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Differentiated instruction

Kids of the same age aren’t all alike when it comes to learning, any more than they are alike in
terms of size, hobbies, personality, or likes and dislikes. Kids do have many things in common
because they are human beings and because they are all children, but they also have important
differences. What we share in common makes us human. How we differ makes us individuals. In
a classroom with little or no differentiated instruction, only student similarities seem to take
center stage. In a differentiated classroom, commonalities are acknowledged and built upon, and
student differences become important elements in teaching and learning as well. At its most
basic level, differentiating instruction means “shaking up” what goes on in the classroom so that
students have multiple options for taking in information, making sense of ideas, and expressing
what they learn. In other words, a differentiated classroom provides different avenues to
acquiring content, to processing or making sense of ideas, and to developing products so that
each student can learn effectively. In many classrooms, the approach to teaching and learning is
more unitary than differentiated. For example, 1st graders may listen to a story and then draw a
picture about what they learned. While they may choose to draw different facets of the story,
they all experienced the same content, and they all had the same sense making or processing
activity. A kindergarten class may have four centers that all students visit to complete the same
activities in a week’s time. Fifth graders may all listen to the same explanation about fractions
and complete the same homework assignment. Middle school or high school students may sit
through a lecture and a video to help them understand a topic in science or history. They will all
read the same chapter, take the same notes, complete the same lab or end-of-chapter questions,
and take the same quiz. Such classrooms are familiar, typical, and largely undifferentiated. Most
teachers (as well as students and parents) have clear mental images of such classrooms. After
experiencing undifferentiated instruction over many years, it is often difficult to imagine what a
differentiated classroom would look and feel like. How, educators wonder, can we make the shift
from “single-size instruction” to differentiated instruction so we can better meet our students’
diverse needs? Answering this question first requires clearing away some misperceptions. What

Differentiated Instruction Is NOT

Differentiated instruction is NOT the “Individualized Instruction” of the 1970s. We were

probably onto something important in the ’70s when we experimented with what we then called

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individualized instruction. At least we understood that students have different learning profiles
and that there is merit in meeting students where they are and helping them move on from there.
One flaw in the ’70s approach was that we tried doing something different for each of the 30-
plus students in a single classroom. When each student had a different reading assignment, for
example, it didn’t take long for teachers to become exhausted. A second flaw was that in order to
“match” each student’s precise entry level, we chopped up instruction into skill fragments,
thereby making learning fragmented and largely irrelevant. While it is true that differentiated
instruction offers several avenues to learning, it does not assume a separate level for each
learner. It also focuses on meaningful learning or powerful ideas for all students. Differentiation
is probably more reminiscent of the one-room-schoolhouse than of individualization. That model
of instruction recognized that the teacher needed to work sometimes with the whole class,
sometimes with small groups, and sometimes with individuals. These variations were important
in order both to move each student along in his particular understandings and skills as well as to
build a sense of community in the group.

Differentiated instruction is NOT chaotic.

Most teachers remember the recurrent nightmare (and periodic reality) from their first year of
teaching: losing control of student behavior. A benchmark of teacher development is the point at
which the teacher has become secure and comfortable with classroom management. Fear of
losing control of student behavior is a major obstacle for many teachers in establishing a flexible
classroom. Teachers who differentiate instruction quickly point out that, if anything, they exert
more leadership in their classrooms, not less Compared with teachers who offer a single
approach to learning, teachers who differentiate instruction have to manage and monitor many
activities simultaneously. And they still must help students in developing ground rules for
behavior, give and monitor specific directions for activities, and direct the sequence of events in
each learning experience. Effective differentiated classrooms include purposeful student
movement and some purposeful student talking. They are not disorderly or undisciplined

Differentiated instruction is NOT just another way to provide homogeneous grouping.

Our memories of undifferentiated classrooms probably include the bluebird, cardinal, and
buzzard reading groups. Typically, a buzzard remained a buzzard, and a cardinal was forever a
cardinal. Under this system, buzzards nearly always worked with buzzards on skills-focused

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tasks, while work done by cardinals was typically at “higher levels” of thought. In addition to
being predictable, student assignment to groups was virtually always teacher-selected. A
hallmark of an effective differentiated classroom, by contrast, is the use of flexible grouping,
which accommodates students who are strong in some areas and weaker in others. For example,
a student may be great at interpreting literature, but not so strong in spelling, or great with map
skills and not as quick at grasping patterns in history, or quick with math word problems but
careless with computation. The teacher who uses flexible grouping also understands that some
students may begin a new task slowly, and then launch ahead at remarkable speed, while others
will learn, but more slowly. This teacher knows that sometimes she needs to assign students to
groups so that assignments are tailored to student need, but that in other instances, it makes more
sense for students to form their own working groups. She sees that some students prefer or
benefit from independent work, while others usually fare best with pairs or triads. In a
differentiated classroom, the teacher uses many different group configurations over time, and
students experience many different working groups and arrangements. “Fluid” is a good word to
describe assignment of students to groups in such a heterogeneous classroom. In the older, “three
groups approach” to instruction, student assignment to tasks was more fixed.

Differentiated instruction is NOT just “tailoring the same suit of clothes.”

Many teachers think that they differentiate instruction when they ask some students to answer
more complex questions in a discussion or to share advanced information on a topic, grade some
students a little harder or easier on an assignment in response to the students’ perceived ability
and effort, or let students select which questions to answer or skip on a test. Certainly such
modifications reflect a teacher’s awareness of differences in student profiles and, to that degree,
the modifications are movement in the direction of differentiation. While they are not necessarily
ineffective or “bad” strategies on the teacher’s part, they are a “micro-differentiation” or
“tailoring,” and are often just not enough. If the basic assignment itself is far too easy for an
advanced learner, having a chance to answer a complex question is not an adequate challenge. If
information is essential for a struggling learner, allowing him to skip a test question because he
never understood the information is ineffective. If the information in the basic assignment is
simply too complex for a learner until she has the chance to assimilate needed background
information and skills, being “easier” on her when grading her assignment does not help her in
the long run. In sum, trying to stretch a garment that is far too small or attempting to tuck and

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gather a garment that is far too large is likely to be less effective than getting clothes that are the
right fit at a given time.

What Differentiated Instruction Is

Differentiated instruction is PROACTIVE.

In a differentiated classroom, the teacher assumes that different learners have differing needs.
Therefore, the teacher proactively plans a variety of ways to “get at” and express learning. He
still needs to tailor or fine-tune instruction for individual learners, but because different learning
options are available based on his knowledge of varied learner needs, the chances are greater that
the learning experiences will provide an appropriate fit for many learners. Effective
differentiation will typically be proactively planned by the teacher to be robust enough to address
a range of learner needs, in contrast with planning a single approach for everyone and reactively
trying to adjust the plans when it becomes apparent that the lesson is not working for some of the
learners for whom it was intended.

Differentiated instruction is more QUALITATIVE than quantitative.

Many teachers incorrectly assume that differentiating instruction means giving some students
more work to do, and others less. For example, a teacher might assign two book reports to
advanced readers and only one to struggling readers. Or a struggling math student might have to
do only the computation problems while advanced math students do the word problems as well.
Although such approaches to differentiation may seem to have an adequate rationale, they are
typically ineffective. One book report is too much for a struggling learner without additional
support in the process of reading as well as interpreting the text. Or a student who could act out
the substance of the book effectively might be overwhelmed by writing a three-page report. If
writing one book report is “too easy” for the advanced reader, doing “twice as much” of the same
thing is not only unlikely to remedy the problem, but it could also seem like punishment. A
student who has already demonstrated mastery of one math skill is ready to stop practice related
to that skill and begin practice in a subsequent skill. Simply adjusting the quantity of an
assignment will generally be less effective than adjusting the nature of the assignment to match
student needs as well.

Differentiated Instruction is ROOTED IN ASSESSMENT.

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A teacher who understands the need for teaching and learning to be a good match for students
looks for every opportunity to know her students better. She sees conversations with individuals,
classroom discussions, student work, observation, and formal assessment as a way to gather just
a little more insight about what works for each learner. What she learns becomes a catalyst for
crafting instruction in ways that help each student make the most of his potential and talents.
Assessment is no longer predominately something that happens at the end of a unit to determine
“who got it.” Assessment routinely takes place as a unit begins to determine the particular needs
of individuals in relation to the unit’s goals. Throughout the unit, in a variety of ways, teachers
assess students’ developing readiness levels, interests, and modes of learning. Then the teachers
design learning experiences based on their best understanding. Culminating products, or other
forms of “final” assessment, take many forms, with the goal of finding a way for each student to
most successfully share what he or she has learned in the course of the unit.

Differentiated instruction provides MULTIPLE APPROACHES to content, process, and product.

In all classrooms, teachers deal with at least three curricular elements: (1) content—input, what
students learn; (2) process—how students go about making sense of ideas and information; and
(3) product—output, how students demonstrate what they have learned. By differentiating these
three elements, teachers offer different approaches to what students learn, how they learn it, and
how they demonstrate what they’ve learned. What these different approaches have in common,
however, is that they are crafted to encourage substantial growth in all students.

Differentiated instruction is STUDENT CENTERED.

Differentiated classrooms operate on the premise that learning experiences are most effective
when they are engaging, relevant, and interesting. A corollary to that premise is that all students
will not always find the same avenues to learning equally engaging, relevant, and interesting.
Further, differentiated instruction acknowledges that later understandings must be built on
previous understandings and that not all students possess the same understandings at the outset of
a given investigation. Teachers who differentiate instruction in mixed-ability classrooms seek to
provide appropriately challenging learning experiences for all their students. These teachers
realize that sometimes a task that lacks challenge for some learners is frustratingly complex to
others. In addition, teachers in differentiated classes understand the need to help students take
increasing responsibility for their own growth. It’s easier sometimes in large classrooms for a

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teacher to tell students everything rather than guiding them to think on their own, accept
significant responsibility for learning, and develop a sense of pride in what they do. In a
differentiated classroom, it’s necessary for learners to be active in making and evaluating
decisions. Teaching students to share responsibility enables a teacher to work with varied groups
or individuals for portions of the day. It also prepares students far better for life.

Differentiated instruction is A BLEND of whole-class, group, and individual instruction.

There are times in all classrooms when it is more effective or efficient to share information or
use the same activity with the whole class. Such whole-group instruction establishes common
understandings and a sense of community for students by sharing discussion and review. As
illustrated in Figure 1.1, the pattern of instruction in a differentiated classroom could be
represented by mirror images of a wavy line, with students coming together as a whole group to
begin a study, moving out to pursue learning in small groups or individually, coming back
together to share and make plans for additional investigation, moving out again for more work,
coming together again to share or review, and so on.

Differentiated instruction is “ORGANIC.”

In a differentiated classroom, teaching is evolutionary. Students and teachers are learners

together. While teachers may know more about the subject matter at hand, they are continuously
learning about how their students learn. Ongoing collaboration with students is necessary to
refine the learning opportunities so they’re effective for each student. Differentiated instruction
is dynamic: Teachers monitor the match between learner and learning and make adjustments as
warranted. And while teachers are aware that sometimes the learner/learning match is less than
ideal, they also understand that they can continually make adjustments. Differentiated instruction
often results in more effective matches than does the mode of teaching that insists that one
assignment serves all learners well. Further, a teacher in a differentiated classroom does not
classify herself as someone who “already differentiates instruction.” Rather, that teacher is fully
aware that every hour of teaching, every day in the classroom can reveal one more way to make
the classroom a better match for its learners. Finally, such a teacher does not see differentiation
as a strategy or something to do when there’s extra time. Rather, it is a way of life in the
classroom. She does not seek or follow a recipe for differentiation, but rather combines what she

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can learn about differentiation from a range of sources to her own professional instincts and
knowledge base to do whatever it takes to reach out to each learner.

What is the role of teachers in implementing effective instruction?

The role of the teacher is essential when it comes to implementing effective instruction in the
classroom. The following are some of the critical roles teachers play in effective instruction:

1. Teachers must be familiar with the material they are teaching.

When it comes to delivering effective instruction, one of the most important things that teachers
can do is be familiar with the material they are teaching. This includes having a clear
understanding of the concepts and ideas that will be covered, as well as having a strong grasp of
the instructional strategies that will be used. If teachers are not familiar with the material, it can
be difficult to provide an effective lesson.

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One reason why familiarity with the material is so important is that it enables teachers to better
answer students’ questions. When students are confused about a concept or don’t understand
what is being asked of them, they often turn to their teacher for help. If the teacher doesn’t know
the answer, it can be very frustrating for both parties.

Another reason why familiarity with the material is important is that it allows teachers to identify
potential misconceptions that students may have. When students come to class with
misunderstandings, it can be difficult for teachers to address them. If the teacher doesn’t know
what misconceptions are present, he or she may not be able to effectively address them.

2. Teachers must be able to differentiate instruction.

Differentiating instruction is one of the most important skills a teacher can possess. When a
teacher can differentiate instruction, it means that they can cater to the individual needs of each
student in their class. This makes for more effective instruction, as all students can be challenged
and learn at their own level.

There are many reasons why teachers must be able to differentiate instruction. One of the most
important reasons is that it allows all students to be successful. In order for every student to
learn, teachers must be able to adapt their lessons to meet the needs of every student in the
classroom. This can be difficult when teaching a large class, but with careful planning, it can be
done.

Another reason why differentiation is so important is that it helps ensure that all students are
engaged in learning. If all students were able to be challenged equally, then they would not be
bored or disengaged. They will instead be motivated to learn and attain success.

One of the main reasons why teachers must differentiate instruction is that it allows for
individualized learning. This is important because it allows students to learn at their own pace,
which will help them develop more quickly. In addition, this type of instruction also helps ensure
that students are more engaged and interested in learning.

3. Teachers must be able to create a positive learning environment.

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Teachers play a significant role in the development of their students. They are entrusted with the
responsibility of teaching and shaping young minds. It is essential, therefore, that teachers be
able to create a positive learning environment in order to facilitate effective instruction.

A positive learning environment is one in which students feel safe and respected. In such an
environment, students are more likely to take risks and participate in class discussions. They are
also more likely to be engaged in their learning.

A negative learning environment, on the other hand, can have disastrous consequences. Students
who feel unsafe or unsupported will often disengage from class activities. This can lead to them
falling behind in their studies and eventually dropping out of school altogether.

It is therefore imperative that teachers work hard to create a positive learning environment in
their classrooms.

4. Teachers must set expectations and establish clear guidelines for instruction.

One of the most important aspects of effective instruction is setting clear expectations.
Guidelines for instruction help to ensure that all students are receiving the same level of
instruction and that teachers are able to effectively meet the needs of all students in their
classrooms. There are a few reasons why it is crucial for teachers to be able to establish clear
guidelines for instruction.

One reason is that it allows teachers to be more deliberate in their planning. When teachers know
what is expected of them, they can plan lessons that specifically target the needs of their
students. Additionally, when expectations are clear, both teachers and students are able to better
understand what is expected of them, and this can lead to improved student achievement. Finally,
when expectations are clearly communicated, it helps to create a positive learning environment
in which all students feel supported and can succeed.

5. Teachers must plan and organize instruction.

Planning instruction is essential for teachers in order to ensure that their students are learning.
Good planning results in effective instruction that can meet the needs of all students. It is
important for teachers to have a clear idea of what they want students to learn and how they plan
to help them achieve their goals.

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Teachers must also be well-organized in order to ensure that everything runs smoothly during
class. Planning and organizing instruction requires time and effort, but it is well worth the payoff
when teachers see their students thrive in the classroom.

6. Teachers must implement instruction effectively.

Teachers must implement instruction effectively in order for students to learn. Effective
instruction involves a planned and prepared lesson that is delivered with fidelity. This means that
the teacher follows the plan as written, using the allotted time to cover all of the objectives.
Additionally, effective instruction engages students in learning activities that promote critical
thinking and problem-solving.

In order for students to learn, teachers must effectively implement instruction. This means that
not only must the lesson be planned and prepared for, but it must also be delivered in a way that
engages students and helps them understand the material.

Some factors that contribute to effective instruction are using clear and concise language,
providing examples, and checking for understanding frequently. It is also important to be aware
of different learning styles and accommodate them whenever possible. By following these tips,
teachers can ensure that their lessons are being implemented effectively and that students are
learning what they need to know.

7. Teachers must modify instruction.

In order for students to be successful, teachers must be able to modify instruction. This may
mean adapting their teaching methods to better meet the needs of their students or providing
different levels of support. Sometimes, this also includes adjusting the curriculum to ensure all
students are able to learn. Teachers must be able to make these changes quickly and effectively
in order to ensure all students have an opportunity to learn.

One reason why teachers must modify instruction is that not all students learn in the same way.
For example, some students may need more visual aids while others may need more hands-on
activities. In addition, some students may require more or less time for instruction than others. It
is important for teachers to be able to differentiate instruction in order to meet the needs of all
learners.

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Another reason why the modification is necessary is that the curriculum can often be challenging
for some students. For example, some students may have a learning disability that affects their
ability to understand the material. Or, they may not be able to process the information quickly
and effectively in order to achieve success on the test.

In addition, different teachers will use different techniques for instruction. Some teachers may
have a more traditional approach to teaching that involves lectures and reading. Other teachers
may use less traditional methods such as demonstration, discussion, and active participation in
order to help the students understand the material.

Even children with similar backgrounds can learn at different rates. Children from the same
classroom can learn at different rates. Some children may be able to absorb information better
than others, due to their attention span, or because of their learning process.

8. Teachers must provide support by offering guidance and assistance as needed.

One of the most important aspects of effective instruction is providing guidance and assistance
when needed. Teachers must be able to offer help when it is needed, in order for students to be
successful. Often, this means being there for students when they need it the most. It can also
mean stepping in to offer direction or instruction when a student appears to be lost or confused.

There are many reasons why teachers must provide guidance and assistance during instruction.
One reason is that students may not always understand what is being asked of them. In these
cases, it is up to the teacher to provide clarification and help the student move forward.
Additionally, some students may struggle with certain concepts or tasks and require more help
than others in order to be successful. Teachers must be prepared to offer this support on an
individual basis.

9. Teachers must monitor progress by checking on student performance and offering

feedback.

Teachers must constantly monitor the progress of their students in order to ensure that they are
learning and meeting expectations. Offering feedback during effective instruction is one of the
best ways to help students make progress. Checking student performance allows teachers to
identify any gaps in learning and helps them to adapt their instruction accordingly. In order for

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feedback to be effective, it must be timely, specific, and actionable. Teachers should also provide
students with feedback on their own progress so that they can track their own progress and set
goals for themselves.

10. Teachers must celebrate success by recognizing students’ achievements.

Teachers must celebrate success in their classrooms. When students are successful, they feel a
sense of accomplishment, and this motivates them to continue working hard. Celebrating success
also reinforces the concepts that have been taught.

One way to celebrate success is to give students positive reinforcement. This can be done in
many ways, such as through verbal praise, stickers, or other rewards. It is important to give
students specific feedback about what they did well. For example, you might say, “I liked the
way you solved that problem” or “You did a great job reading aloud.”

Another way to celebrate success is to have a class party. You can choose a celebration theme,
such as the Olympics, beach party, or carnival. The party can include fun activities like relay
races or water balloon fights.

11. Teachers must reflect and revise practices, methods, and techniques used for effective
instruction.

Teachers must reflect and revise on what went right and what didn’t after each lesson in order to
be effective instructors. This is the only way to improve teaching practices, identify areas of
weakness, and make necessary changes for the following day’s class. Reflection allows teachers
to take a step back from their instruction and analyze what worked well and what needs
improvement. It also provides an opportunity to reflect on how students responded to the lesson.
Revision involves making changes to future lessons based on the reflection process. Teachers
who engage in reflection and revision are more likely to deliver effective instruction.

Conclusion

The role of the teacher in implementing instruction is critical. Teachers must be able to facilitate
learning and guide students to mastery of the content. In order to do this, they must be
knowledgeable about the material they are teaching as well as effective instructional strategies.
They must also be able to assess student learning and make adjustments to their instruction as

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needed. The more the teacher learns about their subject and the techniques for teaching it, the
more effective they can be in implementing instruction.

Social learning theory

Social learning theory, introduced by psychologist Albert Bandura, proposed that learning occurs
through observation, imitation, and modeling and is influenced by factors such as attention,
motivation, attitudes, and emotions. The theory accounts for the interaction of environmental and
cognitive elements that affect how people learn. The theory suggests that learning occurs because
people observe the consequences of other people's behaviors. Bandura's theory moves
beyond behavioral theories, which suggest that all behaviors are learned through conditioning,
and cognitive theories, which consider psychological influences such as attention and memory.
According to Bandura, people observe behavior either directly through social interactions with
others or indirectly by observing behaviors through media. Actions that are rewarded are more
likely to be imitated, while those that are punished are avoided.

Basic Principles of Social Learning Theory

 Reading
 Watching
 Hearing

What Is Social Learning Theory?

During the first half of the 20th-century, the behavioral school of psychology became a dominant
force. The behaviorists proposed that all learning was a result of direct experience with the
environment through the processes of association and reinforcement. Bandura's theory believed
that direct reinforcement could not account for all types of learning. For example, children and
adults often exhibit learning for things with which they have no direct experience. Even if you
have never swung a baseball bat in your life, you would probably know what to do if someone
handed you a bat and told you to try to hit a baseball. This is because you have seen others
perform this action either in person or on television.

While the behavioral theories of learning suggested that all learning was the result of
associations formed by conditioning, reinforcement, and punishment, Bandura's social learning
theory proposed that learning can also occur simply by observing the actions of others. His
theory added a social element, arguing that people can learn new information and behaviors by
watching other people. Known as observational learning, this type of learning can be used to
explain a wide variety of behaviors, including those that often cannot be accounted for by other
learning theories.

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By summing up, the social learning approach is based on Bandura’s Social Learning Theory,
which overlaps significantly with behaviorist learning theories of classical conditioning. At the
heart of this approach is the belief that the cognitive process of learning is something that
happens in a social context, rather than in formal classrooms.

This social theory suggests that the process of learning is, at its essence, a cognitive behaviour
that occurs in social settings, where people observe others and model their behaviour. At an
instinctive level, people are motivated to learn in order to improve their future social interactions.

You can find examples of social learning in almost every professional setting, whenever you
have two or more people observing each other. Examples of social learning include games,
forums, role plays, observing team members and supervisors, and mentoring.

What Is Observational Learning?

Core Concepts of Social Learning Theory

There are three core concepts at the heart of social learning theory. First is the idea that people
can learn through observation. Next is the notion that internal mental states are an essential part
of this process. Finally, this theory recognizes that just because something has been learned, it
does not mean that it will result in a change in behavior.

"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely
on the effects of their own actions to inform them what to do," Bandura explained in his 1977
book Social Learning Theory.

Bandura goes on to explain that "Fortunately, most human behavior is learned observationally
through modeling: from observing others one forms an idea of how new behaviors are
performed, and on later occasions, this coded information serves as a guide for action."

People Can Learn Through Observation

One of the best-known experiments in the history of psychology involved a doll named Bobo.
Bandura demonstrated that children learn and imitate behaviors they have observed in other
people. The children in Bandura’s studies observed an adult acting violently toward a Bobo doll.
When the children were later allowed to play in a room with the Bobo doll, they began to imitate
the aggressive actions they had previously observed.

Bandura identified three basic models of observational learning:

 A live model, which involves an actual individual demonstrating or acting out a behavior.
 A symbolic model, which involves real or fictional characters displaying behaviors in
books, films, television programs, or online media.
 A verbal instructional model, which involves descriptions and explanations of a behavior.

As you can see, observational learning does not even necessarily require watching another
person to engage in an activity. Hearing verbal instructions, such as listening to a podcast, can
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lead to learning. We can also learn by reading, hearing, or watching the actions of characters in
books and films.

It is this type of observational learning that has become a lightning rod for controversy as parents
and psychologists debate the impact that pop culture media has on kids. Many worry that kids
can learn bad behaviors such as aggression from violent video games, movies, television
programs, and online videos.

Mental States Are Important to Learning

Bandura noted that external, environmental reinforcement was not the only factor to influence
learning and behavior. And he realized that reinforcement does not always come from outside
sources. Your own mental state and motivation play an important role in determining whether a
behavior is learned or not.
He described intrinsic reinforcement as a form of internal rewards, such as pride, satisfaction,
and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect
learning theories to cognitive developmental theories. While many textbooks place social
learning theory with behavioral theories, Bandura himself describes his approach as a 'social
cognitive theory.'
Learning Does Not Necessarily Lead to Change

So how do we determine when something has been learned? In many cases, learning can be seen
immediately when the new behavior is displayed. When you teach a child to ride a bicycle, you
can quickly determine if learning has occurred by having the child ride his or her bike unassisted.

But sometimes we are able to learn things even though that learning might not be immediately
obvious. While behaviorists believed that learning led to a permanent change in behavior,
observational learning demonstrates that people can learn new information without
demonstrating new behaviors.

Key Factors for Social Learning Success

It is important to note that not all observed behaviors are effectively learned. Why not? Factors
involving both the model and the learner can play a role in whether social learning is successful.
Certain requirements and steps must also be followed.

The following steps are involved in the observational learning and modeling process:

 Attention: In order to learn, you need to be paying attention. Anything that distracts
your attention is going to have a negative effect on observational learning. If the
model is interesting or there is a novel aspect of the situation, you are far more likely
to dedicate your full attention to learning.

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 Retention: The ability to store information is also an important part of the learning
process. Retention can be affected by a number of factors, but the ability to pull up
information later and act on it is vital to observational learning.
 Reproduction: Once you have paid attention to the model and retained the
information, it is time to actually perform the behavior you observed. Further practice
of the learned behavior leads to improvement and skill advancement.
 Motivation: Finally, in order for observational learning to be successful, you have to
be motivated to imitate the behavior that has been
modeled. Reinforcement and punishment play an important role in motivation.
While experiencing these motivators can be highly effective, so can observing others
experiencing some type of reinforcement or punishment. For example, if you see
another student rewarded with extra credit for being to class on time, you might start
to show up a few minutes early each day.

Real-World Applications for Social Learning Theory

Social learning theory can have a number of real-world applications. For example, it can be used
to help researchers understand how aggression and violence might be transmitted through
observational learning. By studying media violence, researchers can gain a better understanding
of the factors that might lead children to act out the aggressive actions they see portrayed on
television and in the movies.

But social learning can also be utilized to teach people positive behaviors. Researchers can use
social learning theory to investigate and understand ways that positive role models can be used to
encourage desirable behaviors and to facilitate social change.

Social Learning in Classrooms

Social learning can be a powerful tool in classrooms of all levels, from preschool to postgraduate
studies. Teachers are finding that students of all ages learn much more, retain more information,
and stay more engaged through social learning than through textbooks alone.
In school, teachers most commonly use social learning through guided participation methods.
This could be the teacher saying a phrase or word and having the students repeat it back. Other
common examples are choral reading, call-and-response teaching, and modelling.
Social learning plays an equally important role in college and post-graduate learning
environments. Furthermore, it’s not limited to in-class sessions: social learning can also be
effective in a remote context, such as through distance learning centers, virtual classrooms
and online forums..

Advantages of Social Learning

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Social learning is highly effective as it taps into our behavioral instincts, making it the most
natural way to learn. Most people practice social learning every day, both consciously and
unconsciously.
Social learning has a range of benefits in both academic and professional environments:
 It promotes a culture of sharing knowledge and experience
 It helps people stay connected even when working or studying remotely
 It increases engagement through active participation
 It improves knowledge retention
 It promotes better communication as people receive rapid feedback
 It builds closer relationships within teams through increased collaboration and team-building
initiatives
 It encourages the exchange of ideas

How Social Learning is Used in Higher Education Programs

The higher education context is ideal for social learning, as students in this environment are
looking for hands-on opportunities to apply the knowledge they learn in a real-world setting.
In recent years, many higher education institutions have moved away from conventional teaching
to embrace new approaches, notably with an increased emphasis on teamwork. By studying in
work groups, completing group projects, and pursuing other types of collaboration throughout
their studies, students gain valuable skills and knowledge through observational learning.
The adoption of technology is also very supportive of social learning in higher education.
Feedback loops are fundamental to the concept of social learning: we learn from the feedback we
receive, and modify our behavior accordingly. Social media, online forums, and other technology
make the feedback loop faster and therefore help to amplify social learning. Bandura’s theory on
social learning is transforming the education sector by allowing us to better understand how
students learn from their social environments and model the behaviours that they observe. The
social learning approach is all about improving learning outcomes through interaction. The
educator plays a key role in this process: by establishing a certain type of environment,
professors can encourage effective and beneficial social learning. Together, professors and
higher education institutions can build a positive, nurturing learning environment that will
encourage critical thinking, creativity and collaboration.

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