Reference no: EM133496363

Homework: Promoting Student Self-Efficacy

This Application Homework will focus on increasing student self-efficacy. Students with high self-efficacy are known to get better grades and set higher personal goals. Abraham Maslow theorized that people learn by observing others and modeling their behavior after people who have achieved mastery of a task. This week, you will develop a lesson or learning activity that can promote student self-efficacy by applying learned concepts and knowledge in this course.

Learning Objectives

1. Develop lessons that recognize the effects of experience and prior knowledge on student learning, and use scaffolding techniques to promote increased student achievement.

2. Provide cooperative learning, peer teaching, group activity, and pair-share opportunities in the classroom to raise expectations for students.

3. Use mentors and modeling to affect behavior and promote self-regulating behavior.

Module Application, Part 1: Understanding Your Students

Before you develop a lesson or learning activity to promote student self-efficacy, it is critical for you, as a teacher leader, to fully understand student chateratistics, such as learning behavior, prior knowledge, approaches to certain tasks. In the space below, describe student characteristics. It could be for a particular student of your focus or a group or entire class.

Module Application, Part 2: Developing a lesson or learning activity that can promote student self-efficacy

First, select a lesson or a learning activity that you will teach in your next semester, and briefly describe the lesson or learning activity of your choice. Then, make a plan to promote student self-efficacy by including the following five elements below. Make sure to cite sources (e.g., weekly journals or lecture) where appropriate in your description.

I. Feedback for student learning: Effective feedback is crucial. Include your specific plans of how you will provide specific feedback to students along with feedback schedule to keep them focused on the task and enhance their learning experience.

II. Using peer activity: For example, pair-share activity in which your students can work with a student who has mastered the task or concept ((i.e., working on math problems together or writing a short story) can improve self-efficacy, when used effectively. This activity can be the same for all students. Prior to beginning work on the activity, it is important to make sure your students understand the task, and work with them to set goals that will measure the task's successful completion.

III. Mentors or models: Students model their behavior after people they view as successful. It is vital for students to be introduced to positive role models after whom they pattern their habits and behavior. What are your plans to select a model or mentor for students? This may be a successful person within your school, in the community, or even a well-known person with whom you think your student would identify. Provide a rationale for why you selected the mentor or model, as well as a description of how you plan to introduce your students to this person.

IV. Matching task level with students: Matching the task difficulty level to students is crucial for them to experience positive self-efficacy. Develop a plan to match task level with your students, especially about how you would adjust difficulty level to individual or groups of students.

V. Using technology as a tool to address needs: Using technology effectively can serve many needs. Describe your plans to use technology to address any or all of the aforementioned elements. You need to be specific in your description by including what technology and how you plan to use for what purpose.