create a Learning Theories Portfolio

To help you develop a coherent understanding of the course contents, you will create a Learning Theories Portfolio that demonstrates your understanding of the Social Cognitive Learning Theories. Your portfolio should contain three pieces: Description of your understanding of the learning theories, application of the theories to describe learning, and reflection. All three components should be submitted as a single packet. The portfolio can be made in any format that you are comfortable with, such as a Microsoft PowerPoint file, a Microsoft Word file, a link to a web page or wiki, or video clips. A grading rubric is attached below. The instructor will use the criteria in the rubric to evaluate your portfolio. Below you will find the detailed requirements of each component in your portfolio.

Learning Theory Portfolio Part II: Social Cognitive Learning Theories (150
points, due on March 21)
To help you develop a coherent understanding of the course contents, you will create a Learning
Theories Portfolio that demonstrates your understanding of the Social Cognitive Learning
Theories. Your portfolio should contain three pieces: Description of your understanding of
the learning theories, application of the theories to describe learning, and reflection. All
three components should be submitted as a single packet. The portfolio can be made in any
format that you are comfortable with, such as a Microsoft PowerPoint file, a Microsoft Word
file, a link to a web page or wiki, or video clips. A grading rubric is attached below. The
instructor will use the criteria in the rubric to evaluate your portfolio. Below you will find the
detailed requirements of each component in your portfolio.
1. Description of your understanding of the learning theories
In this component, you should include 10 to 15 PowerPoint slides (or equivalent in an
MS Word or web page format). The document should be visually appealing, and technically
correct in content and grammar/punctuation. You should describe:
– What is the theory?
• Definition of learning from the perspective of the Social Cognitive Learning Theory
• General principles of Social Cognitive Learning Theory
• Observational learning
• Modeling
• Self-efficacy
• Self-regulation
– Who are the major theorists? What were their contribution to the theory?
In social cognitive learning theories, who were the major theorists? What were their
major contributions?
– What are the instructional principles or theories informed by the learning theory?
• What are the educational implications of the social cognitive learning theory?
• What is collaborative and cooperative learning respectively?
• How to cultivate self-regulated learners?
2. Application of the theories to describe learning
In this component, you will use the learning theories to describe how learning happens in
a mini lesson. You should include two parts in this section:
– Description of the mini lesson (1-3 slides or 1 page), which should include the content
of the lesson, instructional objectives, intended audience, and instructional approach.
When describing the instructional approach, you should describe both what the teacher
does and what the students’ responses are.
– Analysis of students’ learning using the learning theory (1-3 slides or 1 page). You
should describe how learning happens in the mini lesson using terminologies in the
learning theory. For example, explain how a child learns to use a toothbrush from the
Social Cognitive Learning Theory’s perspective. You would explain the mini lesson
using terminologies, such as observation, modeling, imitation, self-efficacy, selfregulation, etc.
3. Reflection of the learning theories (1–3 slides or 1-2 pages)
In this section, you are expected to reflect on your own learning of the learning theories.
Here is a list of the questions you may reflect on. But your reflection is certainly not limited
to these questions.
• What questions do you still have about the theory?
• How were the activities in Module 6 reflective of the Social Cognitive Learning
Theory, or not?
• How will the learning theories inform your own practice of teaching?
• How have your ideas about learning and instruction changed, or not, and why?
Acknowledgement: This assignment is inspired by a knowledge base assignment designed by
Dr. Tiffany A. Koszalka at Syracuse University. When I was a graduate student in the
Department of Instructional Design, Development, & Evaluation at Syracuse University, Dr.
Koszalka taught me how to make a knowledge base to organize my knowledge of the learning
theories. Making a knowledge base was a valuable piece of learning experience for me in her
course.
Grading Rubric
CRITERIA
Description of
your
understanding of
the learning
theories
Explanation
Points
Possible
All components in the requirements are
included. Contents of the theory well organized
and logically ordered. Generally, assists the
reader in following the logic. You should have
10 to 15 slides or equivalent pages. You should
include the following components:
What is the theory?
• General principles of Social Cognitive
Learning Theory
• Observational learning
• Modeling
• Self-efficacy
• Self-regulation
Who are the major theorists? What were their
contribution to the theory?
In social cognitive learning theories, who were
the major theorists? What were their major
contributions?
25
15
Points
Earned
CRITERIA
Application of the
theories to
describe learning
Reflection of the
learning theories
Explanation
What are the instructional principles or
theories informed by the learning theory?
How did behavioral learning theories inform
these instructional principles and theories?
• What are the educational implications of the
social cognitive learning theory?
• What is collaborative and cooperative
learning respectively?
• How to cultivate self-regulated learners?
Description of the mini lesson (1-3 slides or 1
page), which should include the content of the
lesson, instructional objectives, intended
audience, and instructional approach. When
describing the instructional approach, you
should describe both what the teacher does and
what the students’ responses are.
Analysis of students’ learning using the
learning theory (1-3 slides or 1 page). You
should describe how learning happens in the
mini lesson using terminologies in the learning
theory. For example, explain how a child learns
to use a toothbrush from the Social Cognitive
Learning Theory’s perspective. You would
explain the mini lesson using terminologies,
such as observation, modeling, imitation, selfefficacy, self-regulation, etc.
All reflection questions answered. Your
reflection should base on what you learn and
reflect your original thoughts of the theory.
Your reflection is a written narrative about
your thoughts on the theory responding at a
minimum to the following questions: (1–3
slides or 1-2 pages)
• What questions do you still have about the
theory?
• How were the activities in this module
reflective of the learning theory, or not?
• How will the learning theories inform your
own practice of teaching?
• How have your ideas about learning and
instruction changed, or not, and why?
Points
Possible
15
15
10
25
Points
Earned
CRITERIA
Explanation
Points
Possible
Interest Level
Vocabulary varied, supporting details vivid,
generally well written with smooth and
consistent transitions, etc.; graphics are a plus,
but not required; the same for color.
15
Grammar &
Spelling
All grammar and spelling are correct, that is, no
errors.
15
Format
Follows closely APA formatting/style as well
as the specific instructions contained in the
Syllabus.
15
Total
150
Points
Earned
What is a Friend?
Setting: teach the middle school students what is a friend and what is friendship
Time: 20 minutes
Concept Analysis: a friend is a person whom one knows, likes and trusts. Friendship is the condition of sharing a friendly relationship
feeling and behavior that exists between friends. “Friend” and “friendship” are closely related concepts. They can be taught together.
Objective:
1. The students will be able to define friend and friendship.
2. Given examples and non-examples about “friend” or “friendship”, the students will be able to identify “friend” or “friendship”.
3. Give their examples who can be considered as a “friend” or what behaviors are reflective of “friendship”.
Strategy: This lesson is designed to use an inquiry method to guide the students to learn the concept, instruction. Examples related to
this concept will be given and teacher will use these examples to guide the students to discovery criteria of the definition.
1
Learning Activity
Analysis (Social Cognitive Learning Theory)
The students will listen to two stories at the beginning of the ⚫
The characters in these stories can be models for the students: what is a
class.
good friend and what is a bad friend.
⚫
A story of how Angles helped Marx finish his great work.
⚫
A story of how a person leaves his friend in woods when
they confront a bear.
⚫
⚫
Telling stories is a good way to attract the students’ attention to the
models.
⚫
The task for the students now is to “observe” the models by listening.
The students are informed the objects of this class: tell the ⚫
definition of “friend” and write a concept map.
⚫
The students are asked what a friend means to them. They ⚫
will present their thoughts to the class.
2
Learning Activity
⚫
Analysis (Social Cognitive Learning Theory)
The students are provided some attractive photos about ⚫
friends.
⚫
The students are provided some citations, sayings and
poems about friends.
⚫
The students are asked the following questions:
✓ What is a good friend?
✓ What are the things that friends do together?
✓ What are the ways that friends are nice to each other?
✓ What are the things that friends can share?
⚫
The students will be divided into several groups. They will ⚫
discuss the questions and the stories according to the
above questions.
⚫
After discussion, the students will answer the questions ⚫
one by one. They will be given positive feedback for a
correct answer.
3
Learning Activity
⚫
Analysis (Social Cognitive Learning Theory)
The students are required to tell the definition of “friend” ⚫
and write a concept map.
4