In the first meaning, modeling refers to performing or demonstrating a desired new behavior or skill, as when a teacher or classmate demonstrates polite behaviors or the correct solution to a math problem. In this case we say that the teacher or classmate models the desired behavior, either deliberately or in the course of other ongoing activity. Students observe the modeled behavior and (hopefully) imitate it themselves. Research repeatedly shows that modeling desired behaviors is an effective way to learn new behaviors, especially when the model is perceived as important (like the teacher), similar to the learner (like a student's best friend), or has a warm, positive relationship with the learner (like the teacher or the student's friend) (Bandura, 2002; Gibson, 2004). Modeling in this sense is sometimes also called observational learning. It has many of the same properties as the classic operant conditioning discussed in The Learning Process, except that reinforcement during observational learning is witnessed in others rather than experienced by the learner directly. Watching others being reinforced is sometimes called vicarious reinforcement. The idea is that if, for example, a student observes a classmate who behaves politely with the teacher and then sees that classmate receive praise for the behavior (vicarious reinforcement), the student is more likely to imitate the polite behavior that he saw. As in classic operant conditioning, furthermore, if the student observes that politeness by classmates is ignored (extinction or no reinforcement), then the student is much less likely to imitate the politeness. Worse yet, if the student observes that negative behaviors in others lead to positive consequences (like attention from peers), then the student may imitate the negative behaviors (Rebellon, 2006). Cursing and swearing, and even bullying or vandalism, can be reinforced vicariously, just as can more desired behaviors.
Modeling in this first sense of a demonstration connects instructional goals to students' experiences by presenting real, vivid examples of behaviors or skills in a way that a student can practice directly, rather than merely talk about. There is often little need, when imitating a model, to translate ideas or instructions from verbal form into action. For students struggling with language and literacy, in particular, this feature can be a real advantage.
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