DISCLAIMER: The following post was originally completed as part of my coursework for EDUC 520-Student Learning and Motivation, one of my grad classes. If you are not interested in education, this is going to be wicked boring. Please feel free to check out some of my other posts!
Research
There have been many theories of how the human mind learns new information through the ages, and even more variations on those theories. Operant conditioning theory only deals with scientifically observable factors in education, such as stimulus and response (Biehler, McCown, & Snowman, 2009, 274). Information-processing theory, on the other end of the spectrum, deals with internal factors in learning, storing, and recalling bits of information (Biehler, McCown, & Snowman, 2009, 274). Albert Bandura saw the weaknesses and incompletion in both of these theories and sought to reconcile the two and expand upon them with his social cognitive theory (Biehler, McCown, & Snowman, 2009, 275). In short, social cognitive theory states that learning happens when there is interaction among three factors: personal characteristics like internal thought processes and emotions, behavioral patterns, and the social environment like interacting with teachers and peers (Biehler, McCown, & Snowman, 2009, 275). This theory allows for a much more comprehensive exploration of the many issues in learning and education.
One of the greatest influences on Bandura’s social cognitive theory was the Bobo doll experiment. He used these experiments to test whether or not children could be taught a certain social behavior through modeling (McLeod, 2014). In the first experiment in 1961, young children were exposed to an adult model displaying either aggressive or non-aggressive behavior toward a Bobo doll, placed in a frustrating situation, and then left alone to play in a room containing a Bobo doll while being unknowingly observed (McLeod, 2014). The children who observed aggressive behavior statistically displayed more aggressive behavior, imitative and non-imitative, than those who observed non-aggressive behavior, supporting Bandura’s theory (McLeod, 2014). He used a similar strategy in a second experiment in 1965, but this time using vicarious reinforcement (McLeod, 2014). In this experiment, all the children observed aggressive behavior, but it was rewarded in front of some groups and punished in front of others (McLeod, 2014). This time, even though all the children were taught the aggressive behavior, those who saw it rewarded were far more likely to repeat it than those who saw it punished, once again supporting Bandura’s theory (McLeod, 2014). These findings have great implications for educators, as they support the theory that behaviors, including everything from respectful interactions to effective learning strategies, can be taught through modeling.
There are four levels of learning through modeling, but the very first is observation. Observation can teach a student the major components of a task, as well as getting a feel for the standard they will be held to, and even motivation and values if the model is talking through the task as they perform it (Biehler, McCown, & Snowman, 2009, 295).
The second level of observational learning is emulation. Emulation takes place when the learner not only learns about the task from the model, but actually repeats the task, usually with guidance, feedback, and reinforcement from the model (Biehler, McCown, & Snowman, 2009, 298). There are four variations in emulation. Inhibition occurs when the learner shows restraint from a typical behavior because a model is showing the same restraint (Biehler, McCown, & Snowman, 2009, 298). Disinhibition occurs when a learner does something they normally wouldn’t do because a model does the same thing without receiving negative reinforcement (Biehler, McCown, & Snowman, 2009, 298). Facilitation is similar but instead the learner does something they normally wouldn’t out of lack of motivation, but was encouraged to do so by the example of a model (Biehler, McCown, & Snowman, 2009, 299). A final type is true observational learning, in which the learner learns a new task or behavior with no prompting whatsoever except by observing and emulating a model (Biehler, McCown, & Snowman, 2009, 299).
The third level of observational learning, or learning from modeling, is simply called self-control. Self-control occurs when the learner can now perform the new task or behavior even when the model is no longer present (Biehler, McCown, & Snowman, 2009, 299). As this occurs without external motivation other than self-satisfaction (Biehler, McCown, & Snowman, 2009, 299), this is the true goal of all good teachers: that their students would be able to repeat what they learn even without the teacher present.
The fourth level, self-regulation, occurs when the learner can take the learned task or behavior and adapt it to changes in mindset or the environment (Biehler, McCown, & Snowman, 2009, 299). This shows that the task or behavior has not only been mastered, but that the learner has truly understood the purpose for it and what role it plays in relation to the rest of life.
Of course, several things make certain models more effective than others. First, learners are very attentive if a task is unfamiliar and the model seems to have mastery of it (Biehler, McCown, & Snowman, 2009, 298). Therefore, teachers should strive to know exactly what they are modeling and even have rehearsed it prior to modeling for their students, and have as detailed of a model as possible (Linsin, 2012). Learners are more likely to give attention to a model they admire or respect (Biehler, McCown, & Snowman, 2009, 298), so teachers can benefit from having other students model with them, especially if the student is well-liked (Linsin, 2012). Learners are also more likely to pay attention to a model whose behavior they deem acceptable (Biehler, McCown, & Snowman, 2009, 298). Teachers must also keep in mind that modeling is more effective than verbal instruction, so using a solid economy of words with meaningful vocabulary will be much more effective than a constant stream of repetition (Linsin, 2012). They are more likely to pay attention to and emulate a model who is rewarded for their behavior (Biehler, McCown, & Snowman, 2009, 274), so having a student or group of students model it for the rest and giving them feedback and praise is a very effective strategy (Linsin, 2012).
Personal Application
There are many ways I can use social cognitive theory and modeling with my students. Among the most commonly used would be modeling appropriate behavior, using students as models, and encouraging students to get past the emulation phase.
First, and most importantly for a Christian school teacher, is modeling appropriate behavior. This is especially important for me, as a Christian teacher who has a great many unbelieving students. I must model what a growing Christian should look like in front of my students, especially in the area of integrity, as many of them are unbelievers specifically because they have seen so-called believers behave with a lack of integrity. I stand, salute, and say the pledges during morning assembly. I refuse to check my phone during chapel, even though other teachers sometimes do so. I always speak respectfully of my authorities, colleagues, and students, and do my best not to lose my temper with the students. I must do these things, because if I do not model these behaviors, my students will not only not know what I mean when I ask them to behave respectfully, I will not have a leg to stand on when asking for their respect in my classroom.
Using students as a model is probably one of the most effective modeling strategies, even though it stretches the teacher to allow a student temporary control of their classroom. It can oftentimes be as simple as pausing an unruly class to highlight a student who is behaving extremely well. Many times, when I expect my students to complete an assignment a certain way, I find a student who already completed a similar assignment correctly, or have a student show how he did it in front of the class. Another important concept is that learners are more likely to emulate examples who are rewarded for their behavior, so I can take even more care in the future to give praise and even tangible rewards to students who are behaving correctly.
Lastly, I try to get students to get past the emulation phase of observational learning. Many of my students enjoy the security of watching me or another student doing a task, and then imitating it for themselves. However, I try to get them to move past this. For example, when writing a research report, I choose an example topic that is not on the approved topic list so they cannot imitate my thesis statement, sources, or outline. They can still see the task modeled, but they cannot imitate it directly.
Every teacher should strive to use social cognitive theory as an opportunity to view their classroom as a whole: teacher, curriculum, methods, environment, and students. When all of those things act in harmony under the guidance and example of the teacher, true learning can begin to take place for everyone who wants to participate in it.
References
Biehler, R., McCown, R., & Snowman, J. (2009). Psychology applied to teaching. Boston, New York: Houghton Mifflin Co.
Linsin, M. (2012, February 18). How to be a great teacher through modeling in the classroom. Smart Classroom Management. www.smartclassroommanagement.com/2012/02/18/how-to-be-a-great-teacher/
McLeod, S. A. (2014, February 05). Bobo doll experiment. Simply Psychology. www.simplypsychology.org/bobo-doll.html
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