Self-activity - Social Cognitive Theory - Learning Through Observation

Consider what you have read so far in this activity with the following questions in mind:
1. How might these ideas be applied in the classroom?
2. How might I use these ideas of modeling in my teaching?


1.  Observation is a innate method of learning.  Therefore, in the classroom, if learners can keenly observe the behaviours of a model, then they should be able to imitate these behaviours over time and demonstrate learning.

Attention is the first and perhaps most critical step in the observation process; 'Without attention, there can be no learning.' Gage and Berliner (1991, p258). Students have to be focused and attentive to the classroom model to 'take in' what is being demonstrated.  Thereafter, the stimuli go to their short term memory/working memory for encoding in long term memory - retention.  This may be aided by the educator through the use of code words, visual stimuli, jingles and so on, that support the connection of ideas in the students' minds.

The educator must facilitate the production phase by creating opportunities for the student(s) to demonstrate the behaviours they observed. This has to be followed up with feedback to the student(s).  Appropriate feedback serves as an indicator to the student(s) as to whether or not they have done well.  Positive feedback motivates students to carry out and improve upon the behaviour while negative feedback or harsh criticism may demotivate them to continue.  It must be noted, though, that negative feedback with positive reinforcement can motivate the student(s) to observe afresh, pay greater attention and better their retention process.

2.  I can use the ideas of modeling to assist my students in various ways.  By having positive attitudes towards the material being taught I can ignite their own interests in the material.  My demonstrations of the step by step process of achieving positive outcomes can help them to retain much of the material.  In addition, partnering with students to critically think through concepts and find linkages to concepts they already know in other areas, can enrich the entire experience and help the students to feel 'closer' to what they are learning and by extension create more familiar steps to the retention process.  When students get the opportunity to produce, my focus should not be solely on correct answers but also on the process of getting to these answers based on what they observed.  Feedback ought to be encouraged from their peers and I too must provide feedback.  The aim of providing feedback should be to encourage positive progress.  Therefore, I should praise students who have done well and as this encourages them to perpetuate the behaviours they have observed.  I must also advise students who have done poorly on ways in which they can have more positive outcomes, and I should highlight the positive aspects that they managed to achieve as well.