Although behaviourists, cognitivists, and constructivists might have different perspectives in terms of learning designs, these perspectives are not mutually exclusive, and many instructional approaches may incorporate elements from multiple theories.
Behaviorism:
Behaviorists place emphasis on observable behaviors and the reinforcement of desired responses. Their perspectives suggest that learning is directly linked to their behavior. For instance, a teacher following behaviourist principles might develop an instructional design that involves clear objectives and measurable outcomes. Structuring the class around stimulus-response associations using positive reinforcement or rewards as techniques to encourage desired behaviors.
Scenario: A behaviourist elementary teacher uses a rewards system to reinforce students who use their inside voices when speaking in the library by rewarding them with a token or sticker when they demonstrate desired behaviour. The teacher may also demonstrated and model proper behavior in specific environments (the library) and can use cues such as a ‘finger to the lips’ with a shushing gesture to remind students to use their “inside voices” in the library and to elicit a desired response.
In behaviorism, emphasis is placed on the teacher providing information and guiding students towards specific responses. While the “token system” contends that responses that are followed by reinforcement are more likely to recur in the future.
The role of the teacher is therefore to identify effective cues, create practice situations using prompts and demonstrations, and arrange the environment for students to make correct responses and receive reinforcement.
Cognitivism:
A cognitivist teaching method focuses on connecting and understanding new information using existing knowledge stored in memory. Teachers that practice this instructional approach typically use cognitive strategies such as analogies and metaphors that ensure that the organization of information allows for these connections to be made effectively. According to cognitive theory, establishing familiar connections in the brain enables students to learn more efficiently and effectively.
Scenario: An elementary teacher who adopts a cognitivist teaching style might ask their students questions to see if they can recall anything familiar. For example; they might ask: “ Does anyone know what number comes after 10?” This will allows students to rely on their existing knowledge, or try counting up until 10 to find out what comes after. This can also spark useful group discussions or lessons, and could be used as a class exercise to practice counting. Example: Lets see how high we can count up up to – or lets see if we can remember all the days of the week or month of the year etc..
Constructivism:
Constructivists view learners as an active part of the learning process who go beyond simply receiving information. Throughout the lesson, the teacher acts as a facilitator, guiding and supporting students’ active engagement and construction of knowledge. The focus is on fostering curiosity, critical thinking, collaboration, considering multiple perspectives, and developing self-determined positions while understanding and connecting new information to students’ prior experiences and understanding.
Scenario: In a constructivist approach, an elementary teacher might conduct a lesson on plants by engaging students in hands-on exploration and discovery. The teacher sets up a nature table with various plants, seeds, soil, and gardening tools. This stimulates curiosity and provides a context for exploration. The teacher could also initiate discussion by asking students what they already know about plants, while encouraging students to share their experiences, observations, and ideas about plants along with physical exploration through touch and smell. Finally, the teacher could ask open-ended questions to provoke critical thinking, such as “What do you think plants need to grow?” or “How do plants change over time?” Learners would then have the opportunity to discuss and share their ideas, promoting dialogue and collaboration.
This instructional approach emphasizes teachers role in guiding learners to construct knowledge on their own.
Thank you for reading 🙂