CI484-Learning-Technologies - Behaviorism, Cognitivism, Constructivism & Connectivism. Source: Ireland, T. (2007)BEHAVIORISMAccording to the learning theories propounded by the behaviorists learning is a mechanical process of associating the stimulus with response, which produces a new behavior.
Such behavior is strengthened by the reinforcement. Main proponents of this theory were J.B.Watson and I.Pavlov. Behaviorists view the learner as a passive person who responds to the stimuli. According to them the learner starts as tabula rasa ( which means clean slate) and the behavior is shaped by the reinforcement. Summary of Learning Approaches. In exploring adult learning there are several key factors to consider when thinking about how people learn and the ways in which they make meaning of information and experience.
The first is the approach to learning. This can occur on different levels. The most significant being a deep learning approach compared to a surface learning approach.
Discussion. Theories of learning. Objectives:
Learning Approaches. Over the years many theories have been developed to examine the processes involved in learning.
Experiential Learning: Just Because It's Hands-On Doesn't Mean It's Minds-On. Experiential Learning: Just Because It’s Hands-On Doesn’t Mean It’s Minds-On by Grant Wiggins, Authentic Education I recently visited Thetford Academy in Vermont (one of the few and interesting public-private academies in New England) where they have a formal and explicit commitment to “experiential learning.”
So, the leaders of the school asked me to visit classes that were doing experiential learning and to talk with staff at day’s end about it. I saw some great examples of such instruction. I visited the design tech course (see photos) and the class on the Connecticut River where students were learning about soil types prior to a wetlands field trip. I also spent the previous day at the Riverdale School where all 9th graders were learning the skills and habits of innovation and entrepreneurship as part of a cool new project headed by John Kao, former Harvard Business School innovation guru. Just because it’s hands-on doesn’t mean it’s minds-on. What’s working for us? The Ingredients Of A Creative Teacher - The Ingredients Of A Creative Teacher by Melissa Goodwin, creativist.io There is a lot of talk about creativity these days.
Creativity drives innovation, it sparks new thinking, it enriches our lives, and it connects us to other human beings. While this is all wonderful and true, schools and educators find great difficulty in figuring out how to get more creative. Since creativity is individualized and it expresses itself in each person differently, it becomes difficult for educational systems entrenched in testing and standards to figure out how to unlock creativity in students. Here are three ingredients to cultivate creative teachers. 3 Seeds Of A Creative Classroom. Optimal Learning - The Second Principle. The good news is that students can get better and better provided that we design instruction to improve their skills-and we can do so right from the start, in kindergarten and first grade.”
(Joyce B., Weil M., & Calhoun E. (2009) Models of teaching and learning, Pearson, 13) This site is under development — more to come. Contact Leslie. Models of Teaching - The Second Principle. An Overview: Exactly what are teaching models and why are they so important to the quality of instruction?
©Leslie Owen Wilson Contact Leslie Simply put models of teaching deal with the ways in which learning environments and instructional experiences can be constructed, sequenced, or delivered. If you are a practicing educator at any level, you may not yet realize this, but you need not reinvent the wheel when you are looking for effective ways teach. Group dynamics – how group size affects function — E-Learning Modules. It is vital when dealing with any size or composition of group that the teacher is aware of the ways in which groups may interact.
As well as the physical environment and seating arrangements, other factors such as the size of the group influence the group dynamics. The size of the group places limitations on the tasks and functions that it might be expected to perform. The table below indicates some of the constraints and positive functions relating to group size. Understanding the way in which the size of a group impacts on function is useful if teachers are planning to break groups into sub-groups or if they only have a small number of learners with them. Print module to PDF. Teachers toolbox - document downloads. Manchester Metropolitan University. Edutopia. Although many other methods of teaching are noteworthy -- such as case study, problem-based learning, and simulation -- many scholars agree that students need "careful, personal instruction with clear demonstrations in reading and writing", as well as in social studies, math, and science.
(Note: NCTM membership is required to view this math link.) What can instructional modeling teach? Concepts Skills Performances Attitudes Behaviors Dispositions Thinking "Most human behavior," according to Stanford professor Alfred Bandura, "is learned observationally through modeling. " As evidence, watch Bandura’s controversial Bobo Doll Experiments where children, after witnessing adults assault a wobble clown, follow suit.
Several instructional methods incorporate teacher modeling: I detail other modeling approaches below. Planning Tips Modeling necessitates meticulous planning. Right Before Modeling. . . I generally do three things in front of students before modeling a skill. 1.