Contrasting+Constructivism


 * 1) For this activity we are asking that each person make at least one contribution to the chart below by signing in to the wiki.
 * 2) Look over the chart below that compares various aspects of three learning models: Behaviourism, Constructivism, and Cognitivism. What are some key points that have been left out? For example, there are many strengths for each type, but only one is currently listed for each. Log in and add key points to all three types of learning theories.
 * 3) What are some other contrasting features of learning theories? What other categories along the left hand side should be addressed? Again, your task is to log in and add new categories for comparison.
 * 4) Post your contribution on the **Contrasting Constructivism** thread on the Symposium website along with a brief rationale.


 * ~  ||~ **Behaviourism** ||~ **Constructivism** ||~ **Cognitive** ||
 * ~ Theory: What causes learning? ||< * Learning is caused by change in behavioiur. Behaviour is elicited by external stimuli
 * ||< * Learners construct knowledge based on their experience, environment, and perception.
 * ||< * Learning is dependent on how information is processed and organized.
 * ~ Objective ||< * Objectives dictated by teacher (government)
 * ||< * Objectives discovered by learners through reflection on activities.
 * Pure constructivism can be challenging to create objectives.
 * ||< * Objectives are set to build student confidence (social cognition).
 * ~ How learning happens ||< * Preset skills learned in predetermined order.
 * skills are reinforced to ensure desired behaviour is repeated ||< * Learning is a social process through reflection and discussions with peers.
 * ||< * Learning is done by building on previous knowledge.
 * ~ Assumptions ||< * Learner’s brain needs to be filled with knowledge.
 * ||< * Learners needs to think for themselves, construct own understanding according to their schema (this may mean expanding their schema).
 * Knowledge is constructed by learners as they attempt to make sense of thier experiences
 * ||< * Learner must be confident in their learning and must have information organized in an intentional way.
 * human info. processing is similar to computer info. processing, receiving, storing, and retrieving info. ||
 * ~ Role of Instructor ||< * Instructor uses reinforcement to mold student behaviour.
 * ||< * Instructor acts as guide or coach and must understand learner cognitive structures.
 * ||< * Instructor responsible for presenting organized information.
 * ~ Strengths ||< * Strength: Clear goals for learning (see weakness).
 * Extrinsic rewards can work to motivate students.
 * a good strategy for classroom management ||< * Strength: Learner is independent and can deal with varying circumstances.
 * Learner can relate to others.
 * Learning is social (and life/work outside of school is also social).
 * Life long learning skills develop.
 * ||< * Strength: Trains learners to organize thoughts and behaviours.
 * Metacognitive thinking is transferable to other tasks/situations.
 * ~ Weaknesses ||< * Weakness: Learner is in a box, cannot adapt to different situations they are not trained for.
 * Student engagement can be lower
 * Learning is often targeted to a class, not an individual student.
 * can weaken self-efficacy if punishments are given more than rewards ||< * Weakness: Certain situations require conditioned, immediate responses, such as police officer/fire fighter.
 * Difficult to implement
 * Large class sizes can be ineffective with this approach
 * requires the "willingness" of the learner and/or extra work on the part of the instructor to imbed assistance and scaffold for each individual learner ||< * Weakness: Learner may be learning one way to think about something, without considering other, better options.
 * depends on the ability of the model ||
 * ~ Theory originators ||< * Watson, Thorndike, Pavlov, Skinner
 * ||< * Vygotsky, Piaget, Bruner
 * Dewey, Goodman, Gibson, von Glasersfeld ||< * Miller, Dollard, Bandura, Ausubel
 * **Applications in the Classroom** || * Classroom management
 * rewards
 * punishments || * problem-based learning
 * inquiry learning
 * social learning
 * many modes of representation || * corrective feedback
 * strategies for memorizing content ||
 * rewards
 * punishments || * problem-based learning
 * inquiry learning
 * social learning
 * many modes of representation || * corrective feedback
 * strategies for memorizing content ||