According to Bandura, learning is a

social phenomenon, we learn through

observation of others, not simply
ANDURAS through direct experience.
THEORY
Bandura places an emphasis on the
student's ability to self-regulate his or
her own learning and on the role of the
student's sense of self-efficacy.

Self-efficacy refers to an individual's

belief in his or her capacity to execute
behaviours necessary to produce
specific performance attainments
(Bandura, 1977, 1986, 1997).
 Basic Social Learning Concepts
There are three core concepts at the heart of social
learning theory.
1. people can learn through observation.
2. internal mental states are an essential part of the
learning process.
3. Because something has been learned, it does not
mean that it will result in a change in behavior.

INTERNAL
MENTAL STATE

LEARNING
OBSERVATION MAY NOT
RESULT IN A
CHANGE IN
BEHAVIOUR
 DIAGRAM OF TRIADIC
RECPROCAL CAUSATION
 People can learn through observation.

1. Observational Learning
In his famousBobo doll experiment, Bandura demonstrated that
children learn and imitate behaviors they observed in other
people. The children in Banduras studies observed an adult
acting violently toward a Bobo doll. When the children were later
allowed to play in a room with the Bobo doll, they began to
imitate the aggressive actions they had previously observed.

Bandura identified three basic models of observational learning:

1. A live model, which involves an actual individual
demonstrating or acting out a behaviour.

2. A verbal instructional model, which involves descriptions

and explanations of a behaviour.

3. A symbolic model, which involves real or fictional characters

displaying behaviours in books, films, television programs, or
BANDURAS BOBO
DOLL EXPERIMENT

Your text here

Mental states are important to learning.
2. Intrinsic Reinforcement

In addition to external, environmental reinforcement,

Bandura acknowledged intrinsic reinforcement as pride,
sense of accomplishment - as a form of reward.

3. Learning does not necessarily lead to a change

in behavior.

Contrasting behaviourism, which believed that learning

necessarily led to a permanent behaviour change,
observational learning postulates that people are able
to learn new information without altering behaviour.
 Banduras 4 Principle's Of
Social Learning

The Modeling Process

Not all observed behaviours are effectively
learned. Factors involving both the model and the
learner can play a role in whether social learning
is successful. The following steps are involved in
the observational learning and modeling process:
1.Attention
2.Retention
3.Reproduction Albert Bandura focuses on the
acquisition of behaviours. He
4.Motivation believes that people acquire
behaviours through the
observation of others, then imitate
 ATTENTION
In order to learn, you must pay
attention. If what you are
observing is interesting, you are
much more likely to pay your full
attention, and therefore to learn..
B ANDURAS THEORY

RETENTION
We learn by internalizing
information in our
memories. We recall that
information later when we
are required to respond to a
situation that is similar the
situation within which we
first learned the
 B ANDURAS THEORY

REPRODUCTION
We reproduce previously learned
information (behaviour, skills,
knowledge) when required.
However, practice through mental
and physical rehearsal often
improves our responses.
MOTIVATION
We need to be motivated to do anything.
Often that motivation originates from our
observation of someone else being
rewarded or punished for something they
have done or said. This usually motivates us
later to do, or avoid doing, the same thing.
HOW CHILDREN ARE
TAUGHT AFFECTS
HOW THEY LEARN
Social modelling is a very powerful
method of education. If children see
positive consequences from a
particular type of behaviour, they
are more likely to repeat that
behaviour themselves.

Conversely, if negative
consequences are the result, they
are less likely to perform that
 TEACHERS ROLE USING
THE FOUR PRINCIPLES
Attention
Teachers must ensure that the
students pay attention to the critical
features of the lesson

Highlight important points during

a presentation.

Ask questions frequently

Encourage students to take an

Retention
Teachers should encourage students
ability to retain information by
imparting information in an
interesting and memorable way.
Example: dramatizing a lesson or
doing role play.

Administer frequent test-like

activities

Provide scaffolding when needed

and schedule study time
Production
(Monkey see, monkey do), once a
student knows something it is easier
for them to reproduce it.
Teachers should encourage students
to practise what they have learnt by:
Demonstration
Group projects
Mini Lecturers: explaining what they
have learnt to the class
Encourage feedback
Allowing students multiple attempts
to successfully reproduce
Motivation
Set standards that students can
emulate, this enables them to:
Value and enjoy their own growing
competence
Give rewards that will encourage
their sense of self efficacy, for
example: display a chart with the
pictures of high achievers in the
class
Give early assessments and
feedback
Make rubrics for assignments with
Factors That Can Influence Why
Students Emulate Their
Teachers
1. How much power the teacher
seems to have
Ex: Knowledge and enthusiasm
displayed towards subject area.
2. How capable the teacher seems to
be
3. How nurturing (caring) the teacher
seems to be
4. How similar the learner perceives
self and teacher
 HOW IS THIS THEORY APPLIED WHEN
PLANNING FOR INSTRUCTIONS IN
THE JAMAICAN CLASSROOM?
Lesson plans are a required to
done before classes

Teachers are to ensure that the

environment is conducive to
learning

The teacher ensures that all

relevant teaching aids are in
place before classes, for
HOW IS THIS THEORY APPLIED IN
THE JAMAICAN CLASSROOM?
When teachers understand the cognitive
learning process and its relation to the social
context, it can help them to better plan
instruction and the social environment of the
classroom.

Teachers plan activities that will help students

attention, retention, reproduction, and their
motivation. Likewise, teachers avoid planning
INSTRUCTIONAL
activities that limits social interaction, as this
METHODS:
could hinder students learning.
Teachers can use methods of
instructions such as, class
discussion, small group
discussion, simulation,
HOW IS THIS THEORY APPLIED IN
THE JAMAICAN CLASSROOM?
INSTRUCTIONAL METHOD
Social learning has endless possibilities in the ways
we can utilize group work within the Jamaican
classroom. Some concrete examples include:

1- ROLE PLAYING- Role-playing is acting out a

part, whether its one on one or with a group of

2 people. An example might be to role-play with one

person being the instructor and the other being the
student.
DEBATING A TOPIC- Debates are
conducted when one group of students are assigned
one side of an issue while another group argues for
the other side. You can then have the groups switch
roles and argue the opposite side.
Debates are a great way to teach about Social Studies
events.
NSTRUCTIONAL METHOD
3- CONTD.
4
CREATE QUIZZES- This
method will only be truly
useful for the students if you
go over the questions and
provide the proper answers.

GROUP TEST TAKING- Create

a test that can be in-class or
take-home. The group is
expected to collaborate on
answers, and each student
reviews the score of the
 INSTRUCTIONAL

5 METHODS CONTD.

MIND MAPS- Mind maps and systems diagrams are great

to work on in class as a group. Have one person be the
appointed drawer, while the rest of the class works
through material and suggests ideas.

The group may have varied views on how to represent

some ideas, however this is a positive part of learning in
groups.
Natural leaders will become apparent through this
 ROLE OF THE STUDENT
ROLE OF STUDENT:

The role of the student is centred

upon the four principles of the
theory:
1. Attention
2. Retention
3. Reproduction
4. Motivation
Students can achieve using the social
learning theory by:
Attention

Retentio
Reproduction

Motivation
 CLASS ROOM
ARRANGEMENTS & DESIGN

HETEROGENOUS
GROUPING
This is when students of different ability levels
are combined.
The definition of heterogeneous grouping could
also be expanded to include grouping together
students of different ages and races.
This approach can be especially useful at the
beginning of the school year so students get to
know each other.
OMOGENEOUS GROUPING
This means grouping
together students that are
similar.
The similarities may refer to
ability, race, or age. The
groups will likely change
according to the lesson.

This approach can be useful

to group students together
that may need extra help so
the teacher can work more
closely with them, while the
students who need no extra
help can be grouped
together and work on
PATTERNS OF GROUP
INTERACTION
When we put students in group
work settings, it is important
that we monitor the ways they
interact so that one student is
not overpowering, or another is
not left out of the activity.
Types of group interaction
include:
Maypole
Round Robin
 BENEFITS OF
GROUP WORK
Group work provides a means of reducing cognitive
load while encouraging task behaviour. This can
help increase student engagement and their
understanding of material necessary for
progressing on to more complex issues..

Working interdependently also gives students a

support system when working on assignments and
projects that can deliver even better, well thought-
out work.

Students to work to their strengths and

weaknesses. For example, a group may have a
student who is quieter but a strong writer, another
 ASSESSMEN
T
When students are assessing their own work and that
of their peers, they will use what is called self- and
peer assessment.

This evaluation inside the group is a complement to

the evaluation from outside made by the teacher.

Self-assessment can be used to assess cognitive skills

about cooperation and attitudes in the group. This
means that the students: (a) assess their own work in
the group; (b) assess their own role in the group; and
(c) make suggestions for improvement (i.e. at both
the individual and group levels).
 ASSESSING & MANAGING
INSTRUCTIONS
Students should be made aware of assessments
before starting the project including:
The assessment method
criteria (product and/or process)
Product vs. Process
assessing the product - measuring the quantity
and quality of
individual work in a group project.
assessing the process - evaluating individual
teamwork skills
and interaction.

Assessment by instructor vs. by group members

by instructor - instructor assigns all marks
by group members - group members evaluate
their contributions to the group and assign
 ASSESSING & MANAGING
INSTRUCTIONS
Process assessment by instructor
Direct evaluation of team behaviour using
teamwork logs - sample questions:
what steps have you taken to organize your
teamwork?
what steps have you taken to monitor and
improve the effectiveness of your team?

Assessment done by peer

Issues with peer evaluation:
Should we use self-assessment?
Should instructor adjust marks?
 FINAL THOUGHTS
Bandura not only influenced other
psychologists, his social learning
theory has had important implication
in the field of education in Jamaican
classrooms. Both teachers and
parents now recognize the importance
of modeling appropriate behaviors.
Classroom strategies such as
encouraging children and building
Students acquire, maintain, and
modify behaviors that they see their
teachers and others perform
They then decide which behaviors to
keep, and when to use them, by using:

symbolic thought (How do I

prepare for this test?)

emotion (I am tired of group

work!!!)

self-regulation (I wish that I did

not have to do group work, but I
need an A, so)
 REFERENCE
Banduras 4 Principles Of Social Learning Theory bySteve Wheeleris
licensed under aCreative Commons Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
Bandura, A. (1977)Social Learning Theory. New York: General Learning
Press;This post first appeared onSteves personal blog;Bridging
Behaviourism & Cognitivism: Banduras 4 Principles Of Social Learning.

Classroom-Assessment-Theory-into-Practice 04 Oct 5, 2011

https://classroom-assessment-theory-into-practice.wikispaces.com/Interper
sonal+-+Social+Learning
Bandura, A. (1977)Social Learning Theory. New York: General Learning
Press.

Learning Theories: Banduras Social Learning Theory by Steve Wheeler is

licensed under aCreative Commons Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
http://www.apa.org/pi/aids/resources/education/self-efficacy.aspx
http://psychology.about.com/od/developmentalpsychology/a/sociallearning