Reflection Paper
April 16th, 2013
Behaviorists who follow the behavioral theory of learning believe that learning occurs with an observable change in certain behaviors. Some examples of teaching models that fit with the behavioral theory of learning are discussion, lecture-discussion, and direct instruction. These models show an observable change in behavior as they students gradually grasp the concept and express this learning through verbal language. Teachers are able to assess the answers or debates that students provide about the subject. Also, depending on the topic, students’ emotions will begin to show in their responses. Ultimately, this means teacher’s must address their responsibility of creating a welcoming and safe classroom environment in which students feel comfortable to share their thoughts, opinions, and feelings. Without this environment, teachers will not see a whole lot of positive observable changes in behavior. Rather, there is a large possibility they see more negative observable changes. Without stimulus variation, students become bored. The discussion model especially offers stimulus variation for students who need the social interaction.
The center of the cognitive theory of learning is a student’s way of thinking. This is of course not an outwardly observable trait. This theory provides a basis explanation as to how sometimes the concept just all of a sudden clicks for students. Contrarily, it also explains why some have a hard time understanding the concept even after they have seen it demonstrated multiple times. Due to this, teachers have to approach student learning in certain ways. Students learn best when the newly presented knowledge builds upon background knowledge, life experiences, and life interests. Furthermore, students need for the knowledge to make sense. Therefore, teachers must construct the knowledge in a meaningful way. Cognitive theorists also believe that social interaction is crucial to the process of learning.
However, students do not simply learn from presentation. There must be modeling, practice, and feedback present for students to have a true, meaningful learning experience. This varies from student to student based not only on background knowledge and those life experiences, but also based on where the students fall developmentally. This demonstrates the importance for teachers to get to know their students individually when preparing to present any sort of lesson. Even if all of your students are the same age, they can still be in extremely different places developmentally. Each student learns differently.
The jigsaw, problem-based, inquiry, and guided discovery models are wonderful examples of models that fall within the cognitive theory of learning. All of these models promote social interaction to improve student learning of the concepts. Each one also promotes real life applications to make content relevant to students’ lives. With problem-based, students are presented a real life problem which they must solve. Together, the students learn communication, social, and problem solving skills. These skills are highly valuable in everyday life. These models allow assessment, but not necessarily present learning as an observable behavior quite like the models mentioned above in the behavioral section.
Throughout my past two semesters of observations, I certainly have not seen a lot of these models implemented. My mentor teachers have done more lecture-discussion and direct instruction than anything else. In my first placement, I pretty much only saw reading lessons which do fit within these two models. In my current placement, I see a lot of math and science. She has slightly implemented some guided discovery and problem-based though. I believe the main reason teachers rely almost solely on lecture-discussion and direct instruction is because it does not require near as much planning as many of the other models. Furthermore, these models sort of come naturally to a lot of teachers because you are simply telling the students the information rather than scaffolding and guiding them to create their own knowledge. Both of my mentor teachers have been teaching for about 20 years. Perhaps, they are just sadly burnt out on teaching. They have lost the drive to create those fun and exciting type lessons that do contain elements of many of these models.
Another aspect that affects teacher’s choice of teaching model or strategy is their opinion of the learning theories. Most teachers seem to focus on the cognitive learning theory where learning is not necessarily an observable change, but instead, students’ way of processing information. I believe if teachers believed the behavioral theory of learning, they would put a lot more emphasis on student interaction with one another. Instead, a lot of teachers, including the two I have observed thus far, are consistently telling students to quiet down, even when they are not being all that loud. Teachers do not seem to understand that students, especially elementary aged students, need to talk and interact with one another. The social aspect of school is crucial to their development as individuals.
In conclusion, teachers need background knowledge of both learning theories to create the ideal classroom. Both theories contain important components to a students’ learning. Also, each theory contributes its own unique characteristics to understanding students as a whole group as well as individuals. I strongly believe that a classroom that implements models that fulfill characteristics of both learning theory will be much more successful than a classroom that simply caters to only one learning theory. Neither theory is one hundred percent correct. Rather, both theories combined help create a better picture of how students learn and need to be taught.
References
Eggen, P. & Kauchak, D. (2012). Strategies and models for teaching. (6th ed.). Boston: Pearson.
April 16th, 2013
Behaviorists who follow the behavioral theory of learning believe that learning occurs with an observable change in certain behaviors. Some examples of teaching models that fit with the behavioral theory of learning are discussion, lecture-discussion, and direct instruction. These models show an observable change in behavior as they students gradually grasp the concept and express this learning through verbal language. Teachers are able to assess the answers or debates that students provide about the subject. Also, depending on the topic, students’ emotions will begin to show in their responses. Ultimately, this means teacher’s must address their responsibility of creating a welcoming and safe classroom environment in which students feel comfortable to share their thoughts, opinions, and feelings. Without this environment, teachers will not see a whole lot of positive observable changes in behavior. Rather, there is a large possibility they see more negative observable changes. Without stimulus variation, students become bored. The discussion model especially offers stimulus variation for students who need the social interaction.
The center of the cognitive theory of learning is a student’s way of thinking. This is of course not an outwardly observable trait. This theory provides a basis explanation as to how sometimes the concept just all of a sudden clicks for students. Contrarily, it also explains why some have a hard time understanding the concept even after they have seen it demonstrated multiple times. Due to this, teachers have to approach student learning in certain ways. Students learn best when the newly presented knowledge builds upon background knowledge, life experiences, and life interests. Furthermore, students need for the knowledge to make sense. Therefore, teachers must construct the knowledge in a meaningful way. Cognitive theorists also believe that social interaction is crucial to the process of learning.
However, students do not simply learn from presentation. There must be modeling, practice, and feedback present for students to have a true, meaningful learning experience. This varies from student to student based not only on background knowledge and those life experiences, but also based on where the students fall developmentally. This demonstrates the importance for teachers to get to know their students individually when preparing to present any sort of lesson. Even if all of your students are the same age, they can still be in extremely different places developmentally. Each student learns differently.
The jigsaw, problem-based, inquiry, and guided discovery models are wonderful examples of models that fall within the cognitive theory of learning. All of these models promote social interaction to improve student learning of the concepts. Each one also promotes real life applications to make content relevant to students’ lives. With problem-based, students are presented a real life problem which they must solve. Together, the students learn communication, social, and problem solving skills. These skills are highly valuable in everyday life. These models allow assessment, but not necessarily present learning as an observable behavior quite like the models mentioned above in the behavioral section.
Throughout my past two semesters of observations, I certainly have not seen a lot of these models implemented. My mentor teachers have done more lecture-discussion and direct instruction than anything else. In my first placement, I pretty much only saw reading lessons which do fit within these two models. In my current placement, I see a lot of math and science. She has slightly implemented some guided discovery and problem-based though. I believe the main reason teachers rely almost solely on lecture-discussion and direct instruction is because it does not require near as much planning as many of the other models. Furthermore, these models sort of come naturally to a lot of teachers because you are simply telling the students the information rather than scaffolding and guiding them to create their own knowledge. Both of my mentor teachers have been teaching for about 20 years. Perhaps, they are just sadly burnt out on teaching. They have lost the drive to create those fun and exciting type lessons that do contain elements of many of these models.
Another aspect that affects teacher’s choice of teaching model or strategy is their opinion of the learning theories. Most teachers seem to focus on the cognitive learning theory where learning is not necessarily an observable change, but instead, students’ way of processing information. I believe if teachers believed the behavioral theory of learning, they would put a lot more emphasis on student interaction with one another. Instead, a lot of teachers, including the two I have observed thus far, are consistently telling students to quiet down, even when they are not being all that loud. Teachers do not seem to understand that students, especially elementary aged students, need to talk and interact with one another. The social aspect of school is crucial to their development as individuals.
In conclusion, teachers need background knowledge of both learning theories to create the ideal classroom. Both theories contain important components to a students’ learning. Also, each theory contributes its own unique characteristics to understanding students as a whole group as well as individuals. I strongly believe that a classroom that implements models that fulfill characteristics of both learning theory will be much more successful than a classroom that simply caters to only one learning theory. Neither theory is one hundred percent correct. Rather, both theories combined help create a better picture of how students learn and need to be taught.
References
Eggen, P. & Kauchak, D. (2012). Strategies and models for teaching. (6th ed.). Boston: Pearson.