Defining the the Five
Prevailing Pedagogies
Behaviorism
Learners are basically passive, just responding to stimuli
Instructor designs the learning environment.
Instructor shapes child’s behavior by positive/ negative
reinforcement
Teacher presents the information and then students
demonstrate that they understand the
material. Students are assessed primarily through tests.
Keesee, G.S., (2012) Learning Theory and Instructional Design/Technology,
Available:
http://teachinglearningresources.pbworks.com/w/page/19919565/Learning%2
0Theories
Behaviorism
a theory of animal and human learning that only
focuses on objectively observable behaviors and
discounts mental activities.
Instructional cues to elicit correct response
Practice paired with target stimuli
Reinforcement for correct responses
Building fluency (get responses closer and closer to
correct response)
Behaviorism
Drill and practice
Recalling of facts
Defining and illustrating concepts
Applying explanations
Automatically performing a specified procedure
Cognitivism
Believe learners process, store, and retrieve information
for later use—creating associations and creating a
knowledge set useful for living. The learner uses the
information processing approach to transfer and
assimilate new information.
Instructor manages problem solving and structured
search activities, especially with group learning
strategies.
Cognitivism
Instructor provides opportunities for students to
connect new information to schema.
Focuses on the “brain”. How humans process and
store information was very important in the process of
learning.
Schema - An internal knowledge structure. New
information is compared to existing cognitive
structures
Cognitivism
Three-Stage Information Processing Model:
1. input enters a sensory register,
2. processed in short-term memory,
3. transferred to long-term memory for storage and
retrieval.
Keesee, G.S., (2012) Learning Theory and Instructional Design/Technology,
Available:
http://teachinglearningresources.pbworks.com/w/page/19919565/Learning%2
0Theories
Constructivism
Views learning as an active process in which learners
construct new ideas or concepts based upon their
current/past knowledge, social interactions, and
motivation affect the construction.
Constructivism focuses on how learners construct their
own meaning. They ask questions, develop answers
and interact and interpret the environment. By doing
these things, they incorporate new knowledge with
prior knowledge to create new meanings.
Constructivism
Teachers serve in the role of guides, monitors, coaches,
tutors and facilitators.
Learning situations, environments, skills, content and
tasks are relevant, realistic, authentic and represent the
natural complexities of the 'real world'.
Knowledge construction and not reproduction is
emphasized.
This construction takes place in individual contexts and
through social negotiation, collaboration and
experience.
Constructivism
Promotes a more open-ended learning experience
where the methods and results of learning are not easily
measured and may not be the same for each learner.
Keesee, G.S., (2012) Learning Theory and Instructional Design/Technology,
Available:
http://teachinglearningresources.pbworks.com/w/page/19919565/Learning%2
0Theories
Pragmatism
Belief that reality is constantly changing and that we
learn best through applying our experiences and
thoughts to problems, as they arise.
Thought must produce action, rather than linger in the
mind and lead to indecisiveness.
Learners must adapt to each other and to their
environment, while schools should emphasize the
subject matter of social experience.
Pragmatism
Pragmatist teaching methods focus on hands-on
problem solving, experimenting, and projects, often
having students work in groups.
Curriculum should bring the disciplines together to
focus on solving problems in an interdisciplinary way.
Rather than passing down organized bodies of
knowledge to new learners, Pragmatists believe that
learners should apply their knowledge to real situations
through experimental inquiry. This prepares students
for citizenship, daily living, and future careers.
Cohen, L.M., (1999) Philosophical Perspectives in Education, OSU - School of
Education OSU - School of Education
Multiple Intelligences
Suggests nine intelligences. Speculates that there may be
many more yet to be identified. These are the paths to
children's learning teachers can address in their
classrooms right now. They are:
VISUAL/SPATIAL
VERBAL/LINGUISTIC
MATHEMATICAL/LOGICAL
BODILY/KINESTHETIC
MUSICAL/RHYTHMIC
INTRAPERSONAL
INTERPERSONAL
NATURALIST
EXISTENTIAL