Prompt #1: How would learning be designed differently by a behaviorist, a cognitivist, and a constructivist?
Scenario: A high school social study teacher is planning a class on climate change.
A high school social studies teacher might consider multiple approaches when teaching a class about climate change. Studies have shown that information processing varies between each individual, therefore, various instructional approaches could benefit diverse learners (Yang et al., 2013). Instructional approaches include behaviourist, cognitivist, and constructivist methods. Including these diverse learning methods within a course can help tailor educational approaches to support diverse learners.
From a behaviourist perspective, learning would emphasize reinforcement and feedback. For example, the teacher might assign a series of quizzes to assess the students’ understanding of climate change concepts. After each quiz, students would receive immediate feedback, which would help students identify correct answers and areas for improvement. This approach would help students develop positive study habits in preparation for assessments, as they would learn to associate correct answers with positive reinforcement.
Alternatively, a cognitivist approach would emphasize understanding and strategy. The teacher could incorporate graphic designs to help students connect new information about climate change to their existing knowledge. For example, students might create concept maps to demonstrate how the relationship between greenhouse gases and human activity contributes to global warming. This method enhances memory retention as it encourages students to make meaningful connections. This will improve the students’ ability to organize and apply information.
Finally, a constructivist approach would encourage students to actively participate in the lesson plan and use their personal experiences to make connections. For example, the teacher could assign a project where students investigate the effects of climate change in their local neighbourhoods. For this project, students would gather data, interact with their community and develop a unique perspective through real-world observations. This hands-on approach to learning can allow the students to reflect on their findings and discuss real-world applications of the topics learned in class, which would further encourage their investment in course material.
References:
CBC News. (2019). Climate strike in Victoria [Photograph]. https://i.cbc.ca/1.5059057.1578332108!/fileImage/httpImage/climate-strike-victoria-2.jpg
ShareIcon. (2016). Pencil icon [Image]. https://www.shareicon.net/data/2016/11/16/854159_pencil_512x512.png
University of North Carolina at Chapel Hill. (2019). Concept map [Image]. https://learningcenter.unc.edu/wp-content/uploads/sites/330/2019/02/ConceptMaps4.png
Yang, T.C., Hwang, G.J., & Yang, S.J.H. (2013). Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles. Educational Technology & Society, 16(4), 185–200.
Leave a Reply