I have applied social learning to one of my lesson plans

 

Introduction

In this paper, I have applied social learning to one of my lesson plans. I have taken a lesson, explained how I currently deliver it and then shared how an aspect of social learning could improve the lesson. I have explained the changes I would make to my delivery approach, assessment strategy, and classroom management. I have also Justified my reasoning with appropriate evidence from some readings.

The assignment

·         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 1^st way of teaching, my objective was for the students to learn Maths.
• In the 2^nd 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 student says at the end of the lesson ‘I feel surer of myself in maths’, the lesson is successful.

 References

1.      Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.  

2.      Singh, Aakash. Reciprocal Determinism. 2018. Retrieved from: https://psychologenie.com/reciprocal-determinism

3.      Wikipedia contributors. (2019, June 12). Self-efficacy. In Wikipedia, The Free Encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Self-efficacy&oldid=901473559