Module Four: Problem Solving, Technology, and Observational Learning

MODULE FOUR: Problem Solving, Technology, and Observational Learning 

CONCEPT ONE: Metacognition and Problem Solving

Summary:

Chapter nine had a bit of a different feel to me than the other chapters we have read thus far. Instead of focusing on specific aspects of teaching, specifics of students, or specifics of teaching, chapter nine focused more on the overall process of thinking—or the broader term of “metacognition”. Metacognition “consists of knowledge and skills” (375). Knowledge defined as “knowledge about our own information-processing capabilities…and the skills used to regulate the thinking and learning tasks we face” (375). This chapter of Woolfolk’s book describes a few different aspects of metacognition including learning strategies and problem solving.

Reflection:

As I was reading through this chapter, I found that I had a generally knowledge and understanding of most of these concepts. What stuck out to me the most; however, was that I hardly remember learning these concepts in a way that was as formative as it was.

As a twenty-year old college student, I would say that my understanding of learning strategies, problem solving and argumentative skills, and critical thinking skills have significantly increased since my years in elementary, middle, and even high school. As an adult, I think we are always improving these skills, yet in a less formative way and more of a means to get through life.

Yet when I was in elementary and middle school, I have specific memories of learning and using the “problem solving corner” where we were taught in every classroom (gym included) about the steps of solving a problem with a friend. I can’t say I ever used the problem solving area, or that anyone voluntarily did (us middle schoolers definitely made a lot of jokes about it though..) and yet, some ten or so years later, I still remember certain parts of it. I remember that we were taught the importance of making “I-statements” when talking to others and stating how “I feel” instead of making other judgements. And while my problem-solving skills have since adapted from the eight-step process in a corner, I still remember the importance of making “I-statements” when talking to others.

As teachers, I believe it is crucial that we teach our students skills that will carry them and help them through life. Problem solving, critical thinking, and argumentation are such important skills for life and skills that should be taught and practiced in the classroom. When explaining teacher strategies, Woolfolk notes he importance of “explain[ing] to students where and when to use the strategy”, “model[ing] and explain[ing] new strategies”, and “provid[ing] plenty of practice” (351). We can prepare our students for success in these areas by modeling, explaining, and practicing different strategies in our classroom.

CONCEPT TWO: Technology in the Classroom

Summary:

In chapter ten, Woolfolk discusses the implications of technology in the classroom and the advantages and disadvantages of it. With the increasing rise of technology there is a lot of debate about if it should be used in the classroom, or rather, to what extent it should be used in the classroom. Woolfolk states that the question of whether technology supports academic learning is a “complex, and even surprising” question (410). Woolfolk dicsusses many different uses of technology in the classroom and determining appropriate guidelines and developing media literacy in students.

Reflection:

When it comes to technology in the classroom, I agree with Woolfolk that it is a very complex subject. On one hand, students today need to be able to use technology and develop media literacy in order to perform well in most high schools and colleges. Additionally, there are so many different uses for technology and so many different applications that can be used in the classroom to make a lesson a bit more engaging and exciting.

On the other hand, how far is too far? So many young students today are surrounded by technology and social media and all that comes with it. From a very young age children are placed in front of a screen and can navigate phones and tablets better than most adults. I am hesitant to continue that trend in the classroom. As important as it is that students know how to type and use a computer and search the web, it is just as important that they know how to read and take care of a book and how to write and complete printed work.

Technology definitely has many benefits and I will definitely be incorporating technology in many areas of my classroom. In some ways it seems like you have to in order to keep students engaged. There are so many amazing tools, it would be wrong to pass them up. However, I believe in the importance of finding that balance. The book talks about the many, many different uses of technology in schools: “technology-based activities in the classroom, student interaction with technology (computer/tablet to complete assignments), and administration use to track information in school, district, or statewide systems” (410). These are very valuable tools to have in a classroom, but like many things, I believe they should be used sparingly.

CONCEPT THREE: Observational Learning

Summary:

Chapter eleven is entitled “Social Cognitive Views of Learning” and focuses on the cognitive factors of social learning that can include “beliefs, expectations, and perceptions of self” (456). Modeling, or observational learning, is a “key element of social cognitive theory” (456) is learning by observing others. This chapter talks about the elements of observational learning, the uses of observational learning in teaching, and the guidelines of use.

Reflection:

According to Woolfolk, “through observational learning we discover not only how to perform a behavior but also what will happen to us in specific situations if we perform it” (430). If we think about, so much of what we do each day is learned from observation. Toddlers learn how to hold a book, answer a fake phone call, interact with others, talk and speak in sentences, and so much more simply by observing. As we grow, we watch others constantly to see the norms of society and follow suit. We learn so much by simply observing and we are seldom so aware of it.

The book also discusses how to incorporate observational learning in teaching. The book states that “there are five possible outcomes for observational learning as they occur in classrooms: directing attention, encouraging existing behaviors, changing inhibitions, teaching new behaviors and attitudes, and arousing emotions” (431).

Each of these outcomes occurs when a particular behavior is observed and modeled. For example, the book talks about one of the outcomes of observational learning, directing attention, as what can occur when attention is given to an object (or person, concept, etc) that had previously been ignored. When one child begins interacting with the item excitedly, many other children may show interest in it (431).

And this type of behavior happens in a lot of different ways, with many different outcomes. It was very interesting for me to think about the ways that observational learning could be used in the classroom. I can see many scenarios in which using modeling in a classroom can lead to learning or better classroom management. It amazes me how the human brain works and I have enjoyed learning about how this psychology can also be used in a classroom by a teacher.