Social Learning .

Social Learning Theory
Learning From Models -
Albert Bandura
1. Attend to pertinent clues
2. Code for memory (store a visual image)
3. Retain in memory
4. Accurately reproduce the observed activity
5. Possess sufficient motivation to apply new learning
Social Learning Theory
Research indicates that the following factors influence the strength of learning from models:

Social Learning Theory
Four interrelated processes establish and strengthen identification with the model:

Social Learning Theory
Through identification, children come to believe they have the same characteristics as the model.
SLT in the Classroom
Collaborative learning and group work

Modeling responses and expectations

Opportunities to observe experts in action

Critiques of Social Learning Theory
Does not take into account individuality, context, and experience as mediating factors

Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners

Emotions and motivation not considered important or connected to learning

Social Constructivism
Grew out of and in response to Cognitivism, framed around metacognition

Knowledge is actively constructed

Learning is…
A search for meaning by the learner
Contextualized
An inherently social activity
Dialogic and recursive
The responsibility of the learner

Lev Vygotsky
Social Learning
Zone of Proximal Development
Social Constructivism in the Classroom
Journaling

Experiential activities

Personal focus

Collaborative & cooperative learning

Critiques of Social Constructivism
Suggests that knowledge is neither given nor absolute

Often seen as less rigorous than traditional approaches to instruction

Does not fit well with traditional age grouping and rigid terms/semesters
Multiple Intelligences (MI)
Grew out of Constructivism, framed around metacognition

H. Gardner (1983 to present)

All people are born with eight intelligences:


Enables students to leverage their strengths and purposefully target and develop their weaknesses
MI in the Classroom
Delivery of instruction via multiple mediums

Student-centered classroom

Authentic Assessment

Self-directed learning

Critiques of MI
Lack of quantifiable evidence that MI exist

Lack of evidence that use of MI as a curricular and methodological approach has any discernable impact on learning

Suggestive of a departure from core curricula and standards


Brain-Based Learning (BBL)
Grew out of Neuroscience & Constructivism

D. Souza, N. Caine & G. Caine, E. Jensen (1980’s to present)
12 governing principles

BBL in the Classroom
Opportunities for group learning

Regular environmental changes

A multi-sensory environment

Opportunities for self-expression and making personal connections to content

Community-based learning
Critiques of BBL
Research conducted by neuroscientists, not teachers & educational researchers

Lack of understanding of the brain itself makes “brain-based” learning questionable

Individual principles have been scientifically questioned