Social Cognitive Theory

Which of the learning activities/skills can you think of that lend themselves to learning through modeling? How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

I think most things that are observable can be taught through modeling. Some things that I want to teach in the art room with modeling would be things like...
how to clean brushes
how to work well in groups
how to stay organized
how to stay on task
how to raise your hand when asking a question

ect. ect. 

I think these task lend themselves to modeling because they are things that are observable in the classroom. Some of them such as cleaning brushes and staying organized are things that I could model to my students myself. 

My case study, Lisa needs to learn how to work well in a group. To be able to do this she needs to believe that she can be successful in working in a group. This will raise her self efficacy and motivate her to really try.  I would want Lisa to be able to use self regulation skills to improve her group dynamic. Lisa and I would work together to create specific goals to increase her success in groups. She would have to diligently work towards these goals daily. Hopefully if she has a high self efficacy about working well in groups and uses self regulation skills she can increase her success in groups.  

Barb Rentenbach Presentation

When I went to Barb Rentenbach's presentation not knowing what to expect. First her friend talked about Barb and about her writings. She had us read some of Barb's writings aloud.  It was interesting to hear her words coming out of our mouths. Her writings were clever and witty. She seemed to read constantly because her work was riddled with quotes and novel words.
The best part of her presentation was for her interview. She opened up the floor to for us to ask her any question we would like. Most of the people in the audience seemed nervous about asking her questions. When met with a lull in the crowd she typed out " One mute per show please." She is such a funny person! The thing that I learned from this presentation is not to judge someone by the way they look. On the first impression I would have thought that Barb was not capable of doing much. Thank god for augmentative communication. I am so glad that Barb is able to express what she is thinking. She has so much to share with the world.

Behaviorism

How would you define successful mastery of your lesson objectives from a behavioral view of learning? Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

Mastery of objectives would look like for me that a child can demonstrate what I was trying to teach them. For example if I was going to do a lesson on contour lines, I would first do a pretest and ask them to draw a contour line drawing of a dog or a cup in the box. Then we would go through our lesson. I would demonstrate what a contour line drawing is and what it is not. The students would practice making contour line drawings and would then incorporate them in whatever project we are doing. I would give the students the same test I gave them before the lesson to see if they now know how to do a contour line drawing of cup or a dog. I would also asses the students for their use of contour line drawing in their projects. I think that the post and pretests are the really key thing to qualify this as a behaviorist perspective. If the students were not able to master the concept of contour line I would reflect on what did not work in my teaching of that concept. If I was set on making sure 100% of the students mastered that concept before we worked on another one I would go through the whole process again but modify my teaching style or the learning environment. 

Some awesome examples of pre and post testing


The elementary case study revolves around Lisa, who is having difficulty working in a group. She is upset if she does not receive the job that she wants and interrupts other members of her groups. If I was to use a behavioral view of learning to try to discourage undesirable behaviors and increase productive behaviors the first thing I would do is monitor. I would keep a chart that shows when and in what circumstances she is misbehaving to try to understand the cause of the problems. I would reward Lisa with lots of praise or positive reinforcement when she cooperates with her group. I would use negative punishment like taking away recess time if she cannot work with her group.   I would monitor the situation and keep track of how she is progressing. 

Meta Cognitive Skills

Consider a lesson plan you might use. Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain? Think of an activity or lesson component that explicitly teaches one or more metacognitive and one or more problem solving skills.

http://www.jstor.org.proxy.lib.utk.edu:90/stable/20715385

I just found the BEST article in the universe that relates to this topic. It is a study where they two compared   classrooms of third grade students. One class used metacognitive teaching techniques and one did not. They compared the artwork of the two classrooms made during their art time and found that the students in the metacognitve class "understood the thematic nature of art, generated more strategies, and developed a solution clearly related to their theme." The students were given a theme such as friendship or happiness and asked to create an art piece concerning their theme.  During the planning process of making the work students were encouraged to think aloud about their theme.

The teacher that was incorporating metacognitive skills in her classroom did so by encouraging a "culture of thinking."  She did thinks everyday that raised students self awareness, especially about their own thinking and focused on planning and problem solving.  This study suggests that art teachers and classroom teachers should work together to increase the metacognitive skills of the students. 

So if I was going to make a lesson that would encourage the students to gain metacognitve skills I would definitely focus on planning. I would have students do a lot of sketching before the create a product and talk about their work with me and other students.  I would give students a theme to work under but not be too specific so that they their work does not end up all looking the same. OR I could let the students choose a theme at the beginning of the year and keep a process/sketch book that explores their chosen theme. This way their art is relevant to their lives and they are doing a lot of self reflection.