Lesson 9 - Observational Learning Process

Presentation of Theoretical Construct

 

Lecture Information: Elements & Sequence of Observational Learning

1. Attention

   1. Bandura discusses his theory in a very naturalistic setting.  The first step in this type of learning is that someone captures the learner's attention.  Most of the time this is because the other person has high status of some kind.  The observational learner sees the other as someone worth looking at.  This is known as having HIGH STATUS.  Often these people are physically attractive, powerful, famous, etc. and it is this element that makes the observational learner want to imitate them.  Teachers automatically have high status in a classroom. 

   2. The first step in teaching a class is to get and keep their attention.  They absolutely must drop their individual agendas and focus on you.  The teacher MUST be adept at getting & maintaining students' attention.  Some of the best teachers rather enjoy the element of theatre that teaching encourages.  Some of the worst teachers, on the other hand, seem rather embarrassed by student attention, and don't particularly like to be looked at, or are just afraid of public speaking.  It really helps to have a little "Ham" in you.

2. Retention

   1.  The observational learner must somehow remember what is being demonstrated to them.  They must have the ability to retain what they see.  They have a mental representation of the proper movements, tempo, rhythm, or pressure.  It can also be a matter of remembering the knowledge base the is demonstrated, like trying to remember the exact words of a really funny joke that you hear. 

   2. This concept really reinforces the concept of students having positive practice after observing the lesson for the day.  Checking for comprehension by asking what it is that they have learned from the day. 

3. Production

   1. The observational learner must practice the knowledge, skills, or abilities that have just been demonstrated to them.  Just remembering the exact words of a joke is no assurance of retelling a funny joke that actually produces laughter.  It takes practice.  There is a certain, very ticklish, timing with telling a "two guys go into a bar..." joke. 

   2. Again this is very credible for using the positive practice technique discussed in lesson 8.  Mastery is never accidental.

4. Motivation

   1. This is where Bandura allows for some type of reinforcement or punishment to play a role in the observational learning process.  Even though you have practiced the joke a million times, it still may not work for you.  However, the consequence may not be directly experienced either.  Bandura would propose that reinforcement/punishment can be experienced vicariously as well.

   2. In the classroom, this goes along way to explaining that even though you don't say "atta boy/girl" to each student everyday, they all seem to pick up on the behavior that you want to see in the classroom. 

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