The following essay provides the reader with a summary understanding of observational learning and how it can be implemented within the classroom. The paper first explores a workable definition of observational learning primarily through the concept of modeling and vicarious learning. The second part discusses the role 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. The last section of this article explores “scaffolding,” a learning strategy that uses observational and vicarious learning. Observational learning is basically learning by observing others, called models. There are three factors involved in modeling: the model or person being observed; the learner or the person observing the model; and reinforcement, which partially determines behaviors that will be repeated (Chance & Krause, 2009). Primary or secondary reinforcers are used to decrease or increase the likelihood of future behaviors. There are four higher-order cognitive activities involved in observational learning. The student must pay attention to observe crucial details regarding the model's actions; information must be stored so that it can be retrieved at a later time; there must be the motivation or desire to reproduce what was observed; and thus successfully reproduce the behavior (Chance & Krause, 2009). Observational learning can help students with fine motor skills and hand-eye coordination, such as when learning to play tennis or baseball; assist in learning effective social skills when interacting with peers or someone representing a different culture; or...... half of the document ...... the entire scaffolding process, but generally occurs during the initial phase where a strategy is communicated to students that will achieve the desired learning outcome. There are several ways in which you can introduce a strategy, including; demonstrating, modeling, or thinking aloud while performing a task that applies to the strategy. It is also necessary to allow feedback during 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 learning skills (Vockell, 2004)Works CitedChance, P .and Krause, M.A. (2009). Learning and behavior: Active learning edition (6th ed.). Belmont, CA: Wadsworth. Vockell, E. (2004). Educational psychology. Educational psychology. Retrieved December 15, 2011, from http://education.calumet.purdue.edu/vockell/edPsybook/