Implementing Observational Learning

The following essay provides the reader with a cursory understanding of observational learning and how it may be implemented within the classroom. The paper first explores a workable definition of observational learning primarily through the concept of modeling and vicarious learning. The second part discusses the roles of the teacher and environment. The paper then discusses how observational learning may be used to teach positive attitudes and effective thinking skills, also achieved through vicarious learning. “Scaffolding”, a learning strategy that utilizes observational and vicarious learning is explored in the last section of this paper.

Observational learning is basically learning by watching others, referred as models. There are three factors that involve modeling: the model or person being observed; the learner or person who observes the model; and reinforcement, which partially determines behaviors that will be repeated (Chance & Krause, 2009). Primary or secondary reinforcements are utilized to either decrease or increase the likelihood of future behavior(s). There are four higher order cognitive activities involved in observational learning. The learner must pay attention in order to observe crucial details that pertain to the model’s actions; the information must be memorized for purposes of being retrieved at a later time; there must be the motivation or desire to reproduce what has been observed; and then successfully reproduce the behavior (Chance & Krause, 2009). Observational learning can help learners with motor skills and hand-eye coordination such as when learning to play tennis or baseball; assist in learning effective social skills when interacting with peers or someone who represents a different culture; o...

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...the entire scaffolding process, but generally occurs during the initial phase where a strategy is communicated to students that will achieve a desired learning outcome. There are a number of ways in which to introduce a strategy, including; demonstration, modeling or thinking out loud while performing a task that applies to the strategy. It is also necessary to allow for feedback during the end of a scaffolding session so that students may provide the teacher with ideas on how to improve the learning process and as an opportunity to reinforce new learning skills (Vockell, 2004)

Works Cited

Chance, P., & Krause, M. A. (2009). Learning and behavior: active learning edition (6th ed.). Belmont, CA: Wadsworth.

Vockell, E. (2004). Educational Psychology. Educational Psychology. Retrieved December 15, 2011, from http://education.calumet.purdue.edu/vockell/edPsybook/