1. Social Cognitive Theory
Venos Abdulahad
Lissa Hakala
Shereen Johnson
Sabrina Lamb

2. What is Social Cognitive Theory?
Social Cognitive Learning Theory states that learning occurs in a social context and that much of what is learned is gained through observation.
Triadic reciprocal-ity - that personal, behavioral, and environmental factors influence one another in a bidirectional, reciprocal fashion
People have an agency or ability to influence their own behavior and the environment in a purposeful, goal-directed fashion (Bandura, 2001)
Learning can occur without an immediate change in behavior

3. Core Concepts in SCT Observational Learning/Modeling
People learn through observation
Outcome Expectations
Reflect individuals' beliefs about what consequences are most
likely to ensue if particular behaviors are performed
Perceived Self-efficacy
An individuals' belief about whether they can achieve a given level of successful at a particular task
Goal Setting
Goals reflect cognitive representations of anticipated, desired, or preferred outcomes
Self-regulation
Students are taught to manage their thoughts and actions in order to reach particular outcomes/goals

4. Social Cognitive Theorists
Albert Bandura –
Learning is a consequence of modeled behavior & direct reinforcement
Neal E. Miller –
Biofeedback - people can be taught to influence basic bodily mechanisms
John Dollard - frustration–aggression–displacement theory –
frustration causes aggression, but when the source of the frustration cannot be challenged, the aggression gets displaced onto an innocent target.
David & Roger Johnson –
cooperative learning promoted mutual liking, better communication, high acceptance and support, & an increase in a variety of thinking strategies among individuals in the group.
Lissa Hakala

5. Ms. Elliot’s Brown Eyes v. Blue Eyes
The Bobo Doll study
Ms. Elliot’s Brown Eyes v. Blue Eyes
“Wouldn’t it be good to judge people based on the color of their eyes?”
In his “Bobo doll” study, Bandura demonstrated that children learn and imitate behaviors they have observed in other people.

6. So What’s the Big Idea?
People learn from one another, via observation, imitation, and modeling.
Encompasses attention, memory, and motivation.
People learn through observing others’ behavior, attitudes, and outcomes of those behaviors.
Most behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed.
Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.
Shereen Johnson

7. Educational Implications of Social Learning Theory
Students learn a great deal simply by observing other people.
Describing the consequences of behaviors can effectively increase appropriate behaviors and decrease inappropriate ones.
Modeling provides an alternative to shaping for teaching new behaviors.
Teachers and parents must model appropriate behaviors and make sure that they don't model inappropriate ones.
Teachers should expose students to a variety of other models.
Students must believe that they are capable of accomplishing school tasks.
Teachers should help students set realistic expectations for their academic accomplishments.
Self-regulation techniques provide effective methods for improving behavior.

8. Apply SL to School Curriculum
Provide experienced based learning
Facilitate student learning
Gain student attention
Model lesson for students
Provide models that are motivating
Organize student groups that are dynamic in terms of: gender, ethnicity, and academic achievement
Provide a strong moral for students
Demonstrate new concepts clearly
Create an encouraging atmosphere by staying positive

9. Curriculum in Use Common Core State Standards
Cooperative learning groups- students work in small groups to research information and respond to questions/come up with solutions. Students also work on social skills (listening & addressing one another properly)
Metacognitive partnerships- students discuss and share with a partner(usually person in close proximity)
Reciprocal teaching- students become the teacher
Social Learning Games- break the ice

10. Strength Accounts and allows for cognitive processes
Uses both experimental and non-experimental data
Explains a large number of behaviors
The highest level of observational learning can be achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly.

11. Weaknesses of Social Learning
Does not explain all behaviors
Doesn’t explain differences
Relies on subjective perceptions
Some actions of teachers can discourage students from participating and restrict student engagement

12. Student Learners Visual Learners
Learners influenced by intrinsic motivation
Lower performing students
Intermediate-Advanced Learners
ESL & ELL
Homogenous grouping
The teacher can work closely with this group.

13. Student Learners ESL & ELL
Can benefit most or least from this model depending on how they are accommodated
How much are they contributing?
Is content being presented accurately by group members?
Is the teacher providing the group with enough assistance?

14. Motivation Source
Bandura believed that a reward system was better than a punishment system.
Intrinsic Reinforcement:
Pride
Sense of Accomplishment
Self-Esteem
Self-Efficacy
Setting appropriate standards for one's self
Curiosity

15. Related Literature Julian B. Rotter
Social Learning Theory of Personality
Emphasized behavior potential
Locus of Control-Success or failure is due to their own efforts
Rotter also believed that behavior can be predicted:
Changing the environment or how someone thinks, will change behavior.
People will be drawn towards their goals, will seek maximum reinforcement, and will avoid punishment.

16. Example Lesson Model Graffiti Model Pg. 321
Mini Lesson Title: “The Perfect School”
Materials: Large white poster paper, markers
Procedure:
“A new school is being built in our district and our class has been randomly selected to take part in the creation process. Each group will be in charge of deciding how a certain aspect of the school will look. Here’s the catch, you are only given two minutes to scribble down ideas and you will have to justify your responses.
Divide the students into groups of 2-3
Pass out poster paper and markers to each group
Assign each group a topic: Teacher Characteristics, Subjects, School Design, Extracurricular Activities offered (add more categories depending on number of groups arranged)
Give students 2 minutes to scribble down ideas on the poster paper
Each group shares as teacher organizes their responses on white board.
Assessment: One page reflection about the school the class put together. If this was a real scenario, do you think this school would be successful? Why?

17. Supports Deeper Learning
Development of social skills
Mastery of academic content standards
Reflect five critical attributes: Pg
Positive Interdependence
Individual Accountability
Group Processing
Promotive Interaction
Students listen, talk, and share with one another
More time for reflection
5. Interpersonal and Small Group Social Skills
Challenges learners to work together for both mutual and individual benefits.

18. Chapter 12: Cooperative Learning Models
Pg. 310
Characteristics of Cooperative Learning
Pg. 313
Why Apply Cooperative Learning Pg
Steps in the General Cooperative Learning Model Pg
Steps in the Jigsaw Model Pg
Steps in the Graffiti Model Pg
Planning for Teaching
Pg. 332
Differentiating Instruction Pg
Benefits of Applying the Cooperative Learning Models Pg
Value of Technology in Cooperative Learning Models

19. Pg. 310: Characteristics of Cooperative Learning
Positive Interdependence
“In lessons using a Cooperative Learning model, the success of the group depends on the success of each individual participating in the group”
Individual Accountability
“For group members to work effectively with one another, they must feel that their individual efforts count and will be counted.
Group Processing
“…groups are asked to learn together not only side by side but also by engaging cognitively with other group members to develop new ideas, synthesize existing understandings, make decisions, and apply their knowledge in ways that represent the best of group thinking.”
Promotive Interaction
“Successful learning groups are fueled by positive social, emotional, and intellectual exchanges…”
Interpersonal and Small Group Social Skills

20. Pg. 313: Why Apply Cooperative Learning
Promote Positive Relationships among Diverse Student Populations
“The structured interactions experienced by students participating in Cooperative Learning model lessons promote the development of cross-racial friendships.”
Encourage the Increase of Student Self-Esteem
“Self-esteem-promoting affects appear to stretch across students from various racial groups and seem to make students feel less competitive and more supportive of their classmates.”
Foster the Development of Creative and Critical Thinking
Support Inclusive Education Practices
“Students with special needs can benefit from the exposure to positive peer modeling of academic learning behaviors and social skills that comes through experiences with the CL models. Second, they promote the development of rich relationships between “typical” learners and those with disabilities…”

21. Pg. 315-317: Steps in the General Cooperative Learning Model
Step One: Introduce the Task (Pg. 315)
Step Two: Name, Teach, and Practice Targeted Social Skills (Pg. 316)
Step Three: Implement the Lesson and Monitor Student Interactions (Pg. 317)
Step Four: Summarize Learning
Step Five: Measure Group and Individual Accountability
Step Six: Assess Learning

22. Pg. 318: Steps in the Jigsaw Model
Step One: Introduce the Jigsaw Model (Pg. 319)
Step Two: Name, Teach, and Practice Targeted Social Skills
Step Three: Assign Heterogeneously Grouped Students to Expert and Home Students
Step Four: Assemble Expert Groups and Set Task
Step Five: Experts Teach in Their Home Groups
Step Six: Measure Group and Individual Accountability (Pg. 320)
Step Seven: Evaluate and Provide Team Recognition

23. Pg. 320: Steps in the Graffiti Model
Step One: Prepare Graffiti Questions (Pg. 320)
Step Two: Divide Students into Groups
Step Three: Explain the Process to the Groups (Pg. 322)
Step Four: Identify, Explain, and Practice Social Skill
Step Five: Distribute Materials
Step Six: Groups Answer Questions
Step Seven: Groups Process Responses to Questions (Pg. 323)
Step Eight: Share Information
Step Nine: Measure Group and Individual Accountability
Step Ten: Assess Learning

24. Pg. 327-332: Planning for Teaching
Plan Goals, Objectives, Grouping, Lesson Implementation, and Assessments
Specify Goals & Objectives
Determine Group Size and Makeup
Plan Lesson Implementation
Develop Formative and Summative Assessment Measures
Plan for the Critical Attributes of Cooperative Learning
Determine the Interpersonal and Small-Group Social Skills to Teach-and How.
“Teachers should not take for granted that students know how to work cooperatively, even if they have done so previously…”
Establish Procedures for Group Processing and Promotive Interaction
Develop Assessment for Individual and Group Accountability
“Group accountability indicates how well the group has functioned together to accomplish the learning task…Often efforts to measure group accountability uncover whether the group members supported all individuals in effectively practicing the targeted social skill…” (Pg. 331).

25. Pg. 332: Differentiating Instruction
Content
“The level of difficulty of content that is explored in a lesson applying a Cooperative Learning model can be matched optimally with the students’ readiness, interests, and/or learning styles” (Pg. 332).
Process
“Cooperative groups can be formed to bring students together in homogenous or heterogeneous combinations that support their learning. This can allow a teacher to match students in ways that can support or challenge them” (Pg. 332).
Product
“Different groups might be required to produce different products, and, in turn, they might be assessed using tools that support this variability but provide structured requirements (e.g., rubrics)” (Pg. 333).

26. Pg. 333-334: Benefits of Applying the Cooperative Learning Models
Influence Student Learning and Achievement Positively
Help Students Learn about Cooperation and Value It
Build Students’ Social Skills
Enhance Classroom Community

27. Pg. 334-338: Value of Technology
Planning (Pg. 335)
Figure 12-6: Technology Tools for the Cooperative Learning Models
Implementation (Pg. 337)
Communicate, organize, create, and share resources collaboratively
Assessment
Formative Assessment
Summative Assessment
Individual, Peer, and Group Evaluation

28. Basic premise: Bandura's social learning theory. (2014). Retrieved from
Ellis, W. (2004). Social learning theory. Retrieved from
ories/home/social-learning-thoery
Iveson, M. (2014). Classroom assessment theory into practice: Interpersonal-social learning. Retrieved from practice.wikispaces.com/Interpersonal - Social Learning
Merickel, M. L. (1998). Teaching and learning theory. Retrieved from

29. Applied to Current Curriculum
Understanding the social learning theory is highly relevant for today's classroom. If you are a teacher, you will be teaching social skills.
Teaching social skills begins with teacher modeling. Whether you realize it or not, your students watch how you behave and will emulate you in many ways. If kids feel certain behaviors are acceptable because you do them, then it is a certainty that many of them will too.

30. why would you use it?
Albert Bandura developed the Observational Learning Theory, also known as Social Learning Theory, based on the idea that people can learn through observation rather than direct experience only. Educators find the concept to be particularly valuable in a classroom setting because they must reach a number of students to convey a central message.

31. This theory works for all types of learners
Teachers, who must reach a large audience of varied abilities and interests, can apply observational learning techniques to improve student learning outcomes, produce desired behaviors and enhance student motivation and self-perception.

32. Behavior management issues
Bobo Doll experiment.

33. Social Learning Theory Albert Bandura
Cognitive factors in social learning:
1. Learning without performance: there is a distinction between learning through observation and the actual imitation of what has been learned.
2. Cognitive processing during learning: attention is a critical factor in learning.
3. Expectations: people expect certain behaviors to bring reinforcements and others to bring punishment. Reinforcement increases a response only when the learner is aware of that connection.
4. Reciprocal causation: 3 variables- the person, the behavior, and the environment all can have an influence on each other.
5. Modeling

34. How to use in Common Core
Ex. Rather than telling students your version of good teamwork, have them come up with their own rubric for evaluating their collaborative efforts. This will help them "own" the process and make them more accountable to each other. Then have students share with the class after each workgroup session what worked and what didn't. Ask them to role play possible solutions for any problems they might have encountered. Allow them to adjust their rubric as they gain deeper insight into what makes a good team.