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02 w terri mccoy-unit 2 blog activity 1
- 1. Learning Theories ETEC 424-02W By Terri McCoy
- 2. Purpose This project will examine the learning theories of Behaviorism, Cognitivism, Constructivism and will provide an overview of the authors beliefs about what may be the best approach to design instruction to enhance learning in the classroom.
- 4. Behaviorism • The Behaviorism Theory contends that the consequences of actions are very important and that actions followed by positive reinforcements are more likely to occur again. • “An example of this can be seen in a simple math problem such as 2+4=6. The equation is the stimulus and the proper answer is the associated response” (Ertmer, P., Newby, T. 1993). • “The key elements are the stimulus, the response, and the association between the two” (Ertmer, P., Newby, T. 1993). This Photo by Unknown Author is licensed under CC BY-SA-NC
- 5. Cognitivism • Cognitive theories focus more in the acquisition of knowledge and how it is “received, organized, stored and retrieved by the mind” (Ertmer, P., Newby, T. 1993). • Emphasis is more on the organization of the thinking process of the student (Ertmer, P., Newby, T. 1993). • An example would be the use of graphic organizers to help students organize the relationship between new and prior knowledge. This Photo by Unknown Author is licensed under CC BY-SA-NC
- 6. Constructivism • “Constructivism is a theory that equates learning with creating meaning from experience” (Ertmer, P., Newby, T. 1993). • “What we know of the world stems from our own interpretations of our experiences” (Ertmer, P., Newby, T. 1993). • Examples by educators could be demonstrations, discussions and examples as well as corrective feedback (Ertmer, P., Newby, T. 1993). This Photo by Unknown Author is licensed under CC BY-NC
- 7. Behaviorism Cognitivism Constructivism • While this theory has some merit, it aligns least with my Teaching philosophy. • The reliance on positive reinforcement to retain knowledge does not facilitate deep cognitive processes for the sake of knowledge itself instead focusing on the reward. • This theory delves into teaching students how to learn instead of simply filling their minds with knowledge needed for a test. • Teaching skills for the organization of knowledge and retrieval processes can be nothing but an asset to students. • For these reasons this theory aligns with my teaching philosophy. • This theory explains that students learn from their own experiences. • An educator can facilitate learning for students utilizing this theory by creating experiences in the classroom that students can be actively involved in. • This exactly follows my teaching philosophy.
- 8. • Include ideas from the Cognitivism Theory to organize students thoughts and bring understanding of new information by building on prior knowledge. My Teaching Philosophy • Include ideas from the Constructivism Theory creating a learning environment where students have meaningful experiences they will be able to draw from for a deeper understanding of information being taught. Organize Thoughts Build On Prior Knowledge Meaningful Experiences Encourage Deep Understanding 2 1 3 4
- 9. Cognitivism Theory In My Classroom • Using the Cognitive Theory, in my classroom we will use many techniques to facilitate how information is “received, organized, stored and retrieved by the mind” (Ertmer, P., Newby, T. 1993). • Engaging in lectures, lecture discussions with open ended questioning strategies and giving examples are methods I will use to help students receive information. • I will help students organize their thoughts by teaching organizational strategies and note taking techniques as well as utilizing graphic organizers and mapping. • After explaining why new knowledge is important to students, I will use differentiational strategies to ensure students know how to apply knowledge in different contexts and build lessons from prior knowledge thereby ensuring that the new information will be stored in students minds (Ertmer, P., Newby, T. 1993).
- 10. Constructivism Theory In My Classroom • The fact that “learning is the process that allows people to build up skills as a result of personal experience” (von Glaserfeld, E. 1993) leads me to want to create a classroom where students can truly experience the content I wish to teach. • I will create a classroom where students can solve a problem using their own logic and power of observation (Vianna, E., & Stetsenko, A. 2006). • My curriculum will consist of hands on experiments where the students can use the processes of science to observe, ask questions, hypothesize, experiment, analyze and report on experiences I have created for the purpose of facilitating a deep understanding of concepts and ideas.
- 11. References Danosongs royalty free music, Electronic-Upbeat, Inspirabeat, Retrieved from https://danosongs.com/ Ertmer, P., Newby, T. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4). Retrieved from http://vcs.ccc.cccd.edu/crs/special/ertnew1.htm (accessed July 30, 2006) Vianna, E., & Stetsenko, A. (2006). Embracing History through Transforming It: Contrasting Piagetian versus Vygotskian (Activity) Theories of Learning and Development to Expand Constructivism within a Dialectical View of History. Theory & Psychology, 16(1), 81–108. https://doi-org.proxy.tamuc.edu/10.1177/0959354306060108 von Glaserfeld, E. (1993). Learning and adaptation in the theory of constructivism. Communication & Cognition, 26(3–4), 393–402. Retrieved from https://login.proxy.tamuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=tr ue&db=psyh&AN=1994-24228-001&site=ehost-live
Editor's Notes
- Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- Notes to presenter: What did you think at first? What obstacles did you encounter along the way? How did you overcome those obstacles? What images can you add to support your process? This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- Notes to presenter: What was important about this learning experience? How is it relevant to your course, yourself, or your society or community? Why is this significant? This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors.
- Notes to presenter: What steps will you be taking as a result of this learning experience? Did you learn from any failed experiences? How will you do things differently? What advice will you give to others so they can learn from your experiences? How can you share what you learned with a real-world audience? Some examples of next steps might be: After delivering my first persuasive presentation, I am thinking about joining the debate team. After making my first film, I’m considering entering it in our school film festival or local film festival. After connecting with this career expert, I’d like to do some research on that career field because it sounds interesting to me. This SmartArt allows you add images and text to help outline your process. If a picture is worth a thousand words, then pictures and words should help you communicate this reflection on learning perfectly! You can always click on Insert>SmartArt to change this graphic or select the graphic and click on the Design contextual menu to change the colors. Feel free to use more than one slide to share your next steps. It also helps to add some video content to explain your message.