Activity 1

Title: Getting to Know Social Cognitive Theory

Instructional Strategy: Creative/Critical Thinking

Purpose:

This is an activity to help students better understand social cognitive theory and the main researchers in this area.

Objectives:

• Apply abstract information to real situations.
• Become more familiar with social cognitive theory.
• Preview or review chapter material in an alternative format.

Student Activity:

Select one of the following social cognitive researchers: Albert Bandura, Barry Zimmerman, Dale Schunk. The students' responsibility is to become an "expert" on their researcher's contributions to social cognitive theory. The students will have two days to prepare for their roles, using information from the text, additional articles, books, Internet sources, etc. Conduct a class discussion to determine the similarities and differences between and across the two theorists by having students point out the characteristics of each theory. Discuss classroom issues and how well the theories address these issues.

Variations:

1. Press conferences: Experts provide a brief summary of their researcher in a short press conference (5-10 minutes); time may be allowed for questions. Additional students may be assigned roles as reporters, generating various questions for the researchers. Press conferences may be utilized to preview or review chapter material.
2. Case study: Researchers may serve as experts in providing interpretations of the following case.
   
   Denise is a conscientious and good student, although she is a bit unsure of herself. She is typically very attentive in class, and her classmates regard her as someone who will usually be able to answer questions.
   
   One day, Mr. Halvern, her American history teacher, was conducting a question and answer session, and Denise jerked when she heard her name called, suddenly realizing that she hadn't heard the question. A couple of the boys giggled as Mr. Halvern stared at her. Her stomach clenched, and she felt her face turn red. She started to stammer, then fell silent. Michelle also felt uncomfortable since she was not paying attention to Mr. Halvern either.
   
   Denise is now uneasy whenever Mr. Halvern starts calling on students in class. In addition she doesn't like geometry as well as she used to, because she never knows when Mrs. Davis might call on her. She's relieved when she's in the safe confines of Spanish class, where Mr. Lopez always calls on students in order, up and down each row.

Activity 2

Title: The Impact of Self-Efficacy

Instructional Strategy: Creative/Critical Thinking

Purpose:

This activity is designed to have students reflect on their own self-efficacy with respect to various school subjects, as well as determine possible ways to increase self-efficacy in their areas of expertise.

Objectives:

• Identify causes and effects of high and low efficacy.
• Generate possible solutions for increasing student self-efficacy.

Student Activity:

Students will answer the following questions as homework.

1. What school subject do you have low self-efficacy in? What do you believe were the causes of this low efficacy?
2. What school subject do you have high self-efficacy in? What do you believe were the causes of this high efficacy?
3. Assume it is your subject area that someone has written for low self-efficacy, what would you do to increase a student's self efficacy.

The next class period, have a discussion about the students' answers. Generate a list of all of the possible causes of high and low efficacy. Ask students how this information might impact their future teaching. Then generate a list of possible solutions for students with low efficacy.

Variation:

1. Have students interview K-12 students about their efficacy, using age-appropriate questions, to compare the similarities and differences of various age groups.