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PSY201/spring 2007/Chapter Ten: Social Constructivism and Learning in Community
Chapter Overview
I.
II.
Social Learning, Social Constructivism, and Sociocultural Theory
Social Learning Theory
A.
B.
C.
Modeling
1.
Observational learning
2.
Inhibitory and disinhibitory effects
3.
Response facilitation effects
Conditions Necessary for Observational Learning
1.
Attention
2.
Retention
3.
Production
4.
Motivation
Modeling and TV Viewing
1.
TV and Aggression
2.
Instructional Benefits
2
III.
Social Constructivism and Sociocultural Learning Theory
A.
The Role of Experience
B.
Scaffolding
1.
C.
An Instructional Example of Scaffolding
Scaffolding with Technology
1.
Web-based Inquiry Science Environment (WISE)
2.
Biology Guided Learning Environments (BGuILE)
D.
Scaffolding for Students with Special Needs
E.
Scaffolding for Students from Diverse Backgrounds
IV. Instruction Influenced by Social Constructivism and Sociocultural Theory
A.
Cognitive Apprenticeships
B.
Reciprocal Teaching
C.
Problem-Based Learning (PBL)
1.
Characteristics of Good Problems
2.
The Role of the Teacher of Facilitator
3
D.
V.
Classroom Communities
Learning Out of School
A.
Learning in Cultural Institutions
B.
Teaching with Cultural Institutions
1.
Art Museums
2.
Zoos, Arboretums, and Other Institutions
3.
Learning in Libraries
4.
Science and History Museums
4
As a result of students’ experiences with this chapter, they should be able to answer these questions and
meet the indicated competencies:

What is social learning theory?
o
Expected Student Competencies: Describe the relationship between social learning theory
and behaviorism, and identify the cognitive elements of the theory; note the basic
assumptions of social learning theory, with special attention paid to the role of vicarious
experiences, vicarious reinforcement, and vicarious punishment

What is necessary for observational learning to occur?
o
Expected Student Competencies: Define observational learning; detail factors that
influence observational learning; provide examples of modeling in instruction; note the
effects of modeling in behavior; list and describe the conditions necessary for
observational learning; evaluate the influence of TV on behavior

How is scaffolding used in instruction?
o
Expected Student Competencies: Explain how scaffolding is different from simple
“help;’ explain the roles of channeling, focusing, and modeling in scaffolding; note the
two major steps involved in scaffolding; outline actions that teachers can take during the
planning, coaching, and fading phases of scaffolding

What kinds of instruction are influenced by social constructivism and sociocultural theory?
o
Expected Student Competencies: Explain the implications of social constructivism and
sociocultural theory for human learning; identify instructional strategies influenced or
based on social constructivism or sociocultural theory; outline how each of these
strategies functions in the classroom, with particular attention paid to the role of the
teacher; describe the Community of Learners model, and identify features an ideal
classroom community

How can teachers use the resources of cultural institutions effectively
o
Expected Student Competencies: Explain how learning in informal settings (e.g.,
museums) is different from a school setting; note the various purposes for visiting
cultural institutions; point out the kinds of experiences that various institutions provide to
visitors; describe steps that teachers can take to maximize the learning experiences of
students during trips to cultural institutions; describe what conversations reveal about the
effects of a trip to a museum on visitors

Can learners with special needs benefit from social-constructivist or sociocultural approaches to
learning?
o
Expected Student Competencies: Detail how social constructivist and sociocultural
approaches that incorporate elements of behavioral instruction can support students with
special needs; describe how assistive technologies can be used as an adjunct to regular
instruction

How can teachers use scaffolding techniques to work with diverse learners?
o
Expected Student Competencies: Point out problems faced by diverse learners, such as
English language learners; identify instructional strategies that can support diverse
learners through scaffolding