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Bringing Learning to Life

  • Writer: Stefanie Mc-E
    Stefanie Mc-E
  • Jun 7, 2024
  • 6 min read

Updated: Jun 24, 2024


Me dresses as DaVinci's Mona Lisa for World History Day.

In the dynamic world of education, innovative approaches to teaching are essential to ignite curiosity and foster a deep understanding of complex subjects. One such approach that has proven to be exceptionally effective is the integration of social learning and direct interaction with experts into the curriculum. This method not only enriches the educational experience but also anchors abstract concepts in tangible, memorable activities. A shining example of this is the World History Day event organized for my 7th-grade students, where history is not just taught but lived.


The Theory Behind Social Learning

Albert Bandura’s Social Learning Theory proposes that learning occurs within a social context and is facilitated through observation, imitation, and modeling. According to Bandura, people learn new behaviors and skills not only by doing but also by watching others, particularly those who are considered experts or role models (Bandura, A., & Walter, R.H. 1971). This theory emphasizes the importance of observing and modeling behaviors, attitudes, and emotional reactions of others.


When students interact with experts, they engage in a powerful form of learning that goes beyond the mere acquisition of information. They observe how experts think, solve problems, and apply techniques in real-time, which helps them internalize these processes and replicate them in their own learning (Cherry, K. 2022).


Strengths of Social Learning

  1. Observational Learning: Social learning theory excels in explaining how individuals learn new behaviors by watching others. This is particularly effective in complex subjects where observing a model can clarify intricate processes and skills (Cherry K. 2023). For example, in a science class, students can observe a teacher or an expert conducting an experiment, which helps them understand the steps and techniques involved.

  2. Motivation and Engagement: By interacting with experts, students are often more motivated and engaged. Seeing a skill or behavior demonstrated by a proficient individual can inspire students to strive for similar mastery. This is evident in activities like live demonstrations and performances, where the expertise and enthusiasm of the demonstrators can captivate and motivate students.

  3. Real-World Application: Social learning emphasizes learning in context. This aligns well with experiential learning, where real-world application enhances understanding and retention. For instance, making corn tortillas in a history lesson about early American civilizations allows students to connect theoretical knowledge with practical skills, reinforcing their learning through direct experience.

  4. Collaborative Learning: Social learning theory supports the idea that learning is a social activity. This promotes collaborative learning environments where students learn from each other as well as from experts. Kagan Cooperative Learning Structures provide a practical framework for implementing this aspect of social learning in the classroom. Kagan structures encourage student interaction and teamwork through activities that require positive interdependence, individual accountability, equal participation and simultaneous interaction. These cooperative learning strategies ensure that all students are actively engaged and learn from their peers, further reinforcing the social nature of learning.

A meme I created to represent Situational Learning.

Weaknesses and Critiques of Social Learning

While social learning theory offers valuable insights, it is not without its critiques. Understanding these critiques involves comparing social learning with other learning theories, such as behaviorism and cognitivism.

  1. Overreliance on Modeling: One critique is that social learning theory may overemphasize the role of modeling and imitation at the expense of other learning processes. For example, behaviorism focuses on direct reinforcement and punishment as primary learning mechanisms, which can be observed and measured more easily than internal cognitive processes (McLeod, S. 2023).

  2. Limited Attention to Internal Processes: Cognitivism argues that social learning theory does not sufficiently account for internal mental processes, such as how information is processed, stored, and retrieved. Cognitivism emphasizes understanding the mental structures and processes that underlie learning, which can be seen as a more comprehensive approach to understanding how learning occurs (Cherry, K. 2022).

  3. Context Dependence: Social learning is highly context-dependent, which can be a limitation in environments where expert models are not readily available. Behaviorism, on the other hand, provides a more structured approach that can be applied consistently across different contexts through controlled stimuli and responses.

  4. Potential for Mislearning: It is also a possibility that social learning can lead to the adoption of inappropriate or undesirable behaviors if the models themselves display such behaviors. This contrasts with cognitivism, which focuses on the learner’s internal regulation of knowledge and can mitigate the influence of negative external models.


World History Day: A Case Study in Social Learning

The World History Day event I plan and organize for all of the 7th graders at my school to experience, not just my students, exemplifies the synergy between social learning and experiential education. Here’s how the day unfolds and its educational impact:

  • Immersive Historical Representation

    • Costumes and Role-Playing: Students and staff come dressed as historical figures or elements from the curriculum. This act of embodying historical characters encourages students to explore deeper into their studies, fostering a personal connection to the material. For instance, dressing as salt to represent the West African gold and salt trade or as the Mona Lisa to reflect Renaissance art makes history tangible and relatable.

  • Live Demonstrations and Expert Interaction

    • Jousting Tournament: A live jousting tournament by Imperial Knights LIVE provides an intense understanding of medieval chivalry, combat, and the skills required to be a knight. Students learn not just by listening but by seeing and interacting with experts who bring history to life. They observe the precision, discipline, and techniques involved in jousting, which enhances their appreciation and understanding of the historical context.

    • Shakespearean Performances: Watching and participating in performances by professional Shakespearean actors from Storïwr helps clarify Elizabethan drama and literature. Students gain insight into the language, themes, and cultural significance of Shakespeare’s works through direct engagement. By observing the actors’ interpretations and expressions, students learn about dramatic techniques and the subtleties of performance art.



  • Hands-On Activities

    • Corn Tortilla Making: Learning to make corn tortillas with masa and then enjoy consuming their creation with butter connects students with the agricultural practices and daily life of early American civilizations. By observing and replicating the steps demonstrated by the experts, students gain practical skills and historical knowledge simultaneously.

    • Bamboo Brush Painting: Creating bamboo brush stroke paintings with sumi ink, bamboo brushes and rice paper introduces students to East Asian art techniques and aesthetics. This artistic endeavor encourages an appreciation for cultural diversity and artistic expression. Students observe the experts’ brush techniques and try to imitate the strokes, developing a deeper understanding of the art form.

    • Mesoamerican Games and Renaissance Inventions: Playing Pok-A-Tok and constructing inventions using principles from Renaissance scientists merge physical activity with intellectual creativity, promoting teamwork and problem-solving. By observing how experts explain and facilitate these activities, students learn effective strategies and historical contexts that enhance their engagement.


  • Cultural Performances

    • Taiko Drumming: The Taiko Drumming performance by the Taiko Project combines music, history, and physical activity. Students not only witness a powerful cultural tradition but also participate, enhancing their rhythmic skills and cultural awareness. By observing the drummers’ techniques and rhythms, students learn the intricacies of Taiko drumming and gain an appreciation for this art form.


Impact on Learning and Engagement

Bringing field trips and expert-led activities to campus, like the World History Day event, yields significant benefits for learning and engagement. This approach transforms passive learning into an active, immersive experience with several benefits. Students remember historical facts and concepts better when they are associated with memorable activities, enhancing retention. The interactive nature of the event captures students’ interest and motivates them to learn more, increasing engagement. Additionally, activities that require problem-solving, creativity, and collaboration help students develop essential life skills. Finally, exposure to diverse cultural practices fosters an appreciation for global history and cultural diversity.


Conclusion

The integration of social learning and expert interaction into education, as demonstrated by the World History Day event, offers a powerful tool for enhancing student engagement and understanding. By moving beyond traditional classroom instruction and incorporating hands-on activities, live demonstrations, and expert insights, educators can create a vibrant, immersive learning experience. This approach not only makes learning more enjoyable but also ensures that students develop a deeper, more lasting understanding of the subjects they study. Through observation, imitation, and modeling, students gain invaluable skills and knowledge that prepare them for lifelong learning. However, it is also essential to recognize the limitations of social learning and complement it with other theories to provide a well-rounded educational experience.

References


Bandura, A., & Walters, R. H. (1971). Social learning theory (Vol. 1). General Learning Press.







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© 2024 by Stefanie McHorney-Enokian

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