social learning theory
Big Idea: Learners acquire behaviors and strategies by observing others and interpreting the consequences of those behaviors.
Related terms: Behaviorism; Public Constructivism; Vygotsky’s sociocultural theory; Zone of Proximal Development (ZPD); Gradual Release of Responsibility (GRR); Cognitive Load Theory; Feedback Loops in Learning
definition: Social learning theory proposed by Albert Bandura explains learning as a process that occurs through observation, imitation, and cognitive interpretation of imitated behaviors and their consequences. Learners selectively focus on models (teachers, peers, or digital resources), encode what they see, and evaluate whether the actions are worth replicating based on expected consequences and perceived self-efficacy.
The theory integrates behavioral and cognitive perspectives by emphasizing environmental contingencies (reinforcement, norms, sanctions) and internal processes (attention, memory, motivation). Rather than viewing learning solely as the product of direct reinforcement, social learning theory emphasizes vicarious learning: students can learn what is valued, discouraged, or effective by observing the behavior of others in a shared learning space.
The actual situation is as follows:
- Teachers model think-alouds, showing steps for annotation or reasoning; students then reflect the language and structure in their own work.
- During discussions, some students will use evidence-based assertions or respectful turn-taking; these discourse patterns soon become the norm for the entire group.
- During orientation, novice teachers shadow their more experienced colleagues and internalize routines, phrasing, and classroom management actions.
- Online study groups showed a similar pattern, with productive behaviors emerging when students imitated the organization, feedback, and strategies of high-performing peers.
Implementation strategy:
- Use intentional modeling: Explicitly demonstrate target behaviors (e.g., query routines, calculation checks, evidence use).
- Naming standards: When modeling, clarify why the behavior works (“This step validates the claim; this annotation reduces ambiguity”).
- Leverage peer models: Show student work or reasoning to illustrate the required strategy.
- Includes guided rehearsals: Provide structured opportunities for students to model, practice, and improve behaviors through feedback.
- Align rebar: Provide feedback to validate the modeled behavior you want to become a habit.
| focus | Learn by observing and interpreting the behavior of others |
| key processes | attention, retention, copy, motivation |
| grade | Personal cognition embedded in social context |
| Typical uses | Model academic behaviors, norms, discourse, and problem-solving strategies |
Quote: Bandura, A. (1977). Social learning theory. Prentice Hall.
