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Summary (60%)

	%/Pg	Title/Activity	Description	Comments / Related Topics
A	15/ 5	“Albert Bandura’s Theory of Social Learning and its Application in the Classroom”	Write a short essay for the talk: Briefly describe the theory – (1.5) Illustrate how it is applied in the classroom – Provide example–(2.5) Your comments about the theory (1)	The language should be suitable for the talk & the audience. Simplify the theory and points, use a lot of examples and illustrations
B	15 / 5	Review 5 videos about Metacognitive Strategies in the Classroom	Introduction – (0.5) Metacognitive strategies in the classroom – (3.5 ) Your comments (1)	understand and write down main points, reorganize them, can use mind mapping, then write
C	15 / 3-4	Review article: Authentic Learning for the 21^st century	What is AL? How technology supports AL? What make it effective? Why it is important?	Application of suitable learning theories like constructivism, experiential, meaningful learning
D	15 / 5	Write short essay: Constructivism in the classroom	Intro- define & explain (0.5) Application & examples (3.5) Your comments (1) Extent in school/ higher learning others	Topic 5 Search other sources Give application examples in the classroom

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Part A (15%) 5 pages

You have been given the task of giving a talk to parents and teachers at the Parent-Teachers’ Association. The title of your talk is:

“Albert Bandura’s Theory of Social Learning and its Application in the Classroom”

Write a short essay for the talk:

Briefly describe the theory – 1.5 pages
Illustrate how it is applied in the classroom – Provide examples – 2.5 pages
Your comments about the theory – 1 page

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Guidelines:

This part of the Assignment is to assess your understanding of the theory and your ability to explain it in your own words following closely what Einstein said:

“If you cannot explain anything to a 6 year old, then you do not understand”
“Everything should be made as simple as possible but not simpler”

Do not be afraid to give your own views and opinions - “That is what we are looking for”.
No citation of sources is needed. (But you need to read more to understand the theory, search internet)
Note: Albert Bandura was born in 1925 and died in July, 2021

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Briefly describe the theory – �1.5 pages�

Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. It considers how both environmental and cognitive factors interact to influence human learning and behavior
It posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.
Bandura’s modeling study on aggression, referred to as the “Bobo doll” experiment is best known.
The experiment indicated that behaviour that is reinforced or rewarded tends to be repeated, whereas behaviour that is reprimanded is less likely to reoccur.
Bandura calls this as Observational Learning

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Examples of the theory

the behaviors of children, as they imitate family members, friends, famous figures and even television characters. If a child perceives there is a meaningful reward for such behavior, they will perform it at some point
television commercials. Commercials suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people.
you may have learned how to train a dog from watching The Dog Whisperer.

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Uses

used to help researchers understand how aggression and violence might be transmitted through observational learning
be utilized to teach people positive behaviors
a student might learn something because of their pride, for a sense of satisfaction, or to fulfill a feeling of accomplishment. .
Individuals often model or imitate the behavior of others, especially if it is someone that individual looks up to or admires. For example, an individual who witnesses someone they respect committing a crime, who is then reinforced for that crime, is then more likely to commit a crime themselves

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Observational learning

For this to occur, there does not necessarily need to be a live observation (i.e. a real person modelling or demonstrating the behaviour). It can also take place by observing characters, real or fictional, in movies, television programmes, video games etc.

Observational learning can also occur through verbal instruction or listening to someone describe or explain how something is done.

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4 Steps in Observation Learning

Observation + 4 Necessary Steps = Learning

Attention: A lesson must engage a student sufficiently to hold their attention.
Retention: Students must be able to remember what they have seen or heard.
Reproduction: Students should be given time to practice the observed behaviour
Motivation: A student must be able to see the benefit of a new behaviour for long term assimilation.

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Illustrate how it is applied in the classroom – Provide examples – 2.5 pages�

Attention and the Flipped Classroom. ...
Retention: Peers Teaching Peers and Peer Coaching. ...
Imitation through Real Plays. ...
Reinforcement and Motivation through Simulation and Gamification.

Peer Coaching

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Your comments about the theory – 1 page �

Implications & Importance

teach positive behaviors to students
encouraging children and
building self-efficacy – sustain & persevere in learning

Skills for the 21^st Century

Others- marketability – team work etc

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Web links

https://www.valamis.com/hub/social-learning
https://teacherofsci.com/social-learning-theory/ - good write-up, simple to understand
https://schoolbox.com.au/blog/how-to-use-social-learning-in-your-classroom/ - some examples for K-12

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ASSIGNMENT��ELC 612�LEARNING AND COGNITION��Part B

Dr Kim Teng Siang

kskim2007@gmail.com

012-4661131

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Part B (15%) - 5 pages

Watch the Video Clips provided. Based ONLY on the Video clips write a short essay titled:

“Metacognitive Strategies in the Classroom”

Use the following format:

Introduction - 0.5 pages
Metacognitive strategies in the classroom – 3.5 pages
Your comments 1.0 page

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Guidelines:�

Focus ONLY on what you watched in the video clips
You DO NOT have to cite or quote sources
Use your own words
Do not be afraid to give your own views and opinions

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Cognitive and Metacognitive Strategies

Cog. Strategies – to achieve a particular goal (e.g. understand a passage)
Metacog. Strategies – strategies that ensure goal has been reached (e.g. asking oneself of one’s understanding of that passage)

Strategy May Overlap e.g questioning but differ in the purpose of questioning
(e.g. self-questioning while reading to obtain knowledge = Cog. Strategy;
self-questioning as a way of monitoring what you read = metcog. Strategy)

==> Differ only in how the info is used, knowledge is considered metacognitive if it is actively used in a strategic manner to ensure that goal is met

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Summary of Video Contents

No./ Min	Topic	Main Points / Content	Comments
A. 2:17	Metacognition	thinking about your learning process -related to success in university Thinking about thinking Thinking about our learning process at different stages of learning Involved planning, monitoring and evaluation Ask keys questions at each stage of learning is important (see examples)
B 3:44	Metacognition in the Classroom	-thinking about thinking (Metacog.) -process to help with learning -Discover how to navigate road blocks and problems -Develop your own system of learning How to do? By asking questions (check for yourself these questions and when to ask them) -How do I deal with challenges? (see the Questions) -One step at a time – (see the questions to ask) -You are the one in charge of your thinking

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Summary of Video Contents

No./ Min	Topic	Main Points / Content	Comments
C 2:03	Incor. Metacog. In the Classroom	Thinking about thinking not just on the facts (what) but include why, look at relationship, analogies etc Analyse also what learning strategies to use between 1^st test and 2^nd test Transition learners from passive to active
D 2:42	How to foster Metacog skills for Indep, Learning	Metocog skills to manage own learnings Active participants, self-sufficient Metocog skills can be taught, across contents, grades Phase 1: Plan through Reflection Think about their preparations –ask & check Phase 2: Monitor their own progress Steps to monitor and improve progress Phase 3: Validate what they’ve learn Steps to validate and check	A lot of good ideas

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Summary of Video Contents

No./ Min	Topic	Main Points / Content	Comments
E 9:20	Teaching Metacog. strategies	-understand what metacog is and why it is important -understand what metacog strategies are and be able to list a few Know how to teach metacog strategies List of Metacog strategies = goal setting, planning, self monitotring, evaluating and Teaching metacog strategies E.g. guided learning to choosing, practicing & evaluating strategies in problem solving – goal setting, planning, select a strategy and try it, evaluate the strategy (discuss) E.g 2: comprehension – self-monitoring strategy – how do you understand what your read?	Learn from the examples given on how to carry out the teaching in detail

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Introduction - 0.5 pages

What are metacognition and “Metacognitive Strategies
List of metacognitive strategies suitable to learn in the classroom

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Metacognitive strategies in the classroom – 3.5 pages �

Roles of teachers and students
How to teach these strategies?
-problem solving
-comprehension

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Your comments 1.0 page �

Advantages and disadvantages
Challenges, Problems and Hurdles to overcome
Others

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ASSIGNMENT��ELC 612�LEARNING AND COGNITION��Part C

Dr Kim Teng Siang

kskim2007@gmail.com

012-4661131

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Part C (15%) – 3-4 pages

Read the article “Authentic Learning for the 21st Century: An Overview” by Marilyn M. Lombardi.

Write a summary of the article as follows:

What is authentic learning?
How technology supports authentic learning?
What makes it effective?
Why it is important?

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Guidelines:�

Use your own words.
You decide on the format.
Do not be afraid to give your own views and opinions “That is what we are looking for”.
No citation of sources is needed

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�Authentic Learning for the 21st Century: An Overview �By Marilyn M. Lombardi �

Learning-by-doing is generally considered the most effective way to learn. The Internet and a variety of emerging communication, visualization, and simulation technologies now make it possible to offer students authentic learning experiences ranging from experimentation to real-world problem solving.
This white paper explores what constitutes authentic learning, how technology supports it, what makes it effective, and why it is important.

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What is Authentic Learning? (1 page)

AL is learning by doing that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner
Focus on real-world, complex problems and their solutions (authentic experiences and activities)
Multi-disciplines

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Advantages and disadvantages (10 design elements and others)
Types of AL- Simulation-based learning etc

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How technology supports authentic learning? (1-2 pages)�

authentic activity can be realized through careful design of Web-based learning environments.
Web-based learning environments give students access to many of the same resources that professionals use in their research
Technology is also providing access to phenomena that might otherwise remain opaque to many novices,
Software visualizations, images, audio, and haptics bring abstractions to life.

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Web-based communication tools to help students collaborate with one another, sharing and constructing knowledge - community participation unhindered by distance
educational software developed to simulate typical scenarios that professionals encounter in real-world settings, integrate with other communication tools – tutoring, feed back etc
vivid simulations of clinics, schools, laboratories, and other workplaces may augment the conventional internship experience

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What makes it effective? (1/2 page)

alignment between learning research and authentic learning:

-Learners look for connections:

-Long-lived attachments come with practice:

-New contexts need to be explored:

weakness in existing education

-Experts have blind spots:- in instruction

-Educators evoke feelings: - scaffolding

-Higher education should include the conative

domain beside cognitive, affecting and

psychomotor

Employing multi-forms of evaluation

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Why it is important? (1/2 page)

Would-be learners can be enculturated into their discipline early- working culture
expert thinking and complex communication will differentiate those with career-transcending skills in rapidly changing world with multiple careers
To be competitive in a global job market, today’s students must become comfortable with the complexities of ill-defined real-world problem- to deal with ambiguity, use higher order analysis and complex communication

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ASSIGNMENT��ELC 612�LEARNING AND COGNITION��Part D

Dr Kim Teng Siang

kskim2007@gmail.com

012-4661131

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Part D (15%) - 5 pages

Write a short essay titled:

“Constructivism in the Classroom”

Use the following format:

Introduction – define & explain – 0.5 page
Application of constructivism in the classroom – 3.5 pages

Provide examples

Your comments – 1 page

To what extent is constructivism applied in schools/higher education? Why?

Why Not?

Other comments

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Introduction – define & explain – 0.5 page (Topic 5)�

Definitions
Explanation

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What is Constructivism?

- Knowledge is constructed, not merely reproduced or transferred

Knowledge constructed is personal and individualistic based on our past and present experience

- We generates our own rules /mental models to make sense of our experience

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Social Constructivism (Vygotsky)

Importance of social interaction and culture in the construction of knowledge and learning

(it takes a village to build a child- an African proverb)

Knowledge is a human product that is socially and culturally constructed

collaboration and exchange of ideas through social and communication skills are important in constructivist classroom

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Application of constructivism in the classroom – 3.5 pages ��

Provide examples
Based on the principles
Types of learnings derived or based on constructivism – cooperative learning, problem solving-based learning, inquiry-based learning

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Application based on these principles – give examples

learners construct knowledge individually and socially.

Some principles

of learning

Derived from

constructivism

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Your Comments (1 page)

the extent of application of this method in school / higher education

- wide or limited (search the internet, research

report, cite the source)

(why?, why not?)

- suitability – which areas / subjects

- effectiveness

- advantages and disadvantages (search further)

- teachers factors

Other comments related to constructivism

its future and development

– how IT like internet, social media, mobile

phones will influence its application

-- application and development of other learning

strategies like authentic, active learning etc

-- others

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