Social Learning in the Classroom
· Grade: 8
· Subject: Maths
· Topic: Linear equations in 2 variables (Solving using substitution
method)
· Class Type: Mixed ability
My current lesson plan
1.
I would explain the
meaning of “Linear equations in 2 variables”.
2.
I would explain how
to solve them using substitution method using the board.
3.
I would ask the
class to solve problems from textbook.
4.
I would go around
the class and help whoever wants help.
5.
Whoever is
disturbing or not working will be reprimanded or punished.
6.
I would use the
work being done in the class to assess if the lesson objectives were grasped
properly or not.
7.
I am in control.
Usually in such a lesson the burden of work comes
on my own shoulders. I feel as if I am completely responsible for learning of
all students. Teaching becomes frustrating for I am unable to reach out to all
the 40 students in the class during the 45 minutes that are allotted to us.
Also, the students who are gifted get bored for they are very quick to learn;
and the ones who are low in Maths ability get worked up for they are unable to
solve the problems.
Changes based on social learning
Based on my understanding of social learning, I
would change my lesson. My changed approach would be based on ‘Triadic
reciprocity model of causality’, (Schunk, 2012, p 120), also called as
‘Bandura’s reciprocal determinism’, (Singh, 2018). Since social learning theory
believes that “…social cognitive
theory, which stresses the
idea that much human learning occurs in a social environment.
By observing others, people acquire knowledge, rules, skills,
strategies, beliefs, and attitudes” (Schunk, 2012, p118), I would set up a
social situation for learning in the classroom.
This is how I can sum up the change in my lesson.
|
|
Pre Social learning way |
Post social learning way |
|
1 |
I would explain the meaning of
“Linear equations in 2 variables”. |
I would ask the class to tell me
what they understand from the word ‘linear’, ‘equation’ and ‘variables’. |
|
2 |
I would explain how to solve them
using substitution method using the board. |
I would ‘model’ (Schunk, 2012, p
130) on the board how to solve linear equations using substitution method. I
would think aloud through each step. I would purposely make an error and then
think aloud as to how to handle it without putting myself down. |
|
3 |
I would ask the class to solve
problems from textbook. |
I would divide the class into
groups. I would have a leader as someone with good leadership skills and ask
them to work on problems together. I would give them clear ‘goals’ (Schunk,
2012, p134) to work with. The goals would be: Number of problems expected
within the time given and expected behaviour from the group. |
|
4 |
I would go around the class and
help whoever wants help. |
I would walk around the class from
group to group and help where needed. Whichever group is doing I would
appreciate and whoever needs help, I would assist. I would insist that the
doubts be clarified in the group before reaching out to me. |
|
5 |
Whoever is disturbing or not
working will be reprimanded or punished. |
I would have a clear ‘contract’
(Schunk, 2012, p113) with the class. Learn to work together or work alone.
The group leader has the responsibility to hold the group together. I step in
only if needed. I am hoping that “Learners
(will) transform information acquired from the social environment into
mechanisms of self-regulation” (Schunk, 2012, p146) |
|
6 |
I would use the work being done in
the class to assess if the lesson objectives were grasped properly or not. |
I would ask each group to assess
their work with an internal discussion. Then, same day or if there is no
time, next day, I would have a very short assessment with 2 problems for
everyone to solve individually to assess learning. Here I am hoping that the weaker students would get a chance to change their “image
of themselves” (Schunk, 2012, p146). If they do well in a short assessment,
they will feel more confident. |
|
7 |
I am in control. |
I have loosened up the control in
order for the ‘social environment’ (Schunk, 2012, p118) to play its variables
within the group set up. I would observe the dynamics. For “…much human learning occurs in a social environment.”
(Schunk, 2012, p118) |
In the 2nd way, my objectives have
diversified. I would like Maths to b learnt however in the social set up in
order that students “Self-efficacy is an individual's belief in their innate
ability to achieve goals” (Wikipedia, 2019) also gets a chance to play about and gets sorted.
If even ONE students says at the end of the lesson ‘I feel more sure of myself in maths’, the lesson is successful.
Reference
1.
Schunk, D. H. (2012).
Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.
2.
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