Social Learning Theory and teaching

Teachers frequently improve their techniques through collaboration with other educators, on-going education, and experiences in lecture halls. However, the use of cognitive theory is crucial in child instruction. For a child’s brain to develop properly, there must be a connection between ourselves and the students we are teaching. The physique of the youngster is then changed to reflect the most accurate interpretations of the many subjects covered in class. I selected the theory because it can be split into two parts: social cognitive theory (SCT) and cognitive behavioral theory (CBT). In such instances, the trainer can then witness the reactions that a child demonstrates in the society and while in the class. A connection will then be drafted to offer an improvement in the sections that are proving a problem to the child. To a larger extent, the theory also involves the parents in the training process as they will alert the teachers on the weaknesses that the child displays at home. In young children, the theory will assist in dictating the group that has disabilities in solving particular problems for example math tasks.

The theory has a provision of transformation in both parties as the can learn different activities from either party (teacher and student). The teacher and student are both classified as learners as they regularly share ideas while interacting that leads to transformation of information to other levels. The activity happens through processes of observation, generalization, and categorizing various instances about the environment that they are living. In the long run, the youngster will then have a chance of discovering different substances which then improve the level of thinking and interpretations of circumstances in life.

ANNOTATED BIBLIOGRAPHY

Thacker, E. S. (2015). “PD is where teachers are learning!” high school social studies teachers’ formal and informal professional learning. The Journal of Social Studies Research, 1-17.

The article provides information on the social learning theory and the best ways that an individual can use in examining secondary social studies as they distinguish between formal and informal professional learning. The article further points out that the level of information attained by the teacher dictates the output that the students are to offer in the classrooms. The author Thacker (2015) also points out that professional learning happens when the teachers collaborate and try to find a solution to common problems so as they can offer a response to their students. Nevertheless, it is concluded that the process of learning occurs with the replies to social participation. The theory further supports the need for the teachers to attain more professional knowledge that will impact on the student’s ability to learn social studies. The author also states that further research should be conducted to evaluate the teachers’ performances in training students.

On the other hand, this concept is linked to the cognitive theory based on the (SCT). An individual will then have the ability to tell the levels of interaction that the student has while in the society. The trainer will then draft ways of improving the communication techniques that are to be applied. Additionally, the theory can also help in the process of applying certain activities and the consequences that are attached to such practices. A student will also have the ability to identify the duties that are to be executed in a particular moment and the model of approach that is to be used during these times. Similarly, people are then classified as producers and products of social systems, distinguishing the model of solving various activities. Additionally, the merging of these theories creates a growing transnational interdependence placing a premium on a collective efficacy exercising control over personal destinies and national life.

SARAH YARDLEY, P. W. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 161-164.

The article discusses the importance of experiential learning in the education curriculum pointing out that an individual will only attain better results if applied appropriately. Innovative teaching is important to the educators as they will have an ideal way in which they can train students reducing chances of making mistakes. The article also elaborates the procedure that an individual will use in applying the experiential learning theories and the socio-cultural perspectives. Nevertheless, social learning theory is a speculative standpoint on the proceedings that experience and the learning concerns are substantially positioned in a social surrounding (SARAH YARDLEY, 2012). It is also stated that experimental learning offers guidance to a student (e.g. medical students) to express perfection any activity that is to be executed. The author also points out that the learners need to believe that they are accepted and are a legitimate part of the workstation. Conclusively, it will allow maximization of consequential learning even when unintended, opportunistic and unstructured.

The theory is linked to the selected theory through the ways that an individual executes certain activities in the society. For instance, students that are given a task to solve for the first time will hardly offer an accurate result as expected. Therefore, the experience is considered as a guide for the attainment of the required answers to the various communal problems. Secondly, the experience will also have a direct impact on the development of brain cells. Children will have the capability to identify activities that had earlier caused a negative response, thus reducing opportunities for creating similar mistakes. It will also help in shaping a child’s behavior in the society. Different organizations have unique ways in which activities are done that will then limit the incidences of violating the rules that have been set in the area. To the educator, they will have an ability to identify the tasks that can be well executed by a particular child. They will then have the best approach that will be used in helping the students that have a disability in finding various solutions to any problem.

LEAKE, M. D. (2014). Social Engagements with Contemporary Art: Connecting Theory With Practice. Art Education, 1-9.

The article argues for the relevance of contemporary art as a way of bridging the gap between theories and practices of teaching art. The article explains the level of interaction that the public generates from the art pieces that are provided to the society we live. It also offers a suggestion in the best ways that the educators can improve communication with the masses through art. It further expresses how the use of contemporary art can spark a dynamic social learning and how the theory can inform practice. Teaching with the use of art provides a wider opportunity to attain information from other sources other than in the classes alone. Observation is the key driver in the practices as the scholar uses they sight to tell the kind of information that is being protruded in the art piece. The articles further point out that the teaching or art out of the class offers a chance for the students to create a bond with the activities that are happening. According to the author, art pieces in the museums provide direct communication to the viewer about the past. It then creates a perspective on the way of life that was being witnessed in that community.

The theory has a link to the cognitive theory through an observation approach that a child may use while in the class. Drawing various objects stick in a child’s mind that will then help in class. As the child grows, they will then have the ability to distinguish certain objects and also relate drawings to the actual image being seen. The reflection will then offer a chance to the child to illustrate the ways of living that they experience or make a wish on the ways that they would like to live. Similarly, the child can then have an opportunity of creating a particular art piece based on their imaginations or desires. In the long run, the theory creates the need for perfection among the students as they wish to have a particular drawing based on detail. Nevertheless, such an action is witnessed as the child grows and starts selecting the type of act that they prefer. They will then present this option to a teacher through drawings that will then have to be modified by the educator. In the long run, the teacher will then information on the type of children that he is handling in class which then leads to the instance of limited directives given to a particular child in the class.