There are three main learning theories that are discussed in the book, Teaching in a Digital Age, by A.W. Bates. These consist of: behaviourism, cognitivism, and constructivism and my aim is to connect these learning theories with the three models of Curriculum: product, process, and praxis.
Behaviourism + Product:
Behaviourism is based on the belief that teachers must reinforce through rewards and punishments. In other words, a trial and error basis of learning (if you’re a good student, you’ll be rewarded. If you don’t fit the “good student” criteria then you’ll do poorly in the class (punishment)). Behaviourism is an approach that only works for those that are deemed the “good student”. Similarly, this can be said for the product model of Curriculum. The product model is similar because it almost trains a student on how to learn and be successful.
Cognitivism + Process:
Cognitivism is essentially an active process of learning. The cognitive approach has a focus on “comprehension, abstraction, analysis, synthesis, generalization, evaluation, decision-making, problem-solving and creative thinking” (Bates, ch.2) and this approach works better than behaviourism. However, the cognitive approach to learning is still heavily influenced by behaviourism meaning that it is still rule-based and learners have no say in what they are learning and how they learn. The teacher is still “going by the book”. This process also recognizes that existing knowledge and cognitive development of the students will better allow them to retain information. The process product model allows students to potentially develop learning habits.
Constructivism + Praxis:
The Constructivism is a collaborative and interactive learning process. This process reflects more on interactions and problem-solving with others. It also allows students to think and reflect on new information and then relating it to their existing understanding and knowledge. Constructivism looks at learning as a process for both the teacher and the student which allows for the adaptation within the classroom. The praxis model aligns with this learning process because it is an ongoing engagement for the students and it is likely that they will be more involved in their learning because it is more memorable.
My school experience:
In my experience, I believe I saw mostly the cognitivism theory approach. These classes were not memorable to me and as someone who is not a “good student” by definiton (learning difficulties), I did not retain information well and struggled with concepts, definitions and tests. However, I had a memorable History 30 class (2014) and I still remember the activities, etc., that we did. Looking back, this teacher definitely utilized the constructivism approach to teaching and those that are students like me, definitely benefit from this learning experience better
Hi Ashleigh,
I like how you mentioned “The teacher is still going by the book,” as for the cognitivism approach. It is the way teachers prefer to teach and learn from students. Following the curriculum is important but can be difficult to strategize as for existing knowledge.
I’ve had many experiences with this theory approach as well. Seeing students and my friends around me struggle with definition and M/C exams including myself. As there is only 50/50 chance of getting a good grade for this approach. I always appreciate exams that had to be written because that is where the real knowledge comes into play for students, and including (us) students in University. Yes, activities are a huge part of a memorable class. It has to be fun to make learning helpful and interesting.