I remember looking at these back in teacher training. I consider myself a constructivist, but revisiting these has really made me think about the use of that term. I certainly feel that I do a lot of inquiry work with my students, but there are times when i resort to 'chalk and talk' methods of instruction - a far more behaviorist approach. that said, I think now I'm a bit older and wiser I can recognise that each learning approach has its benefits and drawbacks in the classroom.
Students sometimes need structure and want to be given the information, they are then able to move on themselves after being placed on 'the right path' and construct their knowledge more effectively. At times, as a teacher, I need to error correct to keep them going in the right direction and resort to less constructivist strategies once more. I don't think any of these learning theories are mutually exclusive. They should be adapted to class.
Having read a little bit on the various learning theories out there, I do feel that any learning or teaching is actually a combination of several theories. Since my experience in school is very limited (to the extent that i have none...:)) I can only talk of my experience as a mother and as an employee.
My 2.5 year old daughter clearly learns in a combination of ways.
1. Behaviorism: I expressly forbade her from touching the flame on a candle several times ( I tried to take the constructivist approach with her. I tried to understand that she is curious about fire and I tried to explain to her the consequence of her touching the flame - major pain!) but she insisted on trying it out herself. Finally, I just had to let her, instead of fighting her over it. She burnt her finger and learnt a very important lesson. Now if I light a candle, she immediately tells me to be careful because it can hurt...I think this was a stimulus/response 'event'.
She used to throw her food around when she was little. I began to take the food away if she started to throw it around, and to tell her the meal was over. Basically i let her go hungry for a few hours. Over time, she realized throwing food meant no food. She has pretty much stopped doing that now (although sometimes I think she does it just to see my reaction...)
2. Observational Learning: As she's gotten older (and more communicative) I realize she imitates a lot of things I do. I try to use good vocabulary around her, in context. I noticed she internalized it, over a few days, she'd figure out the meaning of a word like 'investigate' or 'profusely' or "i'm proud of you" and say it back to me in absolutely the right context. Now that I've read the learning theories, I think it's an example of Acquired and Performed Behaviour.
3. Cognitivism and Constructivism perhaps are learning theories better applied to older people. But already I notice her beginning to make stories up based on stories I told her in the past. Except that she changes the stories, mixes characters from different stories, combines fantasy and reality. If I ask her now why someone is crying, she comes up with explanations that fit her own experiences "She's crying because she's hungry", "She's crying because she is sad", "She's sad because her mum took her scissors away" etc. Obviously she is already beginning to view the world through her own tinted glasses. And she's making assumptions and conclusions about the world based on her experiences.
I feel like my job as a parent is to encourage her to think beyond what is obvious. To encourage her to explore the world (for example in the pool, comparing how a rock behaves in the water, vs how a ball does - sink vs float). Sometimes, experimentation is the best way to learn something.
It seems to me as if behaviorism and observational learning are almost the foundations of cognitive and constructivist learning.
I would love to hear your experiences too. How are older children different? The other thing is, I find it much easier to talk about her learning than I do about mine... What is it like for you?
I found this presentation online on learning theories and technology. I summarize some points below:
1. Behaviourism & Tech. - Drill and Practice (immediate response to student input)
2. Social Cognitivism & Tech. - Teacher shows models of completed multimedia project and students create their own. Students use own ideas. Positive reinforcement through successful completion of project.
3. Multiple Intelligences - Linguistic students can do written descriptions of multimedia project, Bodily Kinesthetic can draw on the computer, Musical learner can create songs for multimedia project, Interpersonal students can collaborate and communicate with peers on the project.
4. Constructivism - Students are 'scientists' observing and collecting info for their multimedia projects. Students engage with each other, collaborate. Personal responsibility for the work. Students use planning, assessment and analysis skills when working on project (developing higher order critical thinking skills).
Great presentation thanks Megha! I really like how it covers the theory, but then crucially goes on to give examples of how it can be applied in the classroom.
@Megha: Regarding constructivism, I don't think it applies primarily to older children/adults.
Young children learn through exploring and testing anything new they encounter against their existing knowledge, by experimenting and inquiring (e.g, touching things, tasting things, taking things apart, asking questions), and then they construct new understandings based on this, as you already described your daughter doing.
In fact, I would say babies and young children learn more through exploration and experimentation (constructivism) than through anything else. It is how they make sense of the world. However, as you said, many learning situations involve a combination of constructivism, cognitivism and behaviourism.
I remember looking at these back in teacher training. I consider myself a constructivist, but revisiting these has really made me think about the use of that term. I certainly feel that I do a lot of inquiry work with my students, but there are times when i resort to 'chalk and talk' methods of instruction - a far more behaviorist approach. that said, I think now I'm a bit older and wiser I can recognise that each learning approach has its benefits and drawbacks in the classroom.
ReplyDeleteStudents sometimes need structure and want to be given the information, they are then able to move on themselves after being placed on 'the right path' and construct their knowledge more effectively. At times, as a teacher, I need to error correct to keep them going in the right direction and resort to less constructivist strategies once more. I don't think any of these learning theories are mutually exclusive. They should be adapted to class.
Having read a little bit on the various learning theories out there, I do feel that any learning or teaching is actually a combination of several theories. Since my experience in school is very limited (to the extent that i have none...:)) I can only talk of my experience as a mother and as an employee.
ReplyDeleteMy 2.5 year old daughter clearly learns in a combination of ways.
1. Behaviorism: I expressly forbade her from touching the flame on a candle several times ( I tried to take the constructivist approach with her. I tried to understand that she is curious about fire and I tried to explain to her the consequence of her touching the flame - major pain!) but she insisted on trying it out herself. Finally, I just had to let her, instead of fighting her over it. She burnt her finger and learnt a very important lesson. Now if I light a candle, she immediately tells me to be careful because it can hurt...I think this was a stimulus/response 'event'.
She used to throw her food around when she was little. I began to take the food away if she started to throw it around, and to tell her the meal was over. Basically i let her go hungry for a few hours. Over time, she realized throwing food meant no food. She has pretty much stopped doing that now (although sometimes I think she does it just to see my reaction...)
2. Observational Learning: As she's gotten older (and more communicative) I realize she imitates a lot of things I do. I try to use good vocabulary around her, in context. I noticed she internalized it, over a few days, she'd figure out the meaning of a word like 'investigate' or 'profusely' or "i'm proud of you" and say it back to me in absolutely the right context. Now that I've read the learning theories, I think it's an example of Acquired and Performed Behaviour.
3. Cognitivism and Constructivism perhaps are learning theories better applied to older people. But already I notice her beginning to make stories up based on stories I told her in the past. Except that she changes the stories, mixes characters from different stories, combines fantasy and reality. If I ask her now why someone is crying, she comes up with explanations that fit her own experiences "She's crying because she's hungry", "She's crying because she is sad", "She's sad because her mum took her scissors away" etc. Obviously she is already beginning to view the world through her own tinted glasses. And she's making assumptions and conclusions about the world based on her experiences.
I feel like my job as a parent is to encourage her to think beyond what is obvious. To encourage her to explore the world (for example in the pool, comparing how a rock behaves in the water, vs how a ball does - sink vs float). Sometimes, experimentation is the best way to learn something.
It seems to me as if behaviorism and observational learning are almost the foundations of cognitive and constructivist learning.
I would love to hear your experiences too. How are older children different? The other thing is, I find it much easier to talk about her learning than I do about mine... What is it like for you?
I found this presentation online on learning theories and technology. I summarize some points below:
ReplyDelete1. Behaviourism & Tech. - Drill and Practice (immediate response to student input)
2. Social Cognitivism & Tech. - Teacher shows models of completed multimedia project and students create their own. Students use own ideas. Positive reinforcement through successful completion of project.
3. Multiple Intelligences - Linguistic students can do written descriptions of multimedia project, Bodily Kinesthetic can draw on the computer, Musical learner can create songs for multimedia project, Interpersonal students can collaborate and communicate with peers on the project.
4. Constructivism - Students are 'scientists' observing and collecting info for their multimedia projects. Students engage with each other, collaborate. Personal responsibility for the work. Students use planning, assessment and analysis skills when working on project (developing higher order critical thinking skills).
http://www.google.com/url?sa=t&source=web&cd=3&sqi=2&ved=0CDkQFjAC&url=http%3A%2F%2Fwww.professorlindakennedy.com%2FPowerPoint%2520Presentations%2FLearningtheory.ppt&rct=j&q=learning%20theories%20and%20technology&ei=T2-JTpS9J4OviQf1h4GUDw&usg=AFQjCNHd6c0thyP5kleXHBmga6tHISx1CQ&sig2=uKDxcWKmPxKtQCC24j8T8A
Great presentation thanks Megha!
ReplyDeleteI really like how it covers the theory, but then crucially goes on to give examples of how it can be applied in the classroom.
@Megha: Regarding constructivism, I don't think it applies primarily to older children/adults.
ReplyDeleteYoung children learn through exploring and testing anything new they encounter against their existing knowledge, by experimenting and inquiring (e.g, touching things, tasting things, taking things apart, asking questions), and then they construct new understandings based on this, as you already described your daughter doing.
In fact, I would say babies and young children learn more through exploration and experimentation (constructivism) than through anything else. It is how they make sense of the world. However, as you said, many learning situations involve a combination of constructivism, cognitivism and behaviourism.