Question 1
From a behavioral view of learning I would define successful mastery of my lesson objects by seeing how a child reacts or answers when asked a certain question or given a certain cue. For example, when I was in high school my AP US History teacher drilled into our heads at the beginning of the semester that Olgethorpe found Georgia. She did this by insisting that anytime she said Olgethorpe we had to shout Georgia back at her and vice versa. Even at the end of the semester after we had not discussed Olgethorpe or Georgia for three months she randomly shouted "Olgethorpe!" at the class and the whole class snapped to attention and yelled "Georgia!" back at her.
From a social cognitive view of learning I would define successful mastery of my lesson objects by observing whether or not my students were able to complete a task that I had previously modeled. For example, in the Early Learning Center I did an activity with a group of children where I built a structure out of blocks and then the children were supposed to copy what I had created with their own blocks.
Question 2
I think there are behaviorist views that could encourage productive behaviors and discourage undesirable behaviors applied to my CSEL case study. As I said before, I could use a jar of desirable objects used to encourage and discourage Willard's behavior. Also, self-efficacy and self-regulation both can be used after giving Willard his own personal schedule. Hopefully, allowing him to have his own schedule would get him to figure out the answers the questions he asks and also remind him that he needs to use good behavior while at school.
That is an interesting example about Georgia! In SCT, though, learning doesn't always result in an overt behavior change, so how would you evaluate from that?
ReplyDeleteI like the idea of self-regulation and self-efficacy in regards to Willard. Those are vital skills.