Social+Learning+Perspectives

Chapter Six: Social Learning Perspectives (1960s-Present) Sociolinguistics - Amanda Socio-Cultural Theory - Amanda Social Constructivism - Jennifer Social Learning Theory - Latoria Critical Literacy Theory - ShaCarol Third Space Theory - Carmen

Before Presentation:  Prior Knowledge activation  Write up theories on the different boards; anything that you remember; personal classroom applications of the theories. (We write theories on the boards, then class will choose where they want to write their own examples).

Social Learning Perspective -- Amanda
 * Emphasize social interaction in the development of knowledge and learning.
 * In terms of reading, emphasize social influences and social interaction (116)

Sociolinguistics:
 * attempt to study language in the place of society
 * connecting one’s language ability to one’s personal power in society (118) and language is a result of social interactions (121)
 * rooted in the fields of anthropology (reading is a cultural event and different cultures affect the social practices of reading), linguistics (language differences between social classes are related to the differences in all language practices. also people use reading to accomplish a goal), and literary analysis (during reading meaning is constructed)
 * Theorist Bernstien (1st to write about it), Bakhtin and Gee
 * Bakhtin: language is examined as utterances, statements of meaning. Language is polyphonic “language is composed of multiple voices whose utterances speak from many points of view”
 * Gee states: “habits of speech” are acquired in childhood and are embedded in one’s identify
 * oral language is the foundation of reading and writing...gaining vocabulary
 * Children from professional homes exposed to 11.2 million words in a year
 * Children from working class homes exposed to 6.5 million words
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Children from a welfare home exposed to 3.2 million words

<span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Socio-Cultural Theory: (p. 122) -- Amanda
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">role of social, cultural & historical factors in the human experience
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">focused on culture which includes language
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">cognitive reasoning works in conjunction with beliefs and values to establish ones identity
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bronfenbrenner - circular levels of influence affect children’s developemnt
 * <span style="background-color: #fce5cd; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">4 spheres of influence
 * <span style="background-color: #fce5cd; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">microsystem - immediate environment (home/classroom), people with whom the child has direct contact
 * <span style="background-color: #fce5cd; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">mesosystem - interaction between 2 microsystems, when home & school connect (positively or negatively)
 * <span style="background-color: #fce5cd; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">exosystem - local, national, worldwide events
 * <span style="background-color: #fce5cd; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">macrosystem - explains some of the consistencies observed at micro & meso levels. Ex: famliies from cultural groups showing similar interactions
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Public school doesn’t always give ELL children the opportunity to show their funds of knowledge

<span style="background-color: transparent; color: #000000; display: block; font-family: Georgia; font-size: 15px; text-align: center; text-decoration: none; vertical-align: baseline;">SOCIAL CONSTRUCTIVISM -- Jennifer <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;"> -development depends on sign systems (language, writing and counting systems) with which individuals grow up <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;"> -a child’s learning is most affected by his mastery of language <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;"> -”semiotic mediation”: process of using the signs systems
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Lev Vygotsky created the theory of learning known as Social Constructivism
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">his professional life spanned only 10 years, but he wrote more than 180 works
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Vygotsky died in 1934 at the age of 38, and after his death Vygotsky’s work was banned in Soviet Union (Stalinist) for 20 years. Not widely read again until 1970s
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Premise: children learn as a result of interacting with others

<span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;"> -if a child can complete a task with no support then the task is not with the ZPD.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">“Zone of Proximal Development”: level of task difficulty where a child can be successful with appropriate support


 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">“Scaffolding”: assistance that adults and more competent peers give a child during learning tasks
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Internalizing higher mental functioning and using it as a tool
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Piaget vs Vygotsky

<span style="background-color: transparent; color: #000000; display: block; font-family: Georgia; font-size: 15px; text-align: center; vertical-align: baseline;">__Social Learning Theory- Latoria__


 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Theory created by Albert Bandura <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">, a Canadian psychologist.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Created within the social learning perspective
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Originally called “Social Learning Theory,” but renamed “Social Cognitive Theory”
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bandura’s primary premise in creating Social Learning Theory was that <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">behavioral explanation learning did not take into account the phenomenon of vicarious learning.
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Vicarious learning the notion that people learn from observing others.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Through vicarious learning people learn more from others than they do through consequences of their own experiences.
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">We learn through others successes, failures, efforts, and styles. The people from whom we learn are called “models.”

<span style="background-color: #ff9900; color: #000000; font-family: Georgia; font-size: 15px; vertical-align: baseline;">__4 Stages to observational learning__
 * 1) <span style="background-color: #ff9900; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Attentional phase: during which the observer watches the model.
 * 2) <span style="background-color: #ff9900; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Retention phase: the observer thinks about the processes what he or she has observed.
 * 3) <span style="background-color: #ff9900; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Reproduction phase: observer repeats the behavior that has been modeled.
 * 4) <span style="background-color: #ff9900; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Reinforcement phase: rewarding good behavior


 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Social Learning Theory was developed as a result of Bandura’s research investigating effects of media, such as television, on children’s learning.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Children who watched more aggressive television shows were more aggressive than those who didn’t.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bandura’s newest research and writing also emphasize the role of self-efficacy in learning. Self-efficacy refers to one’s belief that he or she possesses the abilities to attain specific goals.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Teachers frequently use the concept of observational learning as a basis for classroom management. (Complementing students (reinforce) on desired behaviors with the expectation the other students in the classroom will imitate that behavior as well.)
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">The theory has a large and lasting impact on children’s literacy both at home and in school.

<span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Ideas: <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Active idea: <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Discussion Ideas:
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Have peers brainstorm “models” in their lives, could be shared out to class or shared with small group
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Discuss things/ideas we wish we would have learned from veteran teachers about the teaching profession.
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Examples of things we try to get our students to learn through observation.

<span style="background-color: transparent; color: #000000; display: block; font-family: Georgia; font-size: 15px; text-align: center; text-decoration: none; vertical-align: baseline;">Critical Literacy Theory - ShaCarol


 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Critical Literacy Theory considers the political aspects of literacy education such as the ways in which schooling reinforces persistent inequalities in contemporary society, and the opportunities that exist within education to empower individuals to overcome such social oppression (Morris, 2011).
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">“challenges the traditional belief that education is a politically neutral process designed to promote the individual development of children” (Tracey & Morrow, 2012, p 133)


 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Key figure in the development of CLT is Freire
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Freire argued that a “pedagogy of oppression” existed and created a “pedagogy of liberation”
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bloom and Talwalker (1997) studied the correlation of power and literacy learning
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">“The teaching of reading is viewed as a social process that can either foster or inhibit the empowerment of students” (Bloom & Talwalker, 1997, p. 109)
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Gutierrez examined the effects of politically initiated changes in literacy instruction on the achievement of ELLS: Proposition 227 eliminates literacy instruction in children’s native language for ELLS resulting in detrimental effects in ELL literacy development (Tracey & Morrow, 2012, p. 134)
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Research conducted by Jimenez, Smith, and Martinez-Leon (2003) in two Mexican schools demonstrate that the freedom of oral and written expression was not equal; written expression was constrained by teachers’ emphasis on form rather than content (Tracey & Morrow, 20102, p. 146)
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Research demonstrated that literacy practices contributed to social injustices in society
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Suggestions proposed as a result the research of Jimenez, Smith, and Martinez-Leon (2003): helping students respond more fully to publicly displayed texts and working on developing their students as “legitimate writers”

<span style="background-color: transparent; color: #000000; display: block; font-family: Georgia; font-size: 15px; text-align: center; text-decoration: none; vertical-align: baseline;">Third Space Theory - Carmen


 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Presented by Cobb (2011); based on the work of Soja (1996) and Lefebvre (1991).
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Third Space Theory: the concept of “space” as a mental construct, not just physical
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">“First Space”: contains an individual’s knowledges and discourses that are most personal (i.e. home, family, peer influences)
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">“Second Space”: contains the more removed influences in the individual’s life (school, work, church environments, etc.)
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">“Third Space”: constructed by individuals as a result of the intersections of the influences of first and second spaces. One’s “third space” is one’s invisible, internal, environment in which identities and other forms of knowledge are created (Moje et al., 2004).
 * <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">First & Second space similar to Bronfenbrenner’s (1979) Socio-Cultural Theory
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Implications for teaching:
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">the creation of third spaces (and thus, learning) is enhanced when school curricula and teachers build lessons on students’ funds of knowledge in their first and second spaces.
 * <span style="background-color: #ffff00; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students’ learning is enhanced when they are able to construct internal third spaces and this is achieved most easily when lessons are built upon/related to the funds of knowledge from students’ first and second spaces.

<span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;">Wall Wisher: Each Group using a different theory: How would you fix the Achievement Gap? <span style="background-color: transparent; color: #000000; font-family: Georgia; font-size: 15px; text-decoration: none; vertical-align: baseline;"> Profile your schools Achievement Gap; How do you address it?

Wallwisher http://wallwisher.com/wall/4jtzp7zzig

http://prezi.com/fvdy0xvf7xkg/social-learning-perspectives/
 * Social Learning Perspectives Prezi**


 * ADDITIONAL READINGS:**

http://webpages.charter.net/schmolze1/vygotsky/ http://webpages.charter.net/schmolze1/vygotsky/dziurla.html http://webpages.charter.net/schmolze1/vygotsky/kerr.htm
 * Vygostsky --**

Tate, William F., IV, Ed. (2012). Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility. Blue Ridge Summit, PA: Rowman & Littlefield Publishers, Inc. ISBN: 978-1-4422-0467-6 https://rowman.com/ISBN/9781442204690
 * Critical Literacy Theory --**


 * Third Space Theory --**