Social-Cognitive Learning Theory Lesson Plan

Instructor: Maria Airth

Maria has a Doctorate of Education and over 20 years of experience teaching psychology and math related courses at the university level.

Observational learning is the focus of this lesson plan on social-cognitive learning theory. Students will discuss concepts and actively engage in the process of observational learning to solidify knowledge.

Learning Objectives

After this lesson, students will be able to:

  • Describe social-cognitive theory
  • Demonstrate understanding of social-cognitive theory through active use
  • Identify multiple models and explain one model in depth

Length

1 - 1.5 Hours

Curriculum Standards

  • CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  • CCSS.ELA-LITERACY.RI.11-12.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

  • CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Materials

  • Printed transcripts of the Social-Cognitive Learning Theory: Definition and Examples] video lesson and hard copies of the lesson quiz
  • Audio/visual equipment
  • Common actions listed on individual slips of paper, such as:
    • Jumping jack
    • Draw a square
    • Draw a triangle
    • Push-up
    • Make a paper airplane
    • Swing a hoola-hoop on your arm
    • Braid hair (or yarn)
  • Hat (or bucket)

Instruction

  • Have a discussion with students about how people learn new things. Ask:
    • In what ways do we learn?
    • How do infants learn?
    • Is everything we learn explicitly taught?
  • Tell students that you will be discussing social-cognitive learning theory. Ask what they think 'social-cognitive learning' means.
  • Hand out transcripts of the Social-Cognitive Learning Theory: Definition and Examples video lesson.
  • Encourage students to follow along in the transcript while they watch the video and highlight (or underline) any information that is particularly important.
  • Begin the video lesson, pausing at time marker 3:49 to discuss:
    • What is social-cognitive theory?
    • Can you recall the assumptions of social-cognitive theory, without looking?
    • What do you think the implications of this theory are on human behavior?
    • In what areas of society do you think this means of learning is most evident or important?
  • Continue the video, pausing at 5:54. Ask:
    • Why do you think models need to have prestige and power?
    • Why do you think some people begin to model negative or damaging behavior?
    • How does this behavior fit into the theory's assumptions on model characteristics?
  • Finish the video. Discuss:
    • Do you think that all punishments of models lead to the observer refraining from the observed behavior? Why or why not?
    • What is the main application of the information about social-cognitive learning theory?
  • Hand out the lesson quiz. Go over each question and answer with the class after they have finished it.

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