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Assessment Strategies
Suggested Technologies
Strengths and Limitations
Constructivism states that learners construct (or build) thier understanding based on their own unique experience (Bower, 2017) Creating assessment strategies which display not necessarily or only the understanding of a concept, but an understanding of the method and fluency of a desired outcome. Assessment strategies must include an intrinsic drive (Bower, 2017).
Assessment strategies should allow the students to demonstrate the construction of knowledge (Bower, 2017).
Physical and digital manipulatives which leads to experimentation and students drawing their own outcomes (Bower, 2017)
Educational games but cooperative games with a team goal (Bower, 2017)
Research and inquiry based technologies (Bower, 2017)
Discussion boards with peers and online (Jarvis et al., 2003)
Strengths include a deeper understanding of the content and higher engagement in the lessons (Shah, 2019).
Limitations include the pitfall of turning constructivist teaching into entertainment for the learners (Shah, 2019).
Constructivist requires a tremendous amount of prep, motivation, and direction to engage the learners (Bower, 2017)
Works Cited
Amineh, R., & Davatgari, H. (2015). Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1, 9–16.
Anderson, T. (2008). Theory and practice of online learning (2nd ed.). Athabasca University.
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Publishing.
Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning. Kogan Page
Shah, R. (2019). Effective Constructivist Teaching Learning in the Classroom. International Journal of Education, 7(4).
Applied Instructional Methods
Learning is student centered and is an active process (Anderson, 2008)
Learners build (construct) their own knowledge (Anderson, 2008)
Learners are given control and collaboration with peers should be encouraged but not mandatory (Anderson, 2008)
Learners should reflect in a meaningful way (Anderson, 2008)
Learners should be given the opportunity to research information, this builds on autonomy (Bower, 2017)
Behavioral identification and reflection (Jarvis et al., 2003)
Applied Instructional Methods
Central Concepts of Cognitivism
1) Repetition
This is arguably the most tedios of the applied strategies but it is effective. Repetition strengthens the connection and pathways in our brain associated with the information we deem necessary (Helen, 2024).
Think about a musician, constantly practicing their instrument. Members of the military constantly drilling for their particular skill set.
Repeating the inofrmation ensures that the neural pathway is strong (Helen, 2024).
3. Explain it to someone else
Learners often hear information and believe they know it. If you want a way to strengthen a neural pathway with new information, have the learner act like the teacher. This process draws out key information; to include the potential for the learner to identify an area that needs understand and clarification (Helen, 2024).
4. Visualization Techniques
This is closely related to creating a context but with visuals. The sun rises in the east and sets in the west. Spanish people often call their fathers 'Pa". When I teach Spanish speaking students the oceans, I show them a map of the USA. I put a 'p' to the left of it and an 'a' to the right of it. They never forget which one is the Pacific Ocean and the Atlantic Ocean.
2. Real World Examples
Using learning strategies that coincide directly with the learners schema is an excellent strategy. This can peak the leaners interest in a topic which may otherwise be unintersting or mundane.
Creating a context for the learner is often necessary (Helen, 2024).
Strengths and Limitations
Assessment Strategies
Works Cited
Suggested Technologies
Cognitivism primarily focuses on how the mind works and the learning process (Bower, 2017). Focusing on this can build a life-long learner in which they develop the learning skills to equip them for success. Leaners also build problem solving skills which they can use in every area of life (Andreev, 2023).
However, Cognitivism does not take into account the social environments of learning, nor does it take into account knowledge gained through experience (Bower, 2017). It also does not take into account how behavior affects the learning process.
Cognitivism is understanding how the brain works (Bower, 2017). Assessments should display an understanding of the information which was taught to the students. Or, has the student created and solidified neural pathways with information they can retrieve. To find this out, standardized testing has become the go-to across the country. A simple Q&A assessment. States prefer this because the data retrieved is measurable. Assessments should show whether the leaner has mastered the knowledge or still lacks an understanding.
Cognitivism is based on how information is received, processed and retrieved. The technology used must be successful in all three of these areas.
Educational Games are widely used in classrooms (Bower, 2017). They catch the leaner's attention, assist in processing with a rewards system, and through a competition aspect, whether it is a competition within ones-self or with fellow learners, can draw out the information when necessary. Computer programs and board games which create reptition are effective at any age range. These two can also be used for visual cues and grammar knowledge.
Andreev, I. (2023, June 17). Cognitive learning theory: Benefits, strategies and examples. Valamis. https://www.valamis.com/hub/cognitive-learning
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Publishing.
Helen. (2022, November 2). 8 cognitive strategies to enhance retention and learning. Cognassist. https://cognassist.com/insights/cognitive-strategies/
Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning. Kogan Page.
Leading Authors
Central concepts of the theory
Attention
Selection
Retrieval
Comprehension
Synthesis
Memorization
Abstraction
Jean Piaget
Lev Vygotsky
John Dewey
Jerome Bruner
George Mead
Albert Bandura
(Jarvis et al., 1998)
(Anderson, 2008)
Leaners construct (or build) understanding based on their own unique experiences (Bower, 2017).
Learning occurs due to assimilation and accommodation (Amineh and Davatgari, 2015)
Learning is an active process (Amineh and Davatgari, 2015)
Knowledge is socailly constructed and is personal (Amineh and Davatgari, 2015)
Zone of Proximal Development & Scaffolding (Bower, 2017)
(Bower, 2017)
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Leading Authors
Jean Piaget
Lawrence Kohlberg
James Fowler
Lev Vygotsky
Jack Mezirow
(Kincheloe & Horn, 2007)
(Jarvis et al., 2003)
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Central Concepts of Behaviorism: Classical Conditioning & Operant Conditioning
For example, when someone is about to pop a balloon (which is the conditioned stimulus) the unconditioned response would be to cover your ears. When the reaction occurs only from conditioned stimuli, it is classical conditioning.
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A conditioned response (outcome of an action) is reinforced by a stimulus. For example, if a parent wanted to stop the behavior of a child (stimulus) they would institute a punishment (conditioned response) such as a spanking or time out.
Ivan Pavlov was a Russian psychologist who studied what he called 'conditioned reflex'. This is a response to stimuli created over time (Jarvis et al., 2003)
Edward Thorndike focused on a reward and 'discomfort' form of behaviorism. When the subject knows there is a reward waiting for successful accomplishment of the activity, the subject tends to learn from negative choices and not repeat them (Jarvis et al., 2003)
John B. Watson was an American psychologist who focused on understanding the conscious experience. He wanted to focus on behavior and understand why people acted the way they did. This came to be known as Behaviorism (Jarvis et al., 2003)
B.F. Skinner was also a Behaviorist but his primary field of research was positive and negative reinforcement. He believed that these two forms of reinforcement were the primary driving factors in behavior (Jarvis et al., 2003)
Applied Instructional Methods & Technology
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Online Discussion boards which incorporate views from people all over the world are a great example of how technology can develop social constructs of learners (Burton et al., 2014)
Automated questionaires online (Bower, 2017)
Computers with trial and error programs are deemed effective for Behaviorism (Jarvis et al., 2003)
Assessment Strategies
Strengths & Limitations
Anderson, T. (2011). The theory and practice of online learning. AU Press.
Bargh, J. A., & Fergusun, M. J. (2000). Beyond Behaviorism: On the Automaticity of Higher Mental Processes, 126(6), 925–945.
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Publishing.
Burton, J. K., Moore, D. M., & Magliaro, S. G. (2014). Behaviorism and Instructional Technology. Virginia Tech Psychology, 1–26.
Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning (2nd ed.). Kogan Page.
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Standardized testing and observation of the learner (Bower, 2017)
Multiple choice questionaires and flashcards (Bower, 2017)
Assessments which offer a difinitive speech, writing, or doing outcome that show a behavior is learned (Jarvis et al., 2003)
Understanding, behaviors, and comprehension can be measured through observation and testing (Bargh & Ferguson, 2000)
Behaviors can be modified through repetition (Burton et al., 2014)
Learning outcomes are clearly defined (Bower, 2017)
Behaviorism fails to take into consideration the mental process and mental state of the learner. It is considered to be superficial (Bargh & Ferguson, 2000)
The learner has to know upfront if they are going to be rewarded for their work (Bargh & Ferguson, 2000)
Behaviorism tends to fall away in highter education (Burton et al., 2014)
Behaviorism assumes that students are 'blank slates' (Bower, 2017)