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COALITION
INFLUENCED
LEARNING
 THEORISTS

KIM CHRISIANNE LEAN SHELLA MARIE

 CIL OVERVIEW

Coalition-Influenced Learning (CIL) focused on how learning occurs with

a certain circle of friends. This learning theory was constructed based
on our own experiences when we were in high school.
Friendships provide a social context that can facilitate learning,
depending on the dynamics and behaviors within the friendship. Positive
and supportive friendships tend to have a beneficial impact on learning
outcomes.
 CIL OVERVIEW

Studying with a friend will improve your learning and help you to do
better academically. One South Australian study from 2014 shows that
23% more university students passed when studying with a buddy than
those who studied alone.
 CIL OVERVIEW

Whether you’re ten or twenty years old, the data tells the same story.
According to 2019 research published in the journal Educational
Psychologist, school students with no friends received lower grades and
were less academically engaged compared to those with even just one
friend. In another study, adolescents working together took part in more
exploratory behaviour, learned faster, and completed tasks better than
they did working alone.
 CIL OVERVIEW

Why is this the case? Findings point to higher motivation, better

learning retention and greater engagement with tasks as some of the
benefits of learning with friends. Plus, there are practical benefits;
friends often share class notes, strategies for time management and
useful study tools with each other. It’s a win-win for everyone.
CIL CHART
 INSTRUCTIONAL
When presenting science lessons to different
groups of learners with varying goals and
DELIVERY
desires, it is crucial to provide a variety of
activities that cater to their individual needs.
Here are some suggestions for activities that
can engage and motivate learners with
different goals and desires:

Differentiation and personalized learning:

Create different pathways or options for
learners with different goals and desires. Offer
a range of activities with different levels of
difficulty, allowing learners to choose the ones
that align with their interests and objectives.
INSTRUCTIONAL
DELIVERY Multimedia Resources: Utilize videos, animations,
online simulations, and interactive software
that provide dynamic and engaging
representations of scientific concepts. These
resources can cater to different learning
preferences and help clarify complex ideas.

Role-play and simulations: Encourage learners

to actively participate in role-plays and
simulations to understand and experience real-
world scientific scenarios. This helps younger or
less motivated learners to connect science
lessons with real-life applications.
INSTRUCTIONAL
DELIVERY Collaborative activities: Promote teamwork
and collaboration through group projects,
where learners work together to solve
scientific problems or develop hypotheses. This
encourages peer learning and motivates
learners who thrive in social settings.

Project-based learning: Assign open-ended and

hands-on projects that allow learners to
explore a specific topic or problem deeply. This
allows learners to work towards their own
goals and desires while applying scientific
concepts in a meaningful way
 THANK YOU FOR
YOUR ATTENTION!