Learning theory

In this week’s reading and lecture I learned what self-efficacy is and how it differs from self-esteem. Self-efficacy is based on on self judgements of our own capabilities. Our self-efficacy is our belief in ourselves to complete specific tasks. On the other hand, self-esteem is based on judgements of self worth that can be strongly influenced by society. There are four sources to self-efficacy. They are mastery experiences, level of arousal as you face the task, vicarious experience, and social persuasion. All of these sources contribute to a person’s self-efficacy and the higher one’s self-efficacy is the more effort they will put into tasks. People with low self-efficacy are more likely to quit tasks or avoid them all together. Another thing a learned is self- regulated learning and and the steps that go in to making it successful. To be a successful self- regulated learner you must first analyze what you have to do and set reasonable yet challenging goals for yourself then make a plan that will help you to complete the tasks. Self control plays a huge part in the next step which is strategies to accomplish the task, staying focused for example. Self reflection is the last step and possibly the most important when it comes to improving the strategies being used. I also learned that modelling (learning by observing others) can lead to positive outcomes. These outcomes include directing attention, encouraging existing behaviours, changing inhibitions and teaching new behaviours and attitudes.

The first connection I made is with self-regulated learning. I liked that the cookie monster video we watched in lecture referred to learning how to regulate what you feel. For example, working on learning how to manage stress was and continues to be something I’m working on since starting university. Learning to manage how you feel about something by following all the correct steps will help you to be more successful in anything you take on because those skills to push forward and stay focused are already developed. The second connection I made is to the behaviourist’ reward and punishment system. In my ECSF 100 placement I was in a grade 6 classroom and the teacher used a colour chart to encourage good behaviour (green being good and red bad and then colours in between) Everyone’s colours were recorded at the end of each day and every few weeks if the students had mostly green they would be rewarded with a movie or pizza. This system seemed to work really good for this class and it kept disruptive behaviour to a minimum.

My question this week is how do we, as teachers instill self-regulated learning in students who do not have a passion for school?

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