After viewing Bandura’s original video from his 1961 study above, complete the following for this discussion:
Learning is a complex process that involves both learning how to do something new and retaining what you learn. Classical conditioning and operant conditioning are two theories of learning that have been used to explain how people acquire new behaviors or knowledge. In contrast, observational learning does not depend on past experience or learning history. Instead, it occurs when we observe others performing an action or making an observation about something new.
Classical conditioning and operant conditioning are both explanations for what we do when we learn. In classical conditioning, a person learns to associate a stimulus with a response. For example, if you’re given food in response to hearing your name being called by someone else (the “stimulus”), then eventually you’ll associate the sound of your name with the food–and thus, will want to eat it more often because it makes you feel good.
In operant conditioning, on the other hand, people learn how to perform tasks by watching each other or following instructions from someone else. For example: If there are two plates sitting on top of each other near your desk at work (the “stimulus”), then after awhile everyone will start using one plate instead of two as soon as they start eating lunch together at their desks every day!
Observational learning is a form of learning that does not depend on past experience. In contrast to these two theories, observational learning does not depend on past experience. Observational learning can occur during the acquisition of new information or skills, through reinforcement, or through punishment and/or positive feedback.
For example, if you are trying to learn how to ride a bike without any prior knowledge of how it works then this would be an example of observational learning because you may have seen someone else riding before but had no idea what they were doing so your only source for information is watching them perform each task perfectly.
Observational learning can occur during the acquisition of new information or skills, through reinforcement, or through punishment.
Reinforcing actions will increase the likelihood that a behavior will be repeated in the future. Punishing behaviors decrease their likelihood of being repeated in the future.
Observational learning occurs when individuals observe others performing a particular task successfully and then imitate their actions themselves (this is called emulation).
As teachers, we need to consider students’ interests and experiences when planning lessons. This means that we should not simply assume that the same material will be engaging for all students. For example, if a student has difficulty learning math concepts using linear equations but enjoys using graphical representations of those concepts (such as scatter plots), he or she may benefit from being taught about these types of representations during class time instead of just having more information presented in terms of what he or she already knows how to do.
Similarly, if a student is interested in history but lacks confidence in his or her ability to recall specific details or facts from history textbooks because they were boringly presented at school years ago; then providing him/her with opportunities throughout the year–such as researching subjects online while preparing for tests–can help develop this skill set while also ensuring that the material remains interesting!
Observational learning is a type of learning that occurs without any prior experience. While observational learning differs from classical conditioning and operant conditioning, it is important to consider when teaching new concepts in order to best help your students learn.
The next time you’re teaching, consider the following:
Does your lesson follow or lead from what students already know?
Are there any tools or resources that could be used as scaffolding for learning?
How do you plan lessons in order to engage students in and scaffold their learning?
What questions would students want answered after completing an assignment or exam?
Remember: All of these are great questions to ask when planning lessons! They can help you figure out how best to engage students through their interests and experiences.
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