Susan Bush
EDUC 205
Due: 11/17/05
Analytical Reflection no. 2
In my observation of Ms. G’s kindergarten class, I observed the areas of social
learning theory as it related to constructivist learning. The students in this classroom
created their own individual learning through individual and group exploration, observing
the behaviors the community (their classmates), and with the help of and direction from
the instructor.
Social Learning Theory (315) is the idea that learning is emphasized through the
observation of others, including the reinforcement and punishment that others receive.
The idea is that we imitate a modeled behavior, and then retain this knowledge through a
mental process (like verbal steps.) Students then practice the idea, which coaching and
feedback. Finally, however, students will need the motivation of incentives and
reinforcements to retain a behavior. This motivation could be gained, however from
observed behaviors and consequences. In Ms. G’s class, students were actively engaged
in behaviors that modeled the Social Learning Theory. While learning how to write the
numbers, students engaged in observational learning (317) in which they watched the
instructor model the writing process on a sample worksheet identical to their own.
Students were to imitate this behavior exactly in completing their own worksheets. This
is also an example of vicarious learning (317), again in which students learn by watching
others. These same steps also make up the cognitive apprenticeship approach (3343347). Though this example (writing the numbers) is quite elementary, students are still
going through the steps of watching the teacher model the behavior (watching Ms. G
write the numbers), receiving support, coaching, and scaffolding (through Ms. G’s help
and comments as she supervised students filling in their worksheets until they could
complete the last few number with little help). These students, in this exercise, did not
appear to articulate their knowledge, though it would be difficult for students to do this
on such a simple, physical concept. Students did do this to a very slight degree, with
questioning from the instructor. Ms. G would ask the students which numbers made up
the number twelve when it was written. I would have qualified this as scaffolding (5051) but this did not occur when a student was stuck. Rather, Ms. G asked this question to
encourage students to articulate their learning (and to motivate them to work on the
worksheet.) Also, students wanted to share their progress with each other (a form of
reflection.) Exploration was not apparent in this example. Students did engage a form of
reflection (though not on this specific task) at the final class of the semester (track D.)
Students were asked to create a picture of one of their favorite activities from the year.
This encouraged the students to think carefully, remember a past activity, create an image
for it, and really lets the student, teacher, and parents know exactly what the student
gained from the specific activity.
Another activity was a great example of the use of instructional conversations
including Inquiry learning. Instructional conversations (333) are learning experiences in
which the teacher discussed a topic with the students (rather than giving a lecture), taking
into consideration the contributions of students and thereby keeping students cognitively
engaged. This method often goes hand-in-hand with inquiry learning or problem-based
learning. In inquiry learning (329-330), the teacher provides a thought-provoking
situation and asks students to solve the problem by gathering date and testing their
conclusions. In problem-based learning (331-332), students are given realistic problems
that don’t necessarily have answers. In Ms. G’s class, the students were asked to think
about the concept of “the wind.” Although “the wind” may seem like a simple enough
idea to adults, young children can be puzzled. We cannot see the wind, we can
sometimes hear it, and it often moves things. But what is it and where does it come
from? How does it move things if we can’t see it? Ms. Green introduced the puzzling
nature of the wind, then asked students to give examples of things that the wind ‘does.’
Students gave examples like ‘blows leaves around,’ ‘flies a kite,’ and ‘moves a door.’
Students were asked to draw picture of ways in which they could see the wind’s effects.
This allowed all students to think about the topic, make their own conclusion and
contribute to the class. Each student was, in essence, encouraged to create his own
learning individually. Afterwards, students shared these in the group and came to
conclusions regarding the nature of the wind. This example really fell in the overlap
between inquiry learning and problem-based learning. Students were given a puzzling
problem (what is moves things, which you cannot see?), which was also authentic in
nature. Although this may not realistically be a problem, that is, the wind does not need a
solution, it is however an authentic topic and for students it is a realistic question that
they have to answer. This activity also encouraged social negotiation (327), or the aspect
of learning that relies on working with others and respecting their perspectives. Students
were expected to listen to and learn from each other’s suggestions and experiences in a
respectful manner.
In a coloring activity, one student came across a problem. She did not know what
color the word indicated in the boxed part of the picture she was coloring. She came to
Ms. G for help. Ms. G did not tell her what the word said, but rather encouraged her to
use critical thinking. Critical thinking involves logically and systematically examining a
problem to find the solution. Ms. G encouraged the student to think about what color the
object, which she was coloring, might be. Another example of critical thinking occurred
during standardized testing. Students were taking standardized math and English tests.
The tests were verbally administered by Ms. G one-on-one with each student. Often, the
teacher would guide the students towards critical thinking. For example, she used
phrases like, “what do we need to find out? What will you need to do first to find out
how many apples are in each box?” Students were encouraged to use logical and
systematic steps to find the answers. First students would clarify they problem, then
evaluate the possible answers and choose the best one. Also, students were encouraged
to use private speech (48) to help them to think critically. I observed the students saying
allowed what they needed to do, counting aloud, and recounting when they were unsure.
Constructivist learning could be observed all over the classroom. Students were
able to explore different learning areas frequently. These included a library, a listening
station, a computer station, a section with colorful geometric blocks, and a section with
puppets and play-furniture. Constructivism (332-333) is the view that the learners should
be active in creating their own understanding. First-wave constructivism (333-334) was
included in the views of Piaget, and focuses on the individual and psychology as sources
of knowledge. That is, it is based on how individuals make sense of the world with their
own knowledge, believes, and identity. The behaviors exhibited by the students could
support this model. Students working with the geometric blocks constructed structures
that resembled the buildings that they had seen and homes they had lived in and with
which they felt a shared identity. There was also a strong case for second-wave
constructivism in the classroom. Second-wave constructivism (334-335) is focused on
social or cultural forms of knowledge, according to the ideas of Vygotsky. Here students
are shaped by social interactions, culture, and activities. This was apparent in the
students playing with the play-furniture and those playing with puppets. These students
were using these tools to create and reinforce their social and cultural knowledge.
Students practiced verbal skills while acting out situations that they found familiar from
their experiences. Students were able to create their own learning because of the
complex environment given to them, combined with the authentic tasks, which were
given in instructional conversation. This constructivism also encouraged a high level of
self-efficacy (319). Since students were actively involved in learning and problem
solving, they were more likely to feel that they were able to deal with the given tasks.
This kind of learning encouraged each student to feel at ease with the material, and really
to feel that they had to tools to create a learning experience from any given activity.
One of the most clear and interesting concepts in social learning observed with
this class was modeling, vicarious reinforcement, and the ripple effect. In social learning
theory, seeing another person receive reinforcement or punishment for a behavior affects
the behavior of the observer. Due to the students’ age and development, knowledge of
behavioral rights and wrongs was vague. Vicarious reinforcement (318), or the
increasing chance that we will repeat a behavior by observing someone else’s
reinforcement for that behavior, was easily seen and very effective in these students. Ms.
G only had to say “I like how J is sitting quietly reading,” for every other student to sit
quietly and read, presumably in hopes of receiving the reinforcement of attention and
laude from the teacher. Students were easily motivated by the reinforcements given to
others. When the books were in a big mess, students saw that the student who was the
most quiet and attentive was chosen to organized the books (a treat!) Students
immediately tried to be quiet and attentive, especially if the book area was once again
getting messy. This is an example of the ripple effect (320), or the contagious spread of
behavior through imitation. It was interesting that this ripple effect also occurred with a
negative behavior. Some blocks were left out for a later activity and students were asked
to stay out of the block area, and walk far around (so as not to trip.) One student sat
down and started to play with the blocks. When others saw that he was not reprimanded
for this behavior, five children quickly joined him.
Although one might think that kindergarteners are too young to exhibit academic
behavioral traits, from my observation, I would say that these are sometimes even more
obvious in these groups. Students are obviously involved or uninvolved, unlike older
students who often mask their level of engagement. In these classrooms we can see kind
of learning in cognitively engaging to students and it seems that overwhelmingly, it is
learning in which students are actively involved in creating solutions, procedures, and
ideas, many times involving the social and culture interactions and experiences that the
students bring to the classroom.
Woolfolk, Anita. Educational Psychology. Pearson: San Francisco, 2004.