|
How Can I Use Social Learning Theory in My Setting?
Basically,
you can use Social Learning Theory (SLT) in your work with youth by either:
- adopting
curricula that are based on SLT, or
- adapting
your current curriculum or program by adding key elements of SLT.
If you are
interested in adopting a curriculum which is already based on SLT (among
other learning theories), check out the following curricula:
If you are
interested in incorporating SLT into the curriculum you currently use,
the following checklist and corresponding tips have been designed to help
you:
| Checklist
for Educators |
Tips
for Incorporating SLT in your Curriculum
(applicable SLT concepts appear in parentheses) |
| 1.
Do you teach youth skills? |
- Review
your program goals and learning objectives to determine what
behavioral skills you can teach youth that are consistent with your
program. Possible behavioral skills fall into four categories:
- Interpersonal:
communication, negotiation, setting limits, etc.
- Intrapersonal: values clarification, analyzing situations,
self-talk, etc.
- Resource-related: locating information from adults,
agencies, internet
- Product-related: using condoms, contraceptives, and
other protective products
(Behavioral
Capability)
|
| 2.
Do you model each of the skills you are teaching youth? |
- Model
all skills being taught.
- If
it is not possible or permissible to model the skills yourself,
show a current video or clip from a popular TV show that models
the skills. If possible, work with a student who
can model the skill correctly for other students.
- Modeling
is most effective when the person being observed is influential,
respected, and/or considered to be like the observer.
(Observational
Learning)
|
| 3.
Do you provide youth with the information they need to implement
each new skill? |
- Provide
information that youth need to support their use of the skill.
For example, if you are teaching them how to use a condom,
share information
about effectiveness rates, where to get condoms, how to
choose
them, etc.
- Explain
why the skill is beneficial, as well as each step needed to use
the skill correctly.
(Behavioral
Capability)
|
| 4.
Do you have each youth practice the skill during the teaching
session? |
- Provide
opportunities for youth to practice the skill and receive
feedback
on their techniques. For example, you can invite them to
practice
communication skills through role play with you or other
students.
Or
if youth are learning to use condoms, they can practice the steps
for putting
a condom on an artificial model in the classroom.
(Behavioral
Capability)
|
| 5.
Do you check in with youth to see if they believe that the
new skill/behavior will work? |
- Youth
must believe that a skill or behavior is useful and effective
before
they invest their attention. If they are not convinced the
skill
will work for them, they may lack interest or motivation to learn
it.
(Expectations)
|
| 6.
Do you assess whether your students feel confident they can
correctly use the new skill? |
- Educators
should determine their students' level of confidence in using
a skill
by:
- Observing
their skill practice;
- Promoting
discussion with them about their practice experience,
which
may surface doubts or perceived barriers to confidently using
the
skill;
- Conducting
a brief anonymous survey after the skill-building session
to
elicit questions or concerns that remain.
(Self-efficacy)
|
| 7.
Do you have your students apply what they are learning by having
them interact with their school or community? |
- Encourage
students to interact with their school or community to help
them
understand and recognize how environment affects behavior.
Assist
them in learning how they can make a positive change through
their
school or community environment. Examples of interaction
may
include activities such as planning an educational campaign for
their
school or community, conducting a survey, designing a poster display,
writing multi-media public service announcements, etc.
(Reciprocal
Determinism)
|
| 8.
Do youth receive praise for correctly practicing the new skill? |
- Educators
should praise students to build their confidence and reinforce
their
interest in trying out new skills.
Practice scenarios can include verbal or non-verbal praise, like
applause, for
the practice 'performers.' Incentives like stickers, sweets, or
ribbons can
also serve as rewards for practicing and learning new skills in
the classroom.
(Reinforcement)
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