The following essay provides the reader with a quick understanding of observational learning and how it can be implemented in the classroom. The article first explores a practical definition of observational learning, primarily through the concept of modeling and vicarious learning. The second part addresses the roles of the teacher and the environment. The article then discusses how observational learning can be used to teach positive attitudes and effective thinking skills, also achieved through vicarious learning. “Scaffolding,” a learning strategy that uses observational and vicarious learning, is explored in the final section of this article. Observational learning is essentially learning by observing others, called models. There are three factors that involve modeling: the model or person being observed; the learner or person observing the model; and reinforcement, which partly determines which behaviors will be repeated (Chance & Krause, 2009). Primary or secondary reinforcements are used to decrease or increase the likelihood of future behaviors. There are four higher order cognitive activities involved in observational learning. The learner must pay attention to observe crucial details relating to the model's actions; the information must be memorized for later retrieval; there must be the motivation or desire to reproduce what has been observed; and then successfully reproduce the behavior (Chance & Krause, 2009). Observational learning can help learners develop motor skills and hand-eye coordination, for example when learning to play tennis or baseball; help learn effective social skills when interacting with peers or with someone who represents a different culture; o...... middle of document ...... the whole process of scaffolding, but usually occurs during the initial phase where a strategy is communicated to students that will achieve a desired learning outcome. There are a number of ways to introduce a strategy, including: demonstrating, modeling, or thinking aloud while completing a task that applies to the strategy. It is also necessary to allow for feedback at the end of a scaffolding session so that students can provide the teacher with ideas on how to improve the learning process and as an opportunity to reinforce new skills learning (Vockell, 2004) Works Cited Chance, P. and Krause, MA (2009). Learning and Behavior: Active Learning Edition (6th ed.). Belmont, CA: Wadsworth. Vockell, E. (2004). Educational psychology. Educational psychology. Accessed December 15, 2011 from http://education.calumet.purdue.edu/vockell/edPsybook/