSA BLANK SLATE LEARNING STYLES CULTURE GENDER LANGUAGE CONSTRUCTIVIST BEHAVIOR MOTIVATION

SENSE OF SELF EFFICACY ASSESSMENTS  HOW CAN WE MEASURE THE SELF-EFFICACY OF OUR STUDENTS?  BE ACTIVE LISTENERS AND OBSERVERS  USE ASSESSMENT TOOLS TO GAUGE THE SELF-EFFICACY IN OUR STUDENTS  WHAT DO YOU BELIEVE AND WHY -BLANK SLATE APLLICATION  SELF-EFFICACY ASSESSMENT - BANDURA ASSESSMENTS APPLICATION

SELF-EFFICACY IN LIGHT OF WHAT KNOW ABOUT HOW STUDENTS LEARN, HOW CAN WE EFFECTIELY ENHANCE THEIR SENSE OF EFFICACY?  ASSESSEMENTS ENABLE US TO MORE EFFECTIVLEY DEVELOP SELF-EFFICACY  THE FOUR SOURCE’S OF SELF EFFICACY  MASTERY EXPERIENCES-academic success-best source  VICARIOUS EXPERIENCES-observe a peer succeed  VERBAL PERSUASION-motivational communication/feedback from teachers  EMOTIONAL STATE-positive mood/anxiety and stress free environment

STRATEGIES TO ENHANCE SELF-EFFICACY  COLLABORATIVE LEARNING  COOPERATIVE LEARNING  “Cooperative learning structures, in which students work together and help one another tend to promote more positive self-evaluations of capability and higher academic attainments that do individualistic or competitive ones.” (BANDURA, 2006).

SELF-EFFICACY ENHANCING STRATEGIES  EFFECTIVE STRATEGIES TO ENHANCE ALL SELF-EFFICACY SOURCES.  MASTERY-VICARIOUS-VERBAL PERSUASION-EMOTIONAL  Assign moderately-difficult tasks(Zone of Proximal Development)  Incorporate peer models (peer support groups)  Teach specific learning strategies(self-talk and self-regulation)  Capitalize on student’s interest(build community activities)  Allow students to make their own choices (formatted to enhanced self-efficacy)  Encourage students to try (incorporate verbal and written motivation literature)  Give frequent, focused feed back(assessments)  Encourage accurate attributions( awards, incentives)

IF YOU BUILD IT, IT WILL COME! IT STARTS WITH US  SELF-EFFICACY: THE “I THINK I CAN” PSYCHOLOGICAL PHENOMENON  EFFECTIVE STRATEGIES TO CHANGE OUR “I CAN’T” TO ”I KNOW THAT I CAN”  TAKE ONE STEP AT A TIME  DRAW FROM YOUR PAST  SEE TO BELIEVE  FIND A ROLE MODEL  ACCEPT SELF-DOUBT…BUT FIRST PUT IT IN IT’S PLACE  GET HAPPY  SOLICIT SOCIAL SUPPORT