Chapter 10

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study? 

In my case study the student, Lisa, disrupts her group when not getting her way.  The constructivist teaching technique I plan on using for Lisa would be the "reflection zone", where Lisa will decide herself to go to when she's feeling upset.  Giving Lisa the choice to decide when she needs to take charge of her anger will build self-efficacy.  This process also involves self-regulation helping Lisa to identify when she's acting out, and how to better control her behavior resulting in better grades and teacher praise. While researching, I found a YouTube video that nicely explains student self-regulation and the scaffolding technique. Scaffolding Self-Regulation

PLE #4 What are the essential skills and/or learning outcomes you want your students to know and be able to do that relate to cognitive learning?

I want my students to be able to use prior knowledge while learning new material.  In the art classroom, history and literature lessons will play important roles.  Students will be able to use prior knowledge from these classes while learning about art history and also when writing reviews of art work. My students should be able to discuss topics they have learned previously, and presently, while pointing out key points.  Constructing a series of review questions for my students, and relating art projects to work in other classes will help my students in the cognitive process.