Social-Cognitive Theory proposes that learning occurs through observation and modeling of others within a social context. It emphasizes reciprocal determinism between personal factors, environmental influences, and human behavior. Key aspects include observational learning, where people observe and imitate models; cognitive processes like attention and retention that enable learning; and reinforcement that strengthens modeled behaviors. Social constructivism similarly posits that cognitive development occurs through social interactions and collaboration with others.

1. Social-Cognitive
Theory
Prepared by Gary P. Arsenia

2. Social-Cognitive Theory
• Is a combination of behavioral and cognitive
perspectives into a personality that stresses
the interaction of thinking human with the
social environment that provides learning
experiences.
• its perspective is focused on both internal
and external factors that led to the idea of
reciprocal determinism – the Person, the
persons behavior and the environment.

5. • Albert Bandura – claims that humans are
cognitive beings who possess active
processing of information. And such activity
plays a major role in learning, behavior, and
development.
• Humans are capable of making connections
between their behavior and its
consequences, then anticipate the
consequences that are likely to follow after
the performance of an action.

6. • Bandura theory was about the motivating
and self-regulating role of cognition in human
behavior.
• Skinners theory it is posited that learning
appears as a gradual process in which we
must act in order to learn.

7. • Modeling – refers to the observation and
learning of new behaviors from others. By
simply observing how others perform the
behavior, we are able to imitate what we
have observed.

8. In order to make observation a useful
cognitive function, we should benefit from it. In
fact, observation produces some benifits:
- First, it provides us with mental
representations that serve as guide before we
perform the behavior. An internal cognitive
variable makes the actual performance
possible.
- Second, it provides us with what to do and
what not to do.

9. We anticipate possible consequences based on
what we have observed from our models.
Practically, we do not imitate those who
become unsucessful in performance of a
behavior.
- Third, with use of cognitive representations,
we carefully organize things and create
mental pictures of ourselves. It is indeed an
advantage to be creative.
- Fourth, we learn from our personal and
vicarious experiences.

10. Personal experiences are those activities in
which we have actually engaged ourselves over
period of time. From this activities, we learn to
acquire new skills and knowledge. We also
learn from vicarious experiences – those that
we do not actually experience, but other
people have provided them for us.
Observational Learning –
Watching the behavior of others
(Models).

11. Processes of Observational Behavior
- Attention,
We pay close attention to what we would
like to imitate. Models catch our attention
because of their distinctive characteristics
which may include competence, intelligibility,
prestige, charisma,or power.

12. Retention –
For regular observation of models where
we pay close attention to, we create cognitive
symbols to retain information. We also create
associations of related actions through which
we remember verbal symbols.

13. Motor Reproduction –
This process involves the actual
performance of an observed behavior. We
produce what we have organized in our mind.
To do this, we need to develop motor skills in
the production of responces.

14. Reinforcement and Motivation-
We do not perform all the actions that we
have observed.

15. Attention and retention are cognitive in
nature. Motor reproduction and reinforcement
and Motivation called for metacognitive tasks.
It only shows that observational learning
starts from the simpliest process and moves to
the most complicated task that require thinking
about what we do and how to do it.

16. Important Descriptions of Modeling
Attention
- Use expressive gesture and body movements.
- Use a Juxtaposed form of modeling.
- Divide the skills to be learned into workable
segments
- Highlight those that are important.
- Repeat the modeled behavior and provide time
for practice.
Retention
- Connect the modeled behavior to the old or
familiar activity.
- Use Verbal descriptions to that label essential
action.
- Instruct students to utilize physical and cognitive
rehearsal.

17. Production
- Provide the necessary feedback while
monitoring the progress of modeled
behavior.
- Employ corrective or contructive
feedback.
Reinforcement
and
Motivation
- At the outset tell the students the
importance of adopting a modeled
behavior.
- Use direct and vicarious reinforcement to
strenghten the performance of modeled
behavior.

18. Social Constructivism
• For Lev Semeonovich Vygotsky (Russian
Jew and psychologist) Cognitive
deveopment is a social process. Cognitive
development is shaped by the
sociocultural contexts in which it occurs.
Cognitive development grows from our
own interactions with the other members
of our culture.

19. Vgotsky believe that complex forms of thinking
have their origins in social interactions.
Scaffolding by Jerome Bruner describes the
process of learning a new behavior by which a
more competent person (a teacher, a parent, or
skilled classmate) leads the child to a step by
step procedure in learning a new task.

20. Zone of Proximal Development (ZPD) – Of
Vygotsky, is an area where a child cannot
solve a problem alone, but may
successfully solve it with appropriate
assistance from an adult or skilled peer.

21. Bandura observational learning is most
important mechanism through which human
behavior changes.
Vgotsky people do not just learn by
simply observing the models. Cognitive
learning occurs in sociocultural contexts and
evolves out of interactions.
Aptly put, people develop their minds
through social interactions, as they become co-
constructors of meaning and work together
with the problem solving task.

22. Social constructivism has recognized
the following
• Learners can make sense of new experiences
by relating them to their own previous
experiences. In this way, they can make
meaning out of their old experiences and
understand them better.

23. • Memorizing facts and reproducing
information on tests are not the paths to
develop a deep and flexible understanding of
any subject. Mere memorization does not
lead to better understanding of the material
to be learned.

24. • Learning is something that the learner does,
not something that is done to the learner.
• It is true that learning is what students
experience and not what we do to them.
• Learning is what they do with the
information and not what we require them to
do.

25. • Effective teaching involves continual probing
of the nature of student understanding.
• Knowing their strengths and weaknesses will
give us a better insight into their ways of
thinking and ways of doing things.

26. • Deeper understanding
includes gaining insights
into the connections
between disciplines and
knowledge they use in
understanding them.

27. • Superficial and encapsulated learning is the
result of teaching and curricula that
emphasize the coverage of content. It means
that the lessons provided in the classroom
should be meaningful because learning is a
continuous process.
• Should be made authentic in such a way that
each lesson is connected to the next lesson
and the next lesson to another,
• Discussion must connected to the real world.

28. • Reflective practice is vital part of effective
teaching.
• It means that teachers provide activities that
promote student learning.

29. There are 3 basic premises that
undergird the constructivist
instructionalapproach.
• Knowledge and understanding are activately
acquired.
• Knowledge and understanding are socially
constructed in dialouge with others.
• Knowledge and understanding are created
and recreated.

30. Components of Constructivism
Contructivism is a theory that describes
how we learn to construct our experiences
through interactions in the environment.

31. The important components in
constructivism
• Discovery learning is an approach to learning
that accounts for our active involvement.
• Inquiry learning is associated with john
dewey s scientific principle learning.
• Cooperative learning encourage total
cooperation and partcipation.

32. - There must be mixed ability grouping.
- Clear guidelines and goals should be
properly communication.
- Individual task should task should be
delegated to encourage the spirit of
interdependent.
- The amount of time needed to finish the
task should be should be made clear.
- There must be assessment that evaluates
the performance of each member in the
group.

33. • Individualized learning is designed to meet
the individual needs of students.
• Learning with technology is also known as
computer –aided instruction.