In this tutorial, we'll explore social learning theory as it applies to adult learning. We'll begin with an overview of Albert Bandura's social learning theory. We'll talk about the importance of self-efficacy. And we'll see exactly how social learning theory can impact adult learning. Let's get started.
Let's begin by discussing Albert Bandura's social learning theory. Bandura developed social learning theory to help explain how we learn and how we acquire new behaviors and skills. There are actually many different theories on this topic in the field of psychology, but social learning theory is one of the most widely accepted theories.
Social learning theory explains that one of the most effective ways of learning is through the observation and modeling of the behaviors of others. This theory is especially important in developing and training teachers. Teachers need to understand the importance of student's learning that occurs through the observation and modeling of the behaviors, and the attitudes, and even the emotional reactions of those around them.
Not only should we understand this learning process for our students, but also this is crucial for teachers, as well. If teachers are allowed to work collaboratively and to observe and model the teaching and instructional strategies of others, that can help teachers to develop their sense of self-efficacy. And this really provides a strong foundation for teacher growth and development. So let's take a closer look at this concept of self-efficacy.
Self-efficacy refers to an individual's belief in their ability to complete a task or to reach a goal. Self-efficacy is crucial in designing and implementing site-based management in both schools and districts with the goal of building capacity, and implementing change, and impacting improvements, and sustaining continuous improvement efforts throughout the school or the district.
Not only that, but self-efficacy helps to establish a foundation for personal well-being. Self-efficacy is an important component in human motivation and in creating a sense of personal accomplishment. When we watch someone else complete a task or model a behavior, that helps us to feel that we have that same ability, and that we can undertake that same behavior or we can implement that same attitude. People who have developed high senses of self-efficacy are going to be more likely to try out new ideas. They're going to be more likely to take on new challenges and thereby to accomplish more difficult tasks.
So social learning theory should definitely be a part of not only the instructional planning process, but also the training of teachers. Just like with their students, teachers can build their self-efficacy through the modeling and observation of learning. If you think about it, teachers are modeling learning for their students every day in their classrooms.
Teachers model new concepts in the classroom. Students watch this modeling of the new concepts. They observe the teacher demonstrating these new key concepts. And then students emulate the teachers. Students can model the concept for one another.
Students do learn very quickly from what they observe their teachers doing. And so teachers who have a strong understanding of social learning theory can use that when they are modeling responses and expectations in their individual classrooms.
And remember, group work and collaborative learning can reinforce those elements of social learning theory, both for the students who are participating and for teachers who are engaging in these activities, as well. So not only can we see social learning theory in action when we have teachers who are working in collaborative learning situations or peer-to-peer learning situations, maybe even in the coaching model-- the observing and modeling can absolutely take place in that type of model-- but also, we can see this actively with our students. When students work together in collaborative learning groups, they will watch, and then model the examples that the students around them are setting.
A specific example is when in my French classroom, I want students to participate in a partner communication activity. Before asking students to complete the activity, I may model for them what the activity should look like. Seeing me go through the steps of the activity and listening to me pronounce the words and use the proper phrasing can help build self-efficacy in my students. After they see me go through the activity, they may be more inclined to believe that they also can complete all of the steps of the activity.
Now it's your turn to stop and reflect. Think of a specific opportunity where you could build your student self-efficacy by modeling a desired behavior or action for them.
As you reflect on how this new information can be applied, you may want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skillset Thanks for joining me. Have a great day.
(00:00 - 00:18) Introduction
(00:19 - 01:27) Social Learning Theory
(01:28 - 02:34) Self-Efficacy
(02:35 - 04:42) Social Learning Theory in Adult Learning
(04:43 - 05:15) Stop and Reflect
Summaries of Learning Theories and Models: Social Learning Theory (Bandura)
This website provides a clear and comprehensive overview of Bandura's Social Learning Theory.
http://www.learning-theories.com/social-learning-theory-bandura.html
Instructional Design: Social Learning Theory (Albert Bandura)
This site provides recommendations for putting Bandura's social learning theory into action.
http://www.instructionaldesign.org/theories/social-learning.html