SCHOOL OF EDUCATION

DEPARTMENT OF EDUCATION PSYCHOLOGY AND TECHNOLOGY

UNIT TITLE: PSYCHOLOGY OF TEACHING AND LEARNING

UNIT CODE: BEP 3201

GROUP 3 MEMBERS
SN NAME REG NO MOBILE NO SIGN IN SIGN OUT
1 CHARLES KURIA BEDA/2022/49079 0112417914
2 AKINYI MARY BEDA/2022/50182 0768645685
3 MORRIS GICHINI BEDA/2022/48898 0791211930
4 OLIVE NDERITU BEDS/2022/46012 0717282584
5 KURIA RUTH NJERI BEDS/2022/45905 0796 574122
6 NOEL WANDEDE BEDS/2022/45515 0708 254818
7 MAWILI J MUUO BEDS/2022/47519 0790 718876
8 NICKSON NYAMBUTI BEDS/2022/35802 0796 850130
9 ROSEMARY MWIHAKI BEDS/2018/84162 0740826972

TASK: CAT 1: Explain the benefits of using social learning theory in a class set up.
CAT 2: Learners have inherent ability of learning. Support this with five critical arguments

PRESENTED TO: DR TERRY KIRAGU

DATE OF PRESENTATION: 16TH FEB, 2024
 TABLE OF CONTENT

CONTENTS PAGE
Cat 1 …………………………………………………..……………..…………………1
Introduction…………………………………..…………….……………..…………….1
Processes involved in social learning…………………..…………….……..…………..1
How social learning theory stimulates forms of learning……………...……….……….1
Increased Engagement…………………………………….……….……………………2
Promotion of Critical Thinking……………………….…………..….………………….2

Enhanced Communication Skills……………….……………….……………………2

Vicarious Reinforcement…………………………………..…………….………………2

Peer Support and Collaboration……………………………...……………………….2

Modelling Positive Behavior…………………………………………..……………….2
Personalized Learning Opportunities…………………..………..……………………2
Long-Term Retention of Knowledge………………….…….………………………..2
Modelling Positive Behavior……………………………………….…………………..3
Personalized Learning Opportunities………………………..….…………………….3
Long-Term Retention of Knowledge…………………..……...…………………………3

Social Interaction……………………………………………………………………..3

Cultural Context…………………………….………….….……………………………3
Self-Efficacy……………………………..………….……..……………………………3
Motivation and Enjoyment……………………………….…………………………….3
Conclusion……………………………………………….………….…………………….4
References for social learning theory include…………………………….……………….4

Cat 2……………………………………………………………………..…….…………..5
Learners have inherent ability of learning. Support this with five critical arguments……..5
Introduction………………………………………………………………….……………..5
Cognitive development theories…………………………………………….…………….. 5
Diversity of learning styles and abilities among individuals suggests that learning is an inherent universal
patterns……………………..……………………………………..……………………….. 5
Humans are social beings who interact and gain new knowledge from each other through
interactions…………………………………….………………………………………....……5
Individual differences and talent amplify the learner’s inherent ability to learn. ….…………6
Humans are born with a brain that is capable of learning and processing information…….…6
Conclusion…………………………………………………………………………….……....7
References……………………….……………………………………………………….……7
 CAT 1

EXPLAIN THE BENEFITS OF USING SOCIAL LEARNING THEORY IN A CLASS SET

UP
INTRODUCTION

Social learning theory, introduced by psychologist Albert Bandura, proposed that learning
occurs through observation, imitation, and modelling and is influenced by factors such as
attention and motivation. The theory accounts for the interaction of environmental and cognitive
elements that affect how people learn. It suggests that learning can occur through direct experience,
but also through indirect experience by observing others.

This theory highlights four key processes involved in social learning:

a) Attention: Individuals must pay attention to the behaviors and outcomes they observe in
others. This requires focusing on relevant aspects of the situation and the model’s behavior.
b) Retention: Individuals must be able to remember or retain the information they have
observed. This can involve mental processes such as imagery, verbal coding, or symbolic
representation.
c) Reproduction: Individuals must be able to reproduce or imitate the observed behavior.
This involves translating the remembered information into actions.
d) Motivation: Individuals must be motivated to imitate the behavior. This motivation can be
influenced by factors such as the model's characteristics, the perceived benefits of the
behavior, and the individual's own self-efficacy beliefs.

However, Utilizing social learning theory allows teachers to engage students in ways that align
with natural social behavior. Social learning theory lends itself to more stimulating forms of
learning as shown below;

 Increased Engagement:
Social learning encourages interaction among students. It fosters a collaborative learning
environment where students actively participate, discuss, and share ideas. This engagement
can enhance interest in the subject matter and motivation to learn.
 Promotion of Critical Thinking:
When students engage in discussions and observe their peers' perspectives, they are exposed
to diverse viewpoints. This exposure promotes critical thinking as student’s analyses, evaluate,
and synthesize information to form their own opinions.
 Enhanced Communication Skills.
Through interactions and discussions, students develop communication skills, including
listening, speaking, and presenting, which are essential for academic and professional
success.
 Vicarious Reinforcement:
Social learning theory suggests that individuals can be motivated by observing the
consequences of others’ behaviors. In a classroom, students can witness the positive outcomes
and rewards that their peers receive for their efforts. This can inspire them to engage actively
in their own learning and strive for success.
 Peer Support and Collaboration:
In a social learning environment, students can support each other's learning through peer
teaching, tutoring, and collaboration on group projects. This collaborative approach can
strengthen relationships among students and create a sense of community within the classroom.
 Modelling Positive Behavior:
Teachers can use social learning principles to model positive behaviors and attitudes. When
students observe their teacher demonstrating enthusiasm for learning, respect for others, and
effective problem-solving strategies, they are more likely to emulate these behaviors.
 Personalized Learning Opportunities:
Social learning allows for personalized learning experiences tailored to individual students'
needs and preferences. Teachers can facilitate small group discussions, peer mentoring, and
cooperative learning activities to accommodate different learning styles and abilities.
 Long-Term Retention of Knowledge:
Research suggests that learning in social contexts can lead to better retention of knowledge
compared to individual learning. Discussing concepts, teaching others, and engaging in
collaborative problem-solving activities reinforce learning and help students remember
information over the long term.
 Social Interaction:
By promoting group work, peer teaching, and cooperative learning, social learning theory
recognizes the importance of social interaction in the learning process. Students benefit from
sharing experiences and ideas with others.
 Cultural Context:
Social learning acknowledges that learning is influenced by cultural norms, values, and social
context. Incorporating diverse perspectives and encouraging dialogue enriches the learning
experience.
 Self-Efficacy:
Observing successful behaviours in a social setting boosts students’ confidence and self-
efficacy. When they witness their peers mastering skills, they believe they can do the same.
 Motivation and Enjoyment:
Social learning activities provide intrinsic motivation. Students feel a sense of accomplishment
and connection when they actively participate and learn from others.

CONCLUSION
In conclusion, social learning theory offers a valuable framework for understanding how
individuals learn and develop through observation, imitation, and interaction with others. By
emphasizing the importance of social context and interpersonal relationships, this theory has
significant implications for various domains, including education, psychology, and sociology.

Through social learning, individuals acquire knowledge, skills, and behavior’s not only from formal
instruction but also from observing and interacting with peers, family members, and role models.
This process of social modelling and reinforcement shapes attitudes, beliefs, and actions,
influencing both individual development and societal norms.

In addition, the social learning hypothesis suggests that people may learn by seeing how others
behave in social situations. It is based on the idea that people acquire new skills by watching,
copying, and modelling the behaviors of others.
 REFERENCES FOR SOCIAL LEARNING THEORY INCLUDE:

I. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
This book by Albert Bandura is one of the foundational works on social learning theory. Bandura
outlines the key concepts, processes, and applications of the theory.

II. Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ:
Prentice-Hall.
In this book, Bandura expands on the social learning theory and introduces the concept of self-
efficacy. He discusses the role of cognitive processes in learning and behavior.

III. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman.
This book focuses specifically on the concept of self-efficacy, which is a central aspect of social
learning theory. Bandura explores how self-beliefs influence motivation, learning, and
performance.
IV. Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of Aggression through Imitation
of Aggressive Models. Journal of Abnormal and Social Psychology, 63(3), 575-582.

This landmark study, often referred to as the Bobo doll experiment, demonstrates how children
learn aggressive behaviors through observation and imitation. It provides empirical evidence for
social learning theory.

V. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological

Processes. Cambridge, MA: Harvard University Press.
 CAT 2

LEARNERS HAVE INHERENT ABILITY OF LEARNING. SUPPORT THIS WITH

FIVE CRITICAL ARGUMENTS

INTRODUCTION
The process of learning is fundamental to human existence, shaping our understanding,
behaviors, and interactions with the world around us. At the heart of this process lies the concept
of inherent ability – the innate capacity within individuals to acquire knowledge, skills, and
behaviors. While the nature versus nurture debate has long intrigued scholars, mounting evidence
suggests that learners possess an inherent ability to learn, catalyzing their cognitive development
and adaptation to diverse environments. This discussion explores this notion, delving into five
critical arguments that underscore the inherent ability of learners and its implications for
education and society at large.

1. COGNITIVE DEVELOPMENT THEORIES

One of the primary arguments supporting the inherent ability of learners is rooted in cognitive
development theories. From Piaget’s stages of cognitive development to Vygotsky’s socio-
cultural theory, scholars have emphasized the innate cognitive processes that drive learning from
infancy to adulthood. These theories suggest that humans are born with foundational cognitive
structures, such as schema and mental representations, which enable them to make sense of their
experiences and construct knowledge actively.

2. DIVERSITY OF LEARNING STYLES AND ABILITIES AMONG INDIVIDUALS

SUGGESTS THAT LEARNING IS AN INHERENT UNIVERSAL PATTERNS.
Cross-cultural studies have revealed commonalities in learning processes and developmental
trajectories across diverse human societies. Despite variations in cultural practices and
educational systems, certain universal patterns of learning emerge, suggesting a shared biological
foundation for learning across humanity. These findings imply that learners possess inherent
abilities that transcend cultural boundaries, further supporting the notion of innate learning
capacity. Sociocultural factors such as upbringing, education, and cultural background also shape
individuals’ learning preferences and abilities. For instance, individuals from collectivist cultures
may prioritize collaborative learning experiences, while those from individualistic cultures may
value independent study.

3. HUMANS ARE SOCIAL BEINGS WHO INTERACT AND GAIN NEW

KNOWLEDGE FROM EACH OTHER THROUGH INTERACTIONS.
Humans are inherently social beings, and learning often occurs through social interactions and
collaboration with others. In a school setting, peer collaboration, group discussions, and
cooperative learning activities provide valuable opportunities for students to exchange ideas,
share perspectives, and construct knowledge together. For example, during a group project on
historical events, students may engage in lively discussions, debate different interpretations, and
collectively analyze primary sources to deepen their understanding of the subject, demonstrating
the inherent ability to learn and power of social learning in enhancing cognitive development.

4. INDIVIDUAL DIFFERENCES AND TALENT AMPLIFY THE LEARNERS

INHERENT ABILITY TO LEARN.
While acknowledging the inherent ability of all learners, the existence of individual differences
underscores the role of genetics, environment, and personal experiences in shaping learning
outcomes. Some individuals may exhibit exceptional talents or aptitudes in specific domains,
reflecting variations in genetic and environmental influences. However, these differences do not
deny the existence of inherent learning ability but rather highlight the complexity of the learning
process and the interplay of multiple factors in shaping individual learning orientation.

5. HUMANS ARE BORN WITH A BRAIN THAT IS CAPABLE OF LEARNING AND

PROCESSING INFORMATION.
Human brains are wired for learning from birth, children are born with the inherent ability to
Learn, for instance, babies start learning from the moment they are born, recognizing their
mothers voice, focusing their eyes on objects , simple reflexes such as sucking, moving reflexes
and so on. These inherent abilities to learn enables children to survive particularly in the early
stages after birth. The brain’s ability to adapt and reorganize itself, allows for acquisition and
retention of new knowledge and skills. From infancy, neural connection forms and strengthen
though experience, interactions and stimuli, indicating an innate capacity for learning.
CONCLUSION.
In summary, the inherent ability of learners to acquire knowledge, skills, and behaviors is
supported by a convergence of evidence from cognitive psychology, humans born with a brain
that is capable of learning and processing information, diversity of learning styles and abilities
among individuals suggests that learning is an inherent universal patterns , humans are social
beings who interact and gain new knowledge from each other through interactions, and
individual differences and talent amplify the learners inherent ability to learn. Recognizing and
nurturing this capacity is essential for designing effective educational practices, fostering lifelong
learning, and promoting human flourishing in an ever-changing world.

REFERENCES
i. Piaget, J. (1970). “Genetic Epistemology.” New York: Columbia University Press.

ii. Vygotsky, L. S. (1978). “Mind in Society: The Development of Higher Psychological

Processes.” Cambridge, MA: Harvard University Press.

iii. Doidge, N. (2007). “The Brain That Changes Itself: Stories of Personal Triumph from the
Frontiers of Brain Science.” New York: Penguin Books.

iv. Pinker, S. (1997). “How the Mind Works.” New York: W. W. Norton & Company.

v. Tomas Ello, M. (1999). “The Cultural Origins of Human Cognition.” Cambridge, MA:
Harvard University Press.

vi. Gardner, H. (2006). “Multiple Intelligences: New Horizons.” New York: Basic Books.

vii. Csikszentmihalyi, M. (1996). “Creativity: Flow and the Psychology of Discovery and
Invention.” New York: Harper Perennial.