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Social Cognitivism

Social Cognitivism: How does the teacher use modeling/observational learning? Include factors that impact learning from models in your response (attention, retention, production, motivation/reinforcement) as well as the types (live/symbolic) and characteristics (competence, power/prestige, etc.) of models used. Cite specific examples and be sure to include underlined vocabulary from the theory in your response.

        My cooperating teacher used modeling for a lesson on self-confidence. First, she got the students attention by giving them all a piece of paper and asking them to write down, on one side of the paper, the things they didn't like about themselves. Then, on the other side of the paper, she had them write things that they do like about themselves. 
       She asked the students if one side was easier to write than the others. The majority of the students said that it was easier to write the things that they didn't like about themselves and that that list was longer than the other.         After that, she had the students watch a TED talk by the ugliest woman in the world. https://www.youtube.com/watch?v=QzPbY9ufnQY She used this woman as a symbolic model. This woman is widely known on social media and youtube videos so she has some prestige/power, but I think she mostly relates to competence and situational relevance. I think she relates to competence because she has experience, first hand, bullying for the way she looks, hateful comments, etc. and she has overcome all of those things. She knows what she is talking about regarding self-confidence. 
        She also relates to situational relevance because the majority of high school students have or will have deal with a self-confidence crisis, or bullying. By listening to this talk the students will be able to think to themselves about a time where something similar may have happened to them, and can learn from Lizzie, how to overcome the trying times. 
       After the video, the students were asked to write down at least two things they are grateful for and two things they like about themselves, every single day. The teacher shared with the students the things she wrote down for that week, since she has been doing this activity for a while. This is how my cooperating teacher incorporated retention and production in one. She wants the students to practice encouraging themselves and having a positive attitude about themselves and their lives and to also remember what Lizzie says in the video about not needing the approval of others. 
        I thought this was a good example of task and performance modeling from http://www.learnnc.org/lp/pages/4697. The motivation aspect is kind of up to the student. Getting a grade on whether or not they wrote down those things everyday is based on the students honesty. My cooperating teacher didn't want to invade privacy by reading what the students wrote, but still wanted to measure their participation on the assignment. So, each day following that lesson she would ask the students if they wrote down their Self-Esteem Boosters, and the students that did would receive reinforcement by getting the points, and the students who did not, would not receive those points. I really enjoyed sitting through this lesson and I hope to use this same type of lesson in my future classroom.

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