Raen | Syracuse University
INFOGRAPHIC 1
This infographic talks about the definition and mechanisms of learning based on social learning theory. Famous theorists and their contributions are also introduced.
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References:
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Ormrod, J. E. (2020). Human learning (8th ed.). Hoboken, NJ: Pearson
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Koszalka, T.A. IDDE 621 Principles of Instruction and Learning- Behavioral Learning Theories [PowerPoint slides]. Retrieved from
https://blackboard.syracuse.edu/ultra/courses/_475730_1/cl/outline
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The Evolution of Cognitive Social Learning Theory. Retrieved from
https://www.ocf.berkeley.edu/~jfkihlstrom/MemoryWeb/learning/SocialLearning
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Kelland, M., Dollard and Miller's Psychodynamic Learning Perspective Retrieved from https://socialsci.libretexts.org/Bookshelves/Psychology/Book%3A_Personality_Theory_in_a_Cultural_Context_(Kelland)/17%3A_Learning_Theory_and_Personality_Development/17.06%3A_Dollard_and_Miller's_Psychodynamic_Learning_Perspective
INFOGRAPHIC 2
Instruction should be designed to expose learners to people, events, and activities that promote social interactions among behavior, perceptions, and the environment. Here are some instructional design theories inspired by social learning theory.
Resources:
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Observational learning
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Reciprocal teaching
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Collaborative learning
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Cognitive apprenticeship
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References:
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Koszalka, T.A. IDDE 621 Principles of Instruction and Learning- Behavioral Learning Theories [PowerPoint slides]. Retrieved from
https://blackboard.syracuse.edu/ultra/courses/_475730_1/cl/outline
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Imel,S. (1991) Collaborative Learning in Adult Education. Eric Digest. Retrieved from
http://www.ericdigests.org/pre-9220/adult.htm
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Huitt, W. (2004). Observational (social) learning: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/soccog/soclrn.html
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Reciprocal Teaching. (n.d.). Reading Educator. Retrieved from http://www.readingeducator.com/strategies/reciprocal.htm
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Learning Scenario
The teacher in an English class is at the front of four 12-year-old Japanese students. She points to the picture and says, "Today, we will practice how to construct a longer sentence using ‘because’. Please look at the picture, choose an object and write it down in your notebook." Students then write a word and showed it to the teacher. Having checked them, she says, "Good job everyone. You wrote the words in their correct spelling. Now, please look at the passage." The teacher grabs a small whiteboard, takes a marker and asks, "What is the passage all about?" Yuna says, "Winter sports." The teacher writes it and replies, "Great job." The teacher writes the word on the white board, draws 8 lines from it and says, "Let's think of words that are connected to it, anyone?" Juri says, "Skiing." Then the rest of the students give 7 more words.
The teacher says, "Very good, everyone. Next, I want you to read the passage altogether and answer the question in pairs.” She writes the question on the whiteboard and asks. “Which do you prefer, winter or summer? And why?" Students read the passage aloud and write their answers in one sentence. After 3 minutes the teacher says, "Pens up! Now, who wants to start to read their sentences?" Haruto raises his hand and says, "I prefer winter than summer because I enjoy going to a hot spring in Hakone." The teacher says, "You did very well. It is one of my favorite places to go, too!” Soma then reads his sentence next, "I prefer winter than summer because I like eating shaved ice dessert." The teacher says, "It is the best summer dessert! You also did well with your sentence, but did you mean you prefer summer?" She then explains about switching "winter" and "summer" then continues with the rest of the students.
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Photo source: https://helenadailyenglish.com/everyday-english-conversations-practice-lesson-7-can-you-say-that-again.html
Let’s take a look at this learning situation from the point of view of social learning theory.
In a nutshell, the learning scenario starts by the instructor providing an incentive to learn how to construct longer sentences using 'because'. The instructor helps learners create a shared meaning by asking them to write their chosen object from the picture and what the passage is all about. The skit card that contains the picture and the passage gets the attention of the students. Students are encouraged to practice collaborative learning through pair work.
The instructor employs modeling techniques when she writes words on the whiteboard whereas students serve as models to their peers in giving words connected to the topic. Other students have a chance to observe their peers and they are being vicariously reinforced every time the instructor directly reinforces the student who answered correctly. The instructor employs supporting techniques (scaffolding) to a student who got the sentence wrong while the student puts all behaviors together in order to fix his sentence. Students got more involved in the rehearsal activities as the instructor continues on checking with their sentences as a class.
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Observation
Checklist
Social learning observation checklist consists of five observed behaviors of the instructor, five observed behaviors of students, and five observed materials.
Reflection
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Social learning theory emphasizes that humans are innately social beings where the essential interplay of shared control between behavior, perception, and the environment plays a major role in learning. I tend to prefer to learn by myself most of the time, but after learning more about this theory, I believe that most of my behavior are directly or indirectly constructed from certain “models”. I like how it explains that behavior patterns are constructed, rather than simply obtained, as it focuses on constructing behavior in ways that society expects us to. Learning what behavior is socially accepted through the performance of others and the observed reaction of the environment is what this theory sets apart from behaviorism and cognitivism.
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Constructivists believe that if you provide reinforcement whenever learners perform a desired behavior then it will result in them performing the behavior on their own. As a second/foreign language speaker, I believe this theory has a positive implication to language learning. Language plays an important part in learning where native speakers and/or successful language learners are viewed as models. Although some might learn the language faster from a more experienced language learners than from native speakers, I think such practices in this theory emphasize social interaction as an essential part in language learning. On the other hand, as a teacher, this theory plays a very important role in learning as learners can view the instructors or their peers as models in demonstrating good language skills. In my ESL experience, I always put into practice social learning theory. I model and prompt attention from my students to better learn what the acceptable behavior for the lesson in practice is. I teach them how to set up realistic goals and how to reach them according to their English knowledge level. I promote discussions and pair/group work in which I set up time for them to ask questions and connect new information with old ones. I like to give them time to experience the given concepts by themselves and with others practicing with partners or completing exercises in groups.
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Overall, learning can best occur when it is embedded in social contexts and when learners are provided with the opportunity to observe and learn from the practices of more experienced peers. This is greatly demonstrated in our video sessions in this course where I learn by observing an expert or more competent learners and by actively using knowledge in these social contexts, rather than passively receiving it. During group activities, peers influence each other more than we can think through the process of modeling.
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