1. Peer Computing Expert Training Lesson 3 Learning Theory
Borrowed liberally from the Mount Holyoke MaGE Training Course educational materials

2. Terms: Self-Efficacy
One’s perception of capability, and in particular the capability to navigate through challenging material and persist in spite of difficulty
Self-perception is often higher or lower than reality
An important predictor of learning and persistence in learning
Self-efficacy is shaped by:
Prior experience, including successes and failures
Observations of peer role models
Verbal persuasion, including instructor and peer feedback
Physiological responses to learning such as anxiety
Mentor’s role:
Help students build self-efficacy by letting them feel in control of their learning and offering frequent feedback
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3. Terms: Self-Regulation
Self-regulated learning uses a feedback cycle where learners
observes their learning
try new strategies
then judge whether the strategies worked
Judging what works takes practice
This process is very much like programming and debugging
Mentor’s role:
Serve as a “mirror”
Ask questions to identify gaps and next steps
Avoid telling the student what to do (coaching)
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4. A belief that one’s intelligence or ability can change
Terms: Growth Mindset
A belief that one’s intelligence or ability can change
Fixed mindset is common among math & science teachers
“Comfort feedback” can demotivate students
Implies that ability is fixed
Many teachers always succeeded in their field and seldom struggled, making it hard to help relate
Mentor’s role:
Share ways the mentor struggled—and improved
Avoid comfort feedback—sympathize and coach instead
Explain what a growth mindset is directly
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5. Learning & Motivation
Video created by Alyx Burns, student at Mount Holyoke College
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6. Small Group Discussion
What is self-efficacy?
How does it differ from self-esteem?
How does it differ from ability?
Do you have high self-efficacy in computing?
In programming?
Researchers have found that women and certain minority groups are more likely to have self-efficacy lower than their actual ability
Why do you think this is?
How can that knowledge inform your job as a peer mentor?
What is your goal orientation as a student?
Do you have a growth mindset?
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