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Observational learning theory paper
The nature of observation in the classroom
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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... ... middle of paper ... ...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/
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
In Psychology there are many different learning styles. One of the more famous learning styles is operant conditioning. In operant conditioning there are two major concepts; reinforcement and punishment. By using these two concepts, behaviors can be encouraged or reduce a certain behavior. Next would be the different schedules of reinforcement that effect how often a behavior is likely to continue. Lastly the article goes on to state how behaviors can be shaped using these and other various methods.
Does allowing children to watch violent television and what they see on a daily basis in their lives from peers and adults effect their actions, and thoughts? The answer is simply yes! When it comes down to the facts, children’s behaviors are greatly influenced from what they see going on around them. Children can be taught to be violent or they can be taught to be kind, they can be taught to be confident, or they can be stripped of their self-confidence, they can be taught to be great or they can be taught to fail in life all from observing how adults and peers in their life act.
Work-based learning (WBL) as a method for learning is playing an increasing role in professional development and lifelong learning. There are lots of publications/articles available on Work-Based Learning, but the definitions and implementations vary from place to place. A Glass, K Higgins and A McGregor say that ‘Work based learning is any training that relates directly to the requirements of the jobs on offer in your organization’. This is one of the examples of WBL in the form of training. Work-based Learning is used as a terms in USA, for programs for school children to obtain experience from work (“Work-based Learning Guide 2002”). According to (Kathleen A. Paris and Sarah A. Mason) it gives a chance to young people to be prepared for the changeover from school to work and, to learn the realities of work and be prepared to make the right choice of work. In Europe (particularly in England, Scotland, Ireland) and in Australia available commendation is more focused on on-the-job preparation and on academic learning linked to work situations, Degree programs and negotiated learning programs.
Dennis Coon, J. O. (2012, 2009). Introduction to Psychology: Active Learning Through Modules (12th Edition ed.). Wadsworth: Cengage Learning.
Scaffolding is the process of support given to students during their learning process to help them achieve their goals. Using
According to Wood (1976), scaffolding is a temporary social support in order to help the student’s to accomplish their task (as cited in Bohlin et al., 2012, p. 126). Teachers should bear in mind that the zone of optimal learning will differ among students. Some students can have the same actual developmental level but their learning potential will be differ (as cited Bohlin et al., 2012, p. 126). Besides, scaffolding actually motivated by someone who is more experienced.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Observational learning is a type of learning that is done by observing the actions of others. It describes the process of learning by watching others, retaining what was learned, and
B. F. Skinner, the most well-known American Psychologist who was the top exponent of the school of psychology that was known as behaviorism, preserved the impression that learning is an end result of change in evident behavior. The changes in behavior are determined by the way individuals reply to stimuli (events) in the environment. B.F. Skinner defined this phenomenon as operant conditioning. Operant conditioning means changing of behavior by the use of reinforcement which is given after the desired response (McLeod, 2007). This
Learning is defined as a, "relatively permanent change in an organism's behavior due to experience" (Myers, 2010). The purpose of this paper is to present a critical analysis of the different theoretical approaches and explanations for learning through an examination of the theories of behaviorism, social learning and cognitive. I will investigate the principles and postulates of each theory, their strengths and their weaknesses. It is my belief that because each theory is best applicable to varying types of learning, it is best that a combination of each is used to provide the most complete learning experience.
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
Simply stated by Dr. D. Robinson, “ Active learning is ‘doing’ and this leads to understanding.” Learning by doing is a theme that many educators have stressed since John Dewey’s convincing argument that “children must be engaged in an active quest for learning and new ideas”. (Hendrikson, 1984) Jean Piaget also stressed the need for concrete operations in early childhood. Some educators incorrectly assume that active learning is important only in the education of young children. However, Piaget makes it clear that this in not so: “Experience is always necessary for intellectual development... the subject must be active...." (Hendrikson, 1984).
Behaviorism is the point of view where learning and behavior are described and explained in terms of stimulus-response relationships. Behaviorists agree that an individual’s behaviors is a result of their interaction with the environment. Feedback, praise and rewards are all ways people can respond to becoming conditioned. The focus is on observable events instead of events that happen in one’s head. The belief that learning has not happened unless there is an observable change in behavior. “The earliest and most Ardent of behaviourists was Watson (1931; Medcof and Roth, 1991; Hill 1997). His fundamental conclusion from many experimental observations of animal and childhood learning was that stimulus-response (S-R) connections are more likely to be established the more frequently or recently an S-R bond occurs. A child solving a number problem might have to make many unsuccessful trials before arriving at the correct solution” (Childs, 2004).