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Unformatted text preview: through misbehavior, and these
misbehaviors then have functional value in that classroom. To avoid this, you
should frequently and consistently reinforce desirable behaviors, while being
consistent in the punishment of inappropriate behaviors.
Here are some ideas to guide your application of factors that influence the
success of modeling.
• Post your rules and consequences so that students know what are
the likely outcomes of certain behaviors. Also, be consistent in
your application of the rules and consequences so that students get
clear, unambiguous information about behavioral outcomes. • Help students think about long-term outcomes for certain
behaviors. For example, teachers may need to help students
understand the benefits of particular courses for career goals. • Involve your students in setting rules or explain to students the
reasons for your rules and consequences, so they can understand
why it is to their benefit to follow the rules. • Make sure you have assessed students to determine if they have the
prerequisite knowledge or skills for what you are trying to teach
through observational learning. 29 • Remember that young learners and inexperienced learners have
difficulty knowing where to focus attention. Provide prompts or
signals to identify the critical aspects of the model. • Manage working memory load issues for inexperienced and young
learners by breaking complicated behaviors into steps or parts. • Try to demonstrate to students why a modeled behavior is
important to learn and use. For example, have students self-report
on how a strategy is helping them in the classroom. • Use heterogeneous ability groups in your class so that students
have access to both student mastery and coping models. • Use peer tutors in the classroom to provide access to models that
are similar to the learners.
Self-Regulated Learning Helping learners develop the ability to self-regulate their own learning is
an important goal for many cognitive theories including information-processing
theory and the cognitive developmental theories discussed in the next chapter.
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08