Module 4

-Complex Cognitive Processes, The Learning Sciences and Constructivism,
& Social Cognitive Views of Learning and Motivation-

Module Four's focus was different aspects of learning, understanding, as well as the learning sciences. 

In Chapter Nine, Woolfolk explains the role of metacognition in learning and remembering. Metacognition is "knowledge about our own thinking process" (Woolfolk, 318.)  Metacognition has three skills that are used to regulate learning and thinking and they are: planning, monitoring, and evaluating. Woolfolk then goes on to explain that there are differences in our metacognition capabilities as we age and develop, and it is also shaped by life experiences (p. 319.) Much of the information on Metacognition was extremely valuable.  By teaching students (especially at a younger age so they can develop their abilities,) how to reflect back on the work that hey have done as well as think about what they already know can by immensly beneficial to helping them gain a sense of personal accomplishment. If a student feels good about themselves and their abilities their self confidence will grow and they will be more likely to try as well as to succeed at other tasks.
This chapter goes onto discuss different learning strategies as well as some suggestions for their effective use and application. As an educator, I will need to use the strategies not only to help my students, but also to keep myself on the ball. Hopefully, by incorporating these into my own use I won't feel so overwhelmed as a first year instructor.

Chapter 10 is about the learning sciences and constructivism.  There are some basic assumptions that are made of the learning sciences, which are: "that experts develop deep conceptual knowledge, learning comes from the learner, creating learning environments is the responsibility of the school, students' prior knowledge is key, and reflection is a critical component of learning." (Woolfolk, 356-7)  These beliefs aid researchers from many different fields to study similar issues in learning, allowing collaboration and research.  Following this, Woolfolk describes the two kinds of constructivism, psychological (first wave constructivism) and social (second wave constructivism)(p.360-1.)  She then goes on to distinguish between constructivism and constructionism. While constructionists are mostly interested in how "public knowledge in academic disciplines is constructed" (p. 361) and constructivism is the "view that emphasises the active role of the learner in building understanding and making sense of information,"and while they have many different views, the two ultimately agree that “learners therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning" (pg. 363.) Further through the chapter, I found the section on collaboration and cooperation to be quite informative and engaging. Delving into all the different ways that students can help themselves and each other learn in groups as well as in cooperation made me rethink how some teachers in my past handled different learning situations.  In school I have had instructors with many different styles of teaching, and I believe some of the best learning experiences that I had involved classrooms where all the students were able to collaborate and cooperate together.  When I am a teacher, I will undoubtedly apply the information that I learned here as to prepare my students for this method of learning .

Finally, chapter 11 explains the social cognitive views of learning and motivation. In social learning, one observes another being either reinforced or punished and it can have similar effects on the observer's behavior. Expanding on that, social cognitive theory broadens social learning theory to also include: beliefs, expectations, and self perceptions. Woolfolk next delves into self efficacy, self concept and self esteem.  I found this section quite interesting.  Self-efficacy is "a person's sense of being able to deal effectively with a particular task" (Woolfolk, p. 404,) and is "concerned with judgements of personal competence; self esteem is concerned with judgements of self worth.  There is no direct between self- esteem and self-efficacy." (p. 405) Further into this section, Woolfolk details teacher's sense of efficacy and she mentioned that teachers with a higher sense of efficacy tend to be more motivated, willing to work harder and be more persistent in order to help even difficult students to learn.  However, there can be problems with having high efficacy in new teachers, an example being that "excessive optimism of beginning teachers that interferes with their ability to accurately judge their own effectiveness" (Woolfolk, p.409.)  Additionally, "Overconfident efficacy may quickly be followed by giving up if the task proves more difficult than first thought" (p. 404.)  As a new teacher, I will have to make sure to not become overconfident, but still do my best to make a difference and help my students build their confidence.