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