QTC chapter 9/10

a) How would you define successful mastery of your lesson objectives from a behavioral view of learning? From a social cognitive view of learning?

I believe that mastery of a lesson or objective will vary depending on the lesson.  There will be some lessons where the mastery level will be much higher than in others.  From a behavioral view of learning, mastery could be measured by observations and defined as being able to show understanding.  From a social cognitive view of learning, mastery is what defines a person’s self-efficacy.  Success will raise a student’s self-efficacy.  With this being said, mastery could be defined as performing a task successfully that will then strengthen your sense of self-efficacy.

b) Consider your CSEL intervention case study.  Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case?  What are they?  Conversely, how might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Lisa could be acting this way due to a low self-efficacy and self-regulation.  In order to encourage her to interact with her group and participate, it would be important to work on strengthening these areas in her schoolwork.  You would need to use the behaviorist approach and look at the way she interacts in her group.  Since she does not want to participate, I would look at the areas where she does want to.  If there is a specific job that she desires, build up her self-efficacy by giving her that job for now, but possibly have her take some of the responsibility from other jobs as well. You would also need to help her regulate her behaviors by making her aware of how she behaves.