Defining successful master of a lesson objective from a behavioral view & from a social cognitive view:
I would define successful mastery of a lesson objective from a behavioral view of learning by (obviously) observing my students behavior when given an assignment. I think that the students that understand the material will be the first to start the assignment and will get to work no problem. But the students that do no understand the material may be more prone to appear to be "off task" and trying to do everything BUT the assignment. They may disturb other students doing their work, they may fiddle with something they have in their desk, or they may act out and make a scene all to avoid doing an assignment that they do not understand. I would define successful mastery of a particular lesson by just skimming the class as a whole and viewing their behavior, from a behavioral view, and that would give me an understanding of who successfully mastered the objective and who did not.
I would define successfully mastery of a lesson objective from a social cognitive view of learning by seeing how the students interact with each other. I would see if one student is imitating what another student is doing by going around the room and find out what they are discussing about the assignment. Some of them may be on task and really talking about the assignment while another group may be off task because one person started a conversation or said something funny to distract the other group members and that group would not have mastered a lesson objective from a social cognitive view of learning. But the group that stays on task and does not stray from the topic at hand then that is the group that i would set an example of defining who has successfully mastered a lesson objective from a social cognitive view of learning. Also, by the papers that they turn in and the grade they receive would show who understood the material and who did not (Ormrod 181).
I like how you mention students’ time on task and how students can affect their peers when they are distracted or spend time doing anything but the lesson. This is a good example of reciprocal causation from social cognitive theory. Students’ behaviors affect the learning environment, which in turn affects other students’ behaviors.
ReplyDeleteGood job linking behaviorism and informal assessment in your post, Mary Beth. I think it's definitely important for a teacher not to simply zone out after he or she has distributed an assignment, but to observe the students for behavior that may indicate a student is struggling. I learned the true importance of this during my teacher project Thursday. I assigned case studies, and one group found their particular case study difficult to figure out. I, unfortunately, did not effectively observe their behaviors that illustrated their confusion, and I did not help them master the objective at hand. This was a huge mistake on my part. I should have taken a more in-depth informal assessment of my "students," observed their behaviors, and helped anyone that seemed to be struggling.
ReplyDeleteYou define successful mastery, and while perhaps a simple question, what would you do for those students who did not succeed? Try again in a similar manner? Move onto another objective? I'm curious.
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