Social Learning Theory
Social learning theory focuses on the process of knowledge acquisition in social contexts, whereby individuals learn from one another through imitation, modeling, and observational learning. Albert Bandura is considered to be a leading proponent of the social learning theory. Albert Bandura was initially a behaviorist but later came to realize that reward and punishment are not the only factors that influence behavior (Olson, 2015). Behavior is also influenced by anticipation of results. In general social learning is influenced by multiple factors including cognitive, behavioral and environmental elements. The observational learning perspective is highly relevant in the Biblical context in the sense that the scripture uses models that were admirable characters for Christians to emulate their behavior.
Theorists of Social Learning
Albert Bandura is an educational psychologist credited to be a leading proponent of social learning theory. He argues that human learning is influenced by personal, environmental or behavioral factors (Illeris, 2018). Lev Vygotsky is also a notable theorist who identified social-cultural factors as means to achieve cognitive development. According to him, individuals learn through socialization which develops their consciousness and cognition. Finally, Jean Lave is a social anthropologist who advocates for social learning theory. She advocates for situated learning which describes a learning process that is comprised of three major variables including the activity, culture, and context of the process (Illeris, 2018).
Components of Social Learning Theory
Attention
Social learning entails observing behavior from a model. A model is an individual with certain admirable qualities which the learners look up to. The model should be appealing to the learners in order to successfully draw their attention. Models may also be symbolic including books, illustrations, written instructions, Biblical figures, films, among others. The model usually demonstrates behavior which the students are expected to learn (Hlinka, 2017). The concept of differentiated learning should apply here in the sense that the students must be able to perceive the stimuli. For instance, deaf students should not be provided with audio stimuli.
Retention
For the social learning to be successful, the learners should recall the observed behaviors. The perceived stimuli are presented using verbal or written symbolic codes. Retention refers to the process of storing such information in long-term memory such as the student is able to recall the behavior later in future (Illeris, 2018). Learning is differentiated to ensure that practical materials and examples are used to encourage retention. For instance, TV programs should consist of both audio explanations as well as written captions to cater for deaf students.
Motor Reproduction
The observed behavior that goes to the memory of the students is put into practice at this stage. For instance, a student imitates a golf swing from what he/she observed from the coach. Through such practice, the observed behavior is reinforced.
Motivation
After a behavior has been observed and practiced, it is not guaranteed that the learner continues to practice such behavior. A motivator is thus required to reinforce such behavior. Therefore, the learner has to observe the consequences of either reward or punishment of the behavior in order to enact it (Hlinka, 2017). For instance, the Bible emphasizes the punishment for sin by those who behave in an inappropriate manner.
Differentiating Instructions in Social Learning Theory
The concept of differentiating instructions entails a teacher adjusting the four main components of the teaching activity which includes the content, process, product, and environment. Tomlison who is a prominent figure in differentiated instruction describes three key characteristics of learners that teachers should consider while assessing students before differentiating instruction (Benjamin, 2014). These include readiness, interest and learning profile.
Readiness
Readiness is defined as the current status of a student with regard to their attitude towards the learning process (Benjamin, 2014). It may be influenced by experience, the sophistication of subject, language skills, among others. Students usually have varying levels of readiness and thus instructions should be differentiated to accommodate the varying levels. The readiness of a student directly impacts his/her attention towards observing modeled behavior. The teacher should give instructions and support frameworks that are different to fit the varying levels of readiness for the learners.
Interest
Interest is another characteristic which means something that engages the attention of a student and makes them more involved in classroom activities (Benjamin, 2014). A student is more observant when a certain activity, topic or subject invokes interest on the part of the learners. The same learning content may be tailored to fit the needs of diverse students. A high level of interest increases the level of attention and retention which is the basis of social learning.
Learning Profile
Finally, the teacher may also group students according to their learning profile. The learning profile describes the preference of consuming educational content by the students (Benjamin, 2014). The factors that form the learning profile include culture, gender, reading preference (individually or group). Teachers differentiate instructions by modifying the process of learning and the product. The teacher should use different methods to deliver content such as audio, visual, kinesthetic, group work or individual work. When different platforms are used, the level of attention, retention, and motor reproduction are consequently enhanced (Olson, 2015).
Impact of Social Learning on Classroom Management and Student Learning
The curriculum should emphasize more on observatory modes of learning. The content should be more illustrative through the use of exemplary models and symbolic models such as pictures, diagrams, charts, videos, music, among others (Dixon et al., 2014). The modes of testing should also shift to encompass more practical tests where students can demonstrate understanding through imitating their models.
Classroom management must involve differentiated instruction whereby the instructor categorizes students based on their readiness, interest, and learning profile. As such, the content, process, product, and environment should be tailored to reflect the needs for each category (Dixon et al., 2014). When this is achieved, the factors of attention and retention for each student's category are enhanced.
The motivation or reinforcement of the learned behavior may be enhanced through social-cultural approaches such as ethical framework or religious principles (Dixon et al., 2014). Ethics teaches learners to emulate good behavior they learn from their environment while shunning negative behavior learned. Religious principles encourage students to imitate ethical behavior and avoid copying bad behavior which is a sin. From the Christian worldview, sin is often punishable and should thus be avoided.
The social learning concept is an effective way for students to build up their self-efficacy. The process entails motor reproduction whereby the learner imitates what he/she observes. The instructor, in this case, has to encourage the learner and convince them that they are capable of performing a particular activity. Through such practice, the skills of the student are enhanced and the student is able to conduct self-assessment and self-correction (Olson, 2015).
Reason for Identifying with the Social Learning Theory
Social learning theory acquires its strength from the fact that it incorporates elements of both behaviorism and cognitive theories. On the social level, it explains how culture and religion influences learning through observation. It further considers cognitive theories in explaining how mirror neurons affect how behavior is imitated (Illeris, 2018). Therefore, it is highly applicable to the learning environment. It uses practical applications to explain changes in a learner's behavior and thus offers solutions on how undesirable behavior can be mitigated. The environment in which a student is exposed to determines what behaviors he/she learns. For instance, a student exposed to aggression is likely to display anger and violence.
The social learning theory is highly optimistic in the sense that behavior can be learned or unlearned. Therefore, the educational process is able to cater to a broad variety of needs that students have. When used together with differentiated instruction, it increases the success rate of the education process (Illeris, 2018).
Conclusion
The social learning theory is highly applicable in today's educational curriculum. The theory is crucial in the sense that it establishes a bridge between behavioral theories and cognitive theories. The focus of social learning theory is on core elements which include attention, retention, motor reproduction, and motivation. Differentiated instruction concepts are used to enhance the elements and effectiveness of social learning theory. The Christian worldview helps to shape the environment which behavior is learned as well as defining key aspects of punishment and reward. Social learning theory is highly relevant due to its broad description of how human behavior develops and can be regulated.
References
Benjamin, A. (2014). Differentiated Instruction: A Guide for Elementary School Teachers. Routledge.
Dixon, F. A., Yssel, N., McConnell, J. M., " Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127.
Hlinka, K. R. (2017). Tailoring retention theories to meet the needs of rural Appalachian community college students. Community College Review, 45(2), 144-164.
Illeris, K. (2018). A comprehensive understanding of human learning. In Contemporary Theories of Learning (pp. 1-14). Routledge.
Olson, M. H. (2015). Introduction to theories of learning. Routledge.
