SELF-EFFICACY IN LIGHT OF WHAT WE KNOW ABOUT HOW STUDENTS LEARN,

HOW CAN WE EFFECTIVELY ENHANCE THEIR SENSE OF EFFICACY?

IN LIGHT OF HOW STUDENTS LEARN

WHAT DO WE KNOW ABOUT HOW STUDENTS LEARN?

3 HISTORICAL VIEWS

4 LEARNING THEORIES

CHILD DEVELOPMENT THEORIES

LANGUAGE/CULTURE/GENDER

FAMILY STRUCTURE/PARENTING STYLES

ROLE/FUNCTION OF THE BRAIN IN COGNITIVE DEVELOPMENT

HOW DO THESE FACTOR INTO A STUDENTS SENSE OF EFFICACY?

HISTORICAL VIEWS

ORIGINAL SIN VIEW

CHILDREN BORN INTO SIN AND BASICALLY BAD

TUBULA ROSA VIEW

JOHN LOCKE-CHILDREN ARE LIKE A BLANK SLATE

INNATE GOODNESS VIEW

JEAN-JACQUES ROUSSEAU-CHILDREN ARE INHERENTLY GOOD

LEARNING THEORIES

BEHAVIOR

FIXED BODY OF KNOWLEDGE

STIMULATED FROM OUTSIDE

STUDENT PASSIVE

TEACHER MANAGER-CORRECT WRONG ANSWERS

COGNITIVE

FIXED BODY OF KNOWLEDGE

PRIOR KNOWLEDGE INFLUENCES HOW INFORMATION IS PROCESSED

STUDENT ACTIVE PROCESSOR

TEACHER-MODEL EFFECTIVE STRATEGIES-CORRECT MISCONCEPTIONS

LEARNING THEORIES

CONSTRUCTIVIST CHANGING BODY OF

KNOWLEDGE

INDIVIDUAL/SOCIAL CONSTRUCTED

BUILD ON WHAT LEARNER BRINGS AND PARTICIPATE CONTRIBUTES

STUDENT-ACTIVE THINKER

TEACHER-FACILITATOR/GUIDE

SOCIAL COGNITIVE CHANGING BODY OF KOWLEDGE

CONSTRUCTED WITH INTERACTIONS WITH OTHERS AND ENVIRONMENT

MODELING/SOCIAL PARTICIPANT

STUDENT-ACTIVE THINKER

TEACHER-FACILITATOR/MOTIVATOR

CHILD DEVELOPMENTAL THEORIES

FREUD=PSYCHOANALYTIC DEVELPOMENT THEORY

ERICKSON=PSYCOSOCIAL DEVELOPMENT THEORY-8 LIFE-SPAN STAGES

PIAGET=COGNITIVE DEVELOPMENT THEORY-4 COGNITIVE STAGES

VYGOTSKY=SOCIAL CULTURAL COGNITVE THEORY

BANDURA=SOCIAL COGNITIVE THEORY

CHILD DEVLOPEMENT THEORIESISSUES IN DEVELOPMENT

NATURE=BIOLOGICAL INHERITANCES

NURTURE=ENVIRONMENTAL EXPERIENCES

CONTINUITY VS DISCONTINUITY ISSUE

GROWTH-CUMLATIVE

GROWTH-DISTINCT STAGES

EARLY VS LATER EXPERIENCES ISSUE

EARLY/LATER EXPERIENCES KEY DETERMINANTS OF CHILDREN’S DEVELPMENT

NATURE VS NURTURE ISSUE

IN LIGHT OF HOW STUDENTS LEARN

HOW CAN THIS KNOWLEDGE ENHANCE A SENSE OF EFFICACY IN OUR STUDENTS?

3 HISTORICAL VIEWS

4 LEARNING THEORIES

CHILD DEVELOPMENT THEORIES

LANGUAGE/CULTURE/GENDER

FAMILY STRUCTURE/PARENTING STYLES

ROLE/FUNCTION OF THE BRAIN IN COGNITIVE DEVELOPMENT

WHAT ARE THE KEYS TO DEVELOPING A SENSE OF EFFICACY?

ELEMENTS OF SELF-EFFICACY

NATURE/

NURTURE

SOCIAL COGNITIVE

EARLY/LATE

EXPERIENCES

SELF-EFFICACY

TUBULA ROSABLANK SLATE

CULTUREGENDERLANGUA

GE

CONSTRUCTIVIST

SENSE OF EFFICACYSELF-EFFICACY

WOOLFOLK(2013) DEFINED SELF EFFICACY:

A PERSON’S SENSE OF BEING ABLE TO DEAL EFFECTIVELY WITH A PARTICULAR TASK.

“BELIEFS” ABOUT PERSONAL COMPETENCE IN A PARTICULAR SITUATION.

……. “BELIEFS” EXERCISE INFLUENCE OVER EVENTS ……..(BANDURA,2006)

SELF-EFFICACY REFLECTS CONFIDENCE IN THE ABILITY TO EXERT CONTROL OVER ONES OWN MOTIVATION, BEHAVIOR, AND SOCIAL ENVIRONMENT.(BANDURA,2006)

According to Bandura, Self-efficacy affects how we feel, think, and act, and low self-efficacy has been linked to helplessness, anxiety, and depression.

BELIEFS AND SELF-CONCEPTIONS

BELIEFS ABOUT KNOWING-EPISTEMOLOGICAL BELIEFS

What students believe about knowledge and learning will influence their motivation and the kind of strategies that they use. (Woolfolk, 2013 p.442)

BELIEFS ABOUT ABILITY

BELIEFS ABOUT CAUSES AND CONTROL-ATTRIBUTION THEORY

Explanations and justifications influences their motivation and behavior: (locus,stability,controlabilty)

BELIEFS ABOUT SELF WORTH-LEARNED HELPLESSNESS

ELEMENTS OF SELF-EFFICACYTUBULA ROSA-BLANK SLATE

NATURE/

NURTURE

SOCIAL COGNITIVE

EARLY/LATE

EXPERIENCES

SELF-EFFICACY

TUBULA ROSABLANK SLATE

CULTUREGENDERLANGUA

GE

CONSTRUCTIVIST

SENSE OF SELF EFFICACY ASSESSMENTS

HOW CAN WE MEASURE THE SELF-EFFICACY OF OUR STUDENTS?

BE ACTIVE LISTENERS AND OBSERVERS

USE ASSESSMENT TOOLS TO GAUGE THE SELF-EFFICACY IN OUR STUDENTS

WHAT DO YOU BELIEVE AND WHY -BLANK SLATE APLLICATION

SELF-EFFICACY ASSESSMENT - BANDURA ASSESSMENTS APPLICATION

SELF-EFFICACYIN LIGHT OF WHAT KNOW ABOUT HOW STUDENTS LEARN,

HOW CAN WE EFFECTIELY ENHANCE THEIR SENSE OF EFFICACY?

ASSESSEMENTS ENABLE US TO MORE EFFECTIVLEY DEVELOP SELF-EFFICACY

THE FOUR SOURCE’S OF SELF EFFICACY

MASTERY EXPERIENCES-academic success-best source

VICARIOUS EXPERIENCES-observe a peer succeed

VERBAL PERSUASION-motivational communication/feedback from teachers

EMOTIONAL STATE-positive mood/anxiety and stress free environment

STRATEGIES TO ENHANCE SELF-EFFICACY

COLLABORATIVE LEARNING

COOPERATIVE LEARNING

“Cooperative learning structures, in which students work together and help one another tend to promote more positive self-evaluations of capability and higher academic attainments that do individualistic or competitive ones.” (BANDURA, 2006).

SELF-EFFICACY ENHANCING STRATEGIES

EFFECTIVE STRATEGIES TO ENHANCE ALL SELF-EFFICACY SOURCES.

MASTERY-VICARIOUS-VERBAL PERSUASION-EMOTIONAL

Assign moderately-difficult tasks(Zone of Proximal Development)

Incorporate peer models (peer support groups)

Teach specific learning strategies(self-talk and self-regulation)

Capitalize on student’s interest(build community activities)

Allow students to make their own choices (formatted to enhanced self-efficacy)

Encourage students to try (incorporate verbal and written motivation literature)

Give frequent, focused feed back(assessments)

Encourage accurate attributions( awards, incentives)

IF YOU BUILD IT, IT WILL COME!IT STARTS WITH US

SELF-EFFICACY: THE “I THINK I CAN” PSYCHOLOGICAL PHENOMENON

EFFECTIVE STRATEGIES TO CHANGE OUR “I CAN’T” TO ”I KNOW THAT I CAN”

TAKE ONE STEP AT A TIME

DRAW FROM YOUR PAST

SEE TO BELIEVE

FIND A ROLE MODEL

ACCEPT SELF-DOUBT…BUT FIRST PUT IT IN IT’S PLACE

GET HAPPY

SOLICIT SOCIAL SUPPORT