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Unformatted text preview: his is where the
motivation sub-processes become important. You can help by showing students
the benefits of what has been modeled and by managing the risks involved in
performing a new behavior.
The benefits of a modeled behavior can be established through direct,
vicarious, and self-reinforcement opportunities (Bahn, 2001). For example, if
students are reinforced directly for a behavior or see others being reinforced for a
behavior, they are more likely to engage in that behavior. Students can also selfreinforce by monitoring the positive effects of their behavior. For example, they
might keep track of their own progress in learning a new skill for example.
Remember that learning something new or different can be hard at first.
Also, learners’ first attempts at applying what they are learning are likely to be
awkward and unskilled. Support learners at these times by providing
encouragement such as, “It is hard right now, but with practice it will get easier.”
You might also schedule class time so that students can share their experiences as
they try to implement what they are learning. Beyond providing the 23 aforementioned opportunity for feedback, these discussions may help students
understand that it is possible to get better with practice, and that their difficulties
are not necessarily unique or the result of a lack of ability.
Here are some additional ideas for incorporating observational learning
into your classroom.
• Use role-playing to teach social behaviors to students. For
example, young children might role-play how to approach others to
ask them if they can play with them. • When presenting content, also consider demonstrating to students
any strategies or techniques you use to help you learn this type of
content. Review of Modeling Effects
In review, modeling can influence both performance and learning. The
inhibitory effect, the disinhibitory effect and the facilitating effect are the three
types of performance effects. Observational learning is the term reserved for
acquiring new understa...
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- Spring '08