A behaviorist view of learning is centered on the environment and consequences. It doesn’t take individual differences (other than preferences for reinforcers) or thought processes into consideration; behaviors that are reinforced will continue, while other behaviors that are not reinforced will fade. Cognitive views, on the other hand, are not based on any ‘set in stone’ principles and they recognize that individuals are active and control their environment. Individuals bringing prior knowledge to a new concept will learn much more than one who doesn’t, and active thought processes in different areas of the brain are of great importance.
I think that the cognitive view will be the most helpful as a teacher because it is more individualized and puts responsibility on the learner rather than the environment. Prior knowledge, thought processes and individual differences all need to be considered when teaching a lesson, and having a working knowledge of the brain and neurological processes will be helpful. In addition, teachers need to know how to have a lasting effect on students and get information to stick in long-term memory. Because behaviorist views simply reinforce behaviors, it does not necessarily include students actively in the learning process, making it difficult to get much information actually learned; into the long-term memory. I think that behaviorist strategies can be helpful to fix problems or to improve classroom management, but it should not be the main area of focus in the classroom.
I will use examples and vicarious experiences when necessary to help build student background knowledge, and I’ll link new information to what the students already know or to their daily tasks/routines. I’ll combine declarative knowledge and procedural knowledge by doing many hands on activities where the students can apply the declarative knowledge they have learned. This will also make the information more meaningful and memorable for them. In addition, I will also address a variety of general and domain-specific tasks while helping students organize schemas and learn appropriate strategies to help store and recall information into long-term memory. Additional considerations will include the students’ cognitive load, teaching self-regulatory knowledge when necessary, and using an appropriate combination of words and visuals.
I will have to agree with Andrea. Enforcing responsibility on the student instead of the enviornment that the student is placed in, is a much better theory to bring into the class. the cognivist theory is a much more personal and individual theory. By using this theory, edcaution can be a much more personal experience for the kids because you are working with them in a way that they can learn the most. If you were focused more on the environment, not all of the kids would feel comfortable. What works for one student may not work for another. By using the cognitive theory, students experiences can be more personalized and individual.
In the classroom, by making the examples viable to what they are doing in their own lives, students will take interest in the topics. Personally, I know that when something I am learning about isn't related to something that pertains to my own life, I don't show much interest and will have a less chance of remembering. By making topics interesting and pertinent to life, the students will have a higher chance of remembering long term the information taught.
In chapter six I had previous knowledge about behavior theory and theorists reinforced. The greatest thing I learned is that reflection is just as important when creating behavior modification plans as when creating lesson plans. Each student is unique, and there are as many behavior management techniques as there are students. As a teacher I will have to take the time to observe and come to understand my students in order to provide behavior and classroom management programs that are a good fit for my students and classroom. I have to mention that I found it most interesting that 5% of the students are responsible for 50% of the behavior referrals, as this does mirror what I have seen in the classrooms as a substitute teacher.
In chapter seven I had the opportunity to revisit the perspectives of the cognitivists. I found myself learning new things in the sections on sensory perceptions and how we create Gestalt meaning from our sensory input. Which made perfect sense to me, for when I think of a cow, I don’t think of first a hoof, then a moo, then milk, rather my mind has a “whole” concept of cow developed from all of my sensory input that includes all the bits and pieces from all the cows I have ever experienced via any of my senses.
I found immediate application for theory from the cognitivists. I learned about the capacity of working memory and was able to apply this knowledge to my teaching with special needs students. I often work with students who cannot follow procedures as they get lost after the first step or two. Now, I understand why and how they are getting lost and am better capable of providing interventions that address dividing projects into small steps or segments and providing a means for the students to keep track of their steps and progress.
As a special education teacher I think the cognitivist theories in general will be most useful in my teaching. Many of the students with learning disabilities have issues with the processing and ordering of information. I feel that cognitivist theory provides me with an understanding of these processes which will aid me in assessing the type of cognizant functioning a student has issue with, and how to provide supports that will extend their cognitive processes in order for the students to function fully. I believe that by providing multi-sensory opportunities for learning and reinforcing that learning through graphic organizers and process charts I can greatly improve my students’ opportunities for learning.
I think you make an excellent point when you discuss the need for teachers to know how to “get information to stick in long-term memory.” I too thought the cognitivists theories were most useful to teaching for their implications in memory during learning. I had light bulbs going off as I realized that our brains organized information in “graphic organizers” automatically, so it makes sense to have our students “pre-organize” the information with graphic organizers during class. Were you thinking of all the teachers in our studies at FHSU as they have pounded into us the need to use graphic organizers to help our students make sense of their learning when you were writing about helping students organize schemas?
Well, it looks like the cognitivists have it 3 go 0 so far. I felt the same way you did, that while environment is important, it isn’t as important as providing the learning material through the most appropriate and personalized instruction possible. Understanding how each child works through assimilating information will provide us with information for building effective teaching strategies, and I believe that the cognitivists theories are better tools for analyzing students’ learning processes.
After reading Chapter 6: Behavioral Views of Learning, I learned that there are many ways to reinforce behavior. I work as a para in a special education cooperative and I always find learning how control unwanted behavior interesting. Reinforced behavior will either continue to remain or can be eliminated if the right techniques are used. After reading Chapter 7 Cognitive Views of Learning, I learned the way our minds work and how we can use our memories and schemas to base and continue on with student's education. Using the child's environment and experiences teachers can take learning to a new level.
I think that the two different views go hand in hand and it will be important for me to incorporate both into my classroom. I feel that the cognivist view is very important and relates information directly to the student. I understand how different types of memory influence learning. Knowing how students process information and retrieve information is very important for a teacher to know. I also think that it is important for me as a teacher to understand declarative knowledge and procedural knowledge to help students.
However, after working in special education specifically with students who have behavior management issues, I think that I can use the behaviorist theories more in the classroom right now. I learned that students learn different ways and many times their behavior issues are due to frustration. I think using the behaviorist theories I can eliminate some of their frustrations by understanding how they learn and what stimulus to remove when they are misbehaving. I think that students must be well behaved and feel safe in a classroom first and then they can use the cognitive theories and learn the material. A class who has even one student acting out is a distraction for all students and is not a good learning environment.
I think that I can use the behaviorist theories in my classroom. I think it is important that I pay attention to my students and understand what gets them frustrated and then remove that stimulus. I feel I can use different types of consequences and use positive reinforcement so that they will behave better. If they are behaving then the classroom and learning environment will be less stressful and all of the students will be able to learn better.
I do agree that the way material is taught and how students learn is very important. I also feel that if a class is out of control and misbehaving then the learning environment goes "out the door". I think it is important to have a safe and secure and calm learning environment for all students to succeed. To accomplish this the class must be in order and the teacher must know how to deal with behavior problems so they are not a distraction to the other students.
In chapter 6, I have learned that behaviorists learning is focused on the student's environment and reinforcement. Teachers give praise or punishment to generate the required behavior of the students. Premack Principle states that preferred behavior can be an effective reinforcement for a less preferred activity. Also, students learn from their mistakes and this is a useful tool to help them learn what they need to do.
Punishment can also be used to obtain a preferred behavior of the student. Punishment, reprimands and social isolation can be utilized by the teacher. The student will earn that if they do something wrong, there will be some type of consequence.
Self managements is also a great tool a teacher can teach a student. This will help the student to succeed in high school and in future endeavors. This will be accomplished by progress monitoring and evaluation.
In chapter 7 I learned that there are three types of memory and each have different durations and pathways for the message to be obtained. Sensory is about 1 to 2 seconds and information is obtained by the senses. Short-term is about 20 seconds and is obtained by new information. Finally, long term is unlimited.
Students need to work to develop long-term memory storage of information. I also learned that schemas can be used to organize information in the brain. This can be a great tool to help students learn processes and information.
It also became clear that knowledge can be divided into declarative and procedural. Students may be able to master one or the other and a teacher needs to be aware of this fact.
I feel that both theories need to be utilized while teaching. Classroom management needs to be maintained and this can be done with behaviorist theory. Also, the concept of memory needs to be known to help students learn the material. Not all students learn the same. Behaviorists theory can also be used to help ensure that the students complete their work on time and correctly. This may also help with information retention, cognitive theory.
I will set dates for the assignments and administer late point deductions. Hopefully this will help make the students complete their work on time. Also points will be deducted for grammatical errors in the writing. Misbehavior will also not be tolerated. There will be some type of punishment if it continues. I will also allow students to work on individual work for another class, after they finish group work for mine.
For memory retention and understanding of the information being taught. Quizzes can be given at the end of each week to help keep the students looking at the material between tests. Also, special phrases can be created to help students remember. To remember the order of math executions,parentheses, exponents, multiply, divide, add, subtract,(please excuse my dear aunt sally).
I agree with you that both theories go hand in hand for teachers in their classroom. All students learn and memorize material differently. I also agree that behaviorist theories should be used more in the classroom to help eliminate some of the behavior problems some student deal with, either frustration or acting out in class. Teachers need to be able to deal with behavioral problems.
Do you feel that your experience in a special education classroom will help you in your own classroom?
I also found it interesting that 5% of the students are responsible for 50% of the behavior referrals. When stated this way, it makes it seem like less of a task to decrease behavior problems. Finding out what works for one student can make a big difference on that one student as well as others in the classroom. Like you mentioned, reflection is the key and questions such as “What has worked in the past?”, “Is it still working?” and “What needs to be changed?” need to be addressed regarding lesson plans and teaching styles along with behavior management.
Sometimes I think it will help me, but mostly it is what made me want to be a teacher. I do not want to work strictly in special education. I have behavior problems all day long and it gets old. I know as a regular education teacher I will deal with special education kids but I do not want to do it all the time.
Behavioral learning is understanding that learning things is not always the same because events beyond or outside of our control and circumstances may cause changes in our behavior that others see and we may not see it. Cognitive learning is taking and applying knowledge through getting knowledge, remembering it and being able to use and apply it. As a future techer I believe both are helpful, but I lean more towards cognitive. I do believe it is important to know the things that affect our students ways of learning, but I believe it is more important to be able to help them learn to obtain, remember and use what they know so they can go further in life to possibly make more of who they are and are going to be. Students can obtain information through reading, research on computers, books or exploring their environment and through trial and error. I plan to use all of these methods in my classroom. Some of the ways we can help students are through fun educational activities such as role modeling and interactive play. Also through repitition, quizing over the information and even teating over it can help students remember what they have learned. It is very important to know that students are individuals and will learn at their own level and pace. Cognitive theories will aid me into helping me see how each student sees, reads, processes and defines each lesson and activity.
To Mallory K., I really enjoyed you post and your thoughts of that there will be consequences for their mistakes and actions. I believe this is also crucial in maintaining a controlled learning environment. What grade are you planning on teaching? I was wondering if you have thought of any creative ways to help them remember what you teach them because I love your idea of the math, I had not heard that one before!
Darcy C, I worked as a para as well for a few years and worked with an autistic young boy. His environment was completely the reason most of the time for his frustration and lack of being able to learn. We worked for many weeks securing his schedule and routine to what fit him best and then his learning began to improve. His behavior was a result of his surroundings and the behaviorist theory would best fit for that situation. I liked your post and completely agree with it and found it funny how this lesson brought back memories of what we did and I had no idea there was a theory for it, we just did it!
Don't you think that many of the "behavior" problems of students with special needs come from frustration or fear of the curriculum?
Usually, acting out is a way of coping with friction against the curriculum or its delivery.
I spend a great deal of time in various Resource Rooms as well as having a son with Asperger's Syndrome. I find that in the Resource Rooms where the curriculum is a good fit for the students and delivered in consistent, creative, and individualized ways the behavior problems become very minimal. With my son, if the work is too "boring" (out of his zone of proximal development), or if he is required to sit and listen to a lecture rather than being provided with a "hands on" learning opportunity he acts out. This is easily remedied with a change in what is being taught or how it is taught.
I am not saying there isn't a place for behavior management, but unless you address the cognitive issues all the behavior management techniques in the world won't resolve the issue.
What grade level are you planning to teach? In my substituting experience I have seen so many behaviorist methods instituted in classrooms, and have seen a definite pattern in age/method relationships for success. What works for behavior management for a first grader will not work with a fourth grader...
Jacque said: After reading Chapter 7, we know that a behaviorist view is centered on the environment and consequences. It doesn’t take other individual differences or thought processes into thought. The behaviors are reinforced and will continue and other behaviors that are not reinforced will began to go away. Cognitive views are not based on anything that is concrete principles and they often recognize that knowledge is a new concept and that we will learn much more that one who doesn’t and that the thought processes in different areas of the brain and these are of significant importance. I think though that I find both of them important to me. I think that with the cognitive view that it is individualized and it puts responsibility on the learner then dealing with the environment. Teachers also need to know how to help students learn the information and that way it will stick with it. I also believe that reinforcing the behaviors is essential as well. In the behaviorist strategy this will help improve classroom management which is a key part to learning. The examples that I have read in the book and also through the experiences that I have had will help build the essential background knowledge. Also daily tasks and routines will help as well. I also like the schemas and also how they can organize tasks to help them get through life. The visual aids are great as well.
Reply to Darci C from Jacque S: I agree with your statement in that I would be able to use the behaviorist things to help in the special education room as well now. I also agree with you in that students sure learn in different ways whether it be visual or auditory. It is very important that we find out which way they learn and how to help them. I also think that if you have a student that is showing off to the class, this is a great way to help the students ignore him and find ways to help get that student under control.
In chapter six I learned that learning occurs every day in our lives and it is not always intentional or limited just to school. There are four behavioral learning processes: contiguity (association of 2 events), classical conditioning (automatic responses with new stimuli), operant conditioning (voluntary behavior is strengthened or weakened), and observational learning (learning by observing others).
In chapter seven I learned that the sensory memory, the working memory, and the long-term memory all have different capacities, durations, and ways of receiving and processing information to contribute to our learning and memory. I also learned that schemas are our personal, past knowledge that we use to make sense of new experiences. Declarative knowledge is verbal knowledge that can be declared through words and symbol systems (knowing that) while procedural knowledge is demonstrated when a task is performed (knowing how).
I think that the cognitivist theory will be most beneficial to me as a teacher. I think it is important to know ways in which to help children retain memories of facts and how to perform tasks related to school. The cognitivist approach guides teachers in knowing how to gain and maintain student attention and improve students understanding and memory of what is taught. I also feel it is imperative to understand how and why memories are lost as well as how to ensure that needed memories are retained by students. This information will help lead teachers and students to more classroom success, in my opinion.
In order to make the cognitivist approach successful, I will use signals that tell students when to stop and focus all attention on me, avoid distracting behaviors, and give short, clear directions. I will speak directly to children when giving individual instructions and use eye contact to ensure understanding. I will also ensure that the purposes of lessons are clear to all students. I will assist students in how to self-check their work in class. In order to help students understand and remember, I will guide them in separating necessary and unnecessary details while focusing on the important information. I will need to help students connect new information with prior knowledge and provide repetition and review of all information. Finally, it is important that I focus on teaching meaning and not memorization.
I agree with you on the importance of both behavioral and cognitive learning, and I also agree that cognitive is more useful in the classroom. Knowing how we learn is not as beneficial to our students as knowing how to remember what we learn. I think there were many helpful tips in chapter seven that educators can use to help their students remember things long-term. I also think it is important to know what factors contribute to forgetting and how to help our students retain essential information. I think the most difficult challenge we face as educators is helping our students to break the habit of what I call “academic regurgitation.” They cram information into their heads long enough to pass a test and then it is gone forever. This is not a successful strategy to long term educational success. Students must be taught the importance of keeping things in the unlimited capacity of our long-term memory!!!
After reading chapter 6, I got a better understanding about how positive and negative reinforcements can be used in the classroom to help strengthen student’s behavior. I particularly like the guidelines for encouraging positive behaviors. This information will be very useful in the future. Chapter 7 provided valuable information about what cognitive learning incorporates. I learned that memory plays a big part in acquiring, remembering and using knowledge. I also learned that the way a person learns information in the first place can affect his/her recall later. Therefore, it is important to integrate new material with knowledge already stored in long-term memory using elaboration, organization and context.
I think the cognitivist theory will be most useful to me as a teacher because it focuses on ways to actively construct student’s knowledge. Therefore, I will implement instruction consistent with the cognitivist theorists by helping to construct the student’s knowledge through problem-solving and hands-on activities. By doing so, I believe the students will get an opportunity to process and save critical information for later use.
In chapter six, I have learned how to create and manage a classroom with behaviorist strategies. In order to do such, one must include positive, praise, punishment, and self-managing within the classroom. From the techniques in this chapter, I have a better understanding of how to take charge of my future class. Chapter seven points out how the brain is able to take new information in and store the information in different ways; which if it is new information and not being used, most likely that person will forget the information. The chapter also discusses several different ways of how to keep new knowledge by the variety of ways of learning the new information. Overall, chapter seven is about how one learns and if you don’t use it than the information is gone. The more useful of the two is the cognitivist theory since education deals more with learning new information. Along with this new information, which maybe going into long-term memory, students’ behaviors can change for the best with what new knowledge they just learned. By helping students understand information, the less likely they are going to act out in class. With that in mind, the cognitivist theory helps out in the classroom in more ways than the behaviorist theory, therefore, making it the most useful tool for teaching. By performing lesson plans in different ways, allows the students to grasp the concept and skills of the lessons through their own learning ways. Allowing the students to learn through visual, kinesthetic, and audio, lets the students take pride with the new information and builds their own understanding to their own levels. Therefore, this may influence them to not act out but rather to be engaged with all the lessons. Knowledge is the key to growing, if we give it to students, than they can use their imaginations to go farther than what teachers might think of. I was taught that as a teacher, one should always believe in the students. By doing this, it gains trust and they are then ready to learn and behave in order to retrieve more fun knowledge about life.
RE: Alison Mohamed I agree with you on both behaviorist and cognitivist theory that they both are important in a classroom and that cognitivist theory is also more useful in a classroom. I think that using problem-solving and hands-on activities are great ways for students to learn knowledge and be able to remember the information better. I know that when I learn, those are the two ways that I learn better and faster and I can be able to retrieve that knowledge faster as well.
RE: Kirby W. Wow! That sounds like an effective classroom to me. I too say that cognitivist theory is more useful in the classroom and I liked all of your ideas that you want to put into your room. Hopefully I will also be teacher that can apply the cognitivist approach as easily as you put it in words and the plus side to the cognitivist theory is that the kids are also learning how to behave in an appropriate manner!
Lyn In the case of where I work, I do not think that the kids misbehave due to the school work. They have misguided homes and do not know how to behave. Once we get their behavior under control, then they are able to learn. I know that this is not the case everywhere, but it is for the most part in our school and in the section I work with.
I know what you mean about the misguided homes and the students not understanding what proper behavior is. I work in low income schools and it never ceases to surprise me how little "parenting" many of these students actually get. What grade/section do you work with?
In chapter six, I became more familiar with the behavioral views of learning. Behavioral learning theories provide explanations of learning that focus on external events as the cause of changes in observable behaviors.This includes the use of classical conditioning and reinforcement schedules. Ways to encourage positive behavior, including praise and punishment, were also discussed. The ultimate goal is to let the child begin to manage their own behavior.
Chapter seven of the text deals with the cognitive views of learning. According to the cognitive view, knowledge is learned and the changes in this knowledge make the changes in behavior possible. The cognitive approach believes that one of the most important elements in the learning process is what the student brings to the learning situation - including previous knowledge and learning experiences. This requires the use of acquiring the knowledge, remembering the knowledge, and using this knowledge.
While reading through the two chapters, and then trying to compare/contrast them in my own mind, I can see myself finding value in both of them. I do believe that children are (and can be) a product of the environment that they are raised in - and this can not be ignored in the classroom as teaching is taking place. This affects not only how they learn, but how the teacher will decide upon classroom management and the best possible teaching style. However, the cognitive view makes a lot of sense to me and I do believe that knowledge can be built more securely if it is tied into previous knowledge and continues to be built upon. Thus, I think that I will probably use a bit of both methods, with a tendency towards more of the cognitive theorists beliefs.
This will require me to know my students better - their strengths and weaknesses - so that I can adequately individualize their education to build upon their knowledge base. Proper diagnostic assessments will also be necessary for me to see what knowledge is present. It will be important for me, as the text stated, to incorporate the use of visual images with instruction in small bites; make the instruction meaningful to the child and his/her previous experiences; and to help the students utilize mnemonics to aid in the storing of memory that can be built upon. The understanding of memory and knowledge will be extremely important for me, especially the use of declarative and procedural knowledge and how each can be utilized.
Your definition fits me to a "T". All through high school and college (my first degree through) I made straight A's and was known as the "smart kid". The amazing (and shameful) thing for me is that the teacher would ask me a question a week after the test and I would have no idea, whereas a classmate that scored a "C" on the test would be able to explain with clarity. As you said, I was exceptional at memorizing the material needed to regurgitate it for tests - however, the long-term knowledge needed to build upon was not there. It did not bother me so much then, as I am saddened now when my children will ask me things that I know I probably learned in high school but I have no recollection of as I never truly learned it. Thus, the "Point/CounterPoint" was interesting to me on rote memorization - I'm not convinced that this is providing true education.
I think your response about addressing the cognitive issues before behavior management was well done. In the classroom, teachers will always encounter behavioral issues. Therefore, in order to deal with this, teachers first have to effectively educate and build student’s knowledge and cognitive ability. This will not only help them academically but it will help them manage problem-solving issues and very importantly, the students will learn concepts that are maturing.
I agree that it is important to use both theories together. Working with those students whos attitudes reflect that of their environment and introducing a new environment can be a challege. It is also a challege to teach students to be responsible for themselves when they have never been held responsible for themselves before. Therefore it is important to give them a good enviornment to learn in while providing the stucture to teach them to be responsible.
Chapter 6 talked about the behaviorists view and how teachers can help students learn to manage their own behavior and use praise and punishment techniques effectively.
Chapter 7 talked about how student learn and retain information, and how the brain processes information.
I do not view these techniques as competing, but instead complementing each other. I believe that both views will assist me in being a more effective teacher. The behaviorists views will help me in motivating, gaining attention, and providing a more organized and effective classroom. The cognitivists views will help me in planning my instruction so that it will be better remembered and stored.
If I were forced to choose sides, I think that I would fall into the behaviorists’ category. I think that most learning can happen if the student is in a well-structured environment that provides for optimal learning. I do believe that students can be motivated to learn by using appropriate reinforcement, and I have seen evidence of this in my own classroom.
I am currently a second year accounting teacher and I have noticed that my students will work extra hard if there is a “prize” attached to the end result. For example, If 90% of my students scored above 90% on my last test, I told them that we would use monopoly in the next unit. The scores on this test were better than the previous 3 tests.
Re: Darcy C original post, and several other responses
It seems that most the class is siding on the side of cognitive theorists, although we all really believe that they work together. I agree that in special education the behaviorists theories tend to be more hands on. Before beginning teaching last year, I worked as a behavior consultant for our special education department.
Student's cannot learn if they are facing issues or behaviors that are distracting to that learning, so all the cognitive theories in the world cannot help that student until the distractions are taken from, and they see some worth in the material.
Even experts, such as Harry Wong, say that the classroom must be set up for success in order to aid in students learning.
I am not trying to start a great debate, but I do think that the behaviorist theories should not be underestimated.
A behaviorist says that the environment shapes learning. They say that students learn to manage their own behaviors through praise and punishment. The child manages their own behavior. A cognitivist says that knowledge is the key to learning. The chapter also talked about how various learning strategies are essential to retain information. Both views can be beneficial but the one that I do incorporate more is from the cognitivists' view. A big problem we are facing with youth these days are that their problem solving skills are evaporating very quickly. This is because many answers in life are "one click" away and their ability to perform tasks such as deductive reasoning is not seen as much. Also, teachers are being resorted in many cases to simply "teach to the test" as standardized testing is the huge piece of education these days. Students are cramming for these tests are just utilizing short term memory. I try to incorporate many different methods for my students to scaffold information in their mind so they can be able to pull information in a long term capacity. In class when we take notes, I will stop in the middle of the lecture and have the students close their notes and I question them over what they have written down. After we have done this a few times, the students begin to learn knowledge retention strategies to help them succeed. Also, in a lesson, we will start out in a reading or a lecture then we will go into questions over the material. After they have completed the worksheets we enter a class discussion about the questions. We will then incorporate the information learned in an application process which is usually a writing assignment. I have found that my students have been able to retain information as they will still talk to me about information learned last year.
I fully agree with your point that you have to make learning has some pertainance in their life. Most people will lose their interest in the subject matter if it doesn't have any meaning in their life. This can be difficult to do in some subject matters, but it is essential, in my opinion, for the teacher to put in extra work to make the information as relevant as possible for all students.
I agree with your opinion regarding using more of a cognivist view. I agree that more memories need to be made which will lead, in my opinion, to more success in the classroom. Your thought falls into line with my post in that we need to make sure that there is more long term retention of the information learned. In coaching for 10 years, I am convinced that a cognitivist view is better because the young people need to take the knowledge used in practice and incorporate it in the field or court. Students have to know what they are learning and why. After some time with it, they have to begin entering an autonomous stage where they can operate on their own on the court without the constant assistance from a coach. The young people that can self-correct themselves because they have been trained properly are the ones who I feel are the most successful.
In chapter 6 I learned that learning causes permanent changes in our knowledge or behavior. I also learned in order to encourage persistence in a behavior there must be a ratio schedule based on the number of responses to encourage higher rates of response, and variable schedules based on varying numbers of responses or varying time intervals that encourage persistence of responses. I also learned the steps in applied behavior analysis are (1) clearly specify the behavior to be changed and not the current level. (2)Plan a specific intervention using antecedents, consequences, or both. (3) Keep track of the results, and modify the plan if necessary. In chapter 7 I learned the difference between sensory, short-term, working, and long-term memories and how each helps us with our daily lives. I also learned that schemas play a large role in our long-term memory and we can use this to help our students. I think the behaviorist theory will help me the most as a teacher. This is because it is based on analyzing and changing students behavior in your classroom. From this theory I will use the ideas of reinforcement and punishment for obtaining proper behavior. I will also use the written prompts and reinforcement/punishments guidelines that go along with this theory. I intend to use praise when appropriate to encourage good behavior as well as using punishment if needed to correct the situation.
I like your take on the behaviorist/cognitive theories. After reading your blog I can definitely see how both of these theories can be used in the classroom. I also agree that students can be motivated to learn information when proper reinforcement is used by the teacher. I thought your story about your classroom was very interesting. It is neat to see students will do better when their is a reward involved. Even one a simple as Monopoly.
In Chapter 6 I learned the most about contiguity and classical conditioning and operant conditioning. I also learned about the steps involved in applied behavior analysis. The section on bahavioral approaches to teaching and learning managment was very informative about token programs.
In chapter 7 I learned all about cognition. I learned all about the brains role in cognition. I also learned the differences between all of the different forms of memory and how they get into our brains and how long that information will stay in our memory.
Although I think that there are many useful aspects to both theories, I think that the cognitivist theory will be most useful to me as a teacher. As a teacher we need to know all about each of our students and how they are affected when trying to learn new information. It is also our job to teach the students to store that information into their long term memory for life use.
I will work hard to try and make each lesson meaningful through reading literautre, doing activities indoors and outdoors, class discussions, small group collaboration and research using trial and error. I will use a lot of visuals in my lessons and posted around the room as cues.
Kersten, your thoughts about the behaviorist theory are really good. Although I stated that I will probably use the other theory more in my classroom, the behaviorist theory is also a vital key to a well run classroom. Students behavior needs to be analyzed constantly. A reward and punishment system is always good to have in place starting on the first day of school. Written prompts are good to have in a classroom I believe as well. Great response!
Kirby I loved your section about how to be successful when using the cognitivist approach in a classroom. I like your idea of using signals to tell students when to stop and focus. Making sure that the goals and purposes of lessons are clear to all students. If you pair all of this up with a reward and punishment system the potential for a great classroom would be present.
In chapter six I learned a lot regarding behaviorist learning strategies. Behavioral learning focuses on external factors as the cause of changes in observable behaviors. Teachers can use different learning strategies such as classical conditioning, operant conditioning and reinforcement schedules. This chapter provided different strategies to change behavior such as prompting and cueing. It also showed how to encourage desired behaviors and handle negative behavior through different reinforcements.
Chapter seven discusses cognitive views of learning which regards learning as an active mental process of gaining, remembering, and using the knowledge. Cognitive approaches show learning as extending and changing the knowledge we already have to incorporate the new knowledge that is gained. This chapter also shows the different stages of memory such as short term and long term and provides different strategies educators can use to help move knowledge to the student’s long term memory.
In looking at both theories they both can be very useful to educators. The theory that is used should depend on the different situations presented. Obviously it is important for students to use and remember the information that is given to them in class. So the cognitive theory will probably be present everyday. Behaviorist theory is also important because when certain strategies are not working or students are struggling, you can use different reinforcements to set the students on the right path. Behaviorist strategies provide different methods that can also be used everyday to ensure the outcome wanted.
Elizabeth, I agree that as teachers it is important to know our students and how they learn especially when learning new information. Our main goal is to have them retain the information for the long term. However, I feel that both strategies need to be present in the classroom to provide the best outcome. I don't think I will use one theory over the other, but I hope that I will use them both equally as I feel they both will be beneficial.
In chapter 6, I gained knowledge on the behaviorist theories and how external events change behaviors. What caught my attention was the difference of positive and negative reinforcement. I have always believed that negative reinforcement was punishment; boy was I wrong!! It was also interesting to learn how to manage a classroom through individual and group consequences.
In chapter 7, I learned the elements of cognitive views of learning. The most important aspect of this chapter was developing students' declarative and procedural knowledge. All students learn differently, and if the teachers can use facts, rules, and generalities and then demonstrate them, knowledge will more than likely end up in the long term memory.
I think that both cognitive and behavior theorist bring about many ways to manage a classroom. At this point in my career, I don't think I can make the decision that one is necessarily better than the next or will be utalized most. I think being an exceptional teacher is like being a great cook; there is no specific recipe. What may work one day, may not work the next. Setting up the environment that is condicive to learning is crucial, but if you leave out the organization of knowledge, your students will suffer.
I don't forsee using both behavioral and cognitive theories will hurt my students in any way, shape, or form. From a behaviorists standpoint, it is important to keep students on the right track by reinforcement (either negative or positive)and consequences. I see myself using group consequences in my classroom to promote teamwork. Teachers also need to idetify behaviors that need changes, plans, and ways to keep track of results. However, we as teachers cannot forget the cognitist theories on organizing our lesson plans and identifying ways to get information into the student's long-term memories. As a teacher, I think it is vital to apply declarative and procedural knowledge. If I can provide both written rules and a demonstration, I think the students will learn the material.
TriciaM. I am in 100% agreeance with you!! As educators, we will use both stratigies every day. To say we won't is to say that a camel can fit through an eye of a needle. I think the author of the textbook has presented all theorists so that we can use all the strategies.
Chapter 6 talks about the importance of reinforing behaviors. It also talks about the importance of a reinforcement schedule. I really found the part about ways to encourage behaviors important for in the classroom and at home. Chapter 7 helped to explain the different types of memory and really helped to make it clear for me how to help others to implement the kind of memory that they need. As a teacher it is important for us to make the information about this known for students. As a teacher I believe a behaviorist method is going to be the most important way. I feel that managing a classroom is the most important part of being a teacher. If you are not able to control the students in your classroom then you are not going to be able to help them learn. It is so important to make sure that they are educated in a sensible way. But it is imporant to remember that each child learns in a certain method and we have to remember thing about how people remember things.
In response to the entire class: It seems to me the debate cognitive versus behavioral theorist will never end. Each side has great point. It is almost like debating which has more impact, genetics or environment? Thanks to everyone for providing great insight, however, I will personally utalize both strategies in my classroom.
RE: Brandon P: I agree with you so very much about saying that behaviors shape a child. My son said something before he thought tonight. It made me realize what my behaviors are around him. I realized the importance of professionalism in the classroom. Children copy what they are seeing.
Chapter 6 discussed the behaviorist models. Since I work as a para, I see this a lot and had already learned quite a bit about it. I like that it is about having the students change their behaviors in a variety of ways to get your desired behavior. Chapter 7 was about cognitive ways of teaching. This is important because it is more individualized. Learning how the mind works really gives good input into the teaching profession.
I think that I will use both because I feel that both are needed for different types of students. I will probably lean more towards the behaviorist because that is what I see a lot of and am use to using, since I am a para. This seems to work very well and there are so many different aspects you can try.
I think the main thing that I will do is to make sure that students know what is expected of them and that I expect that out of them. These days too many kids slack off and just don't try. Using the behaviorist ideas, I will use a token economy to reward the good behaviors. If students begin to miss out on the "fun" extra activities they will realize that they need to work harder and earn this privilege. I will make sure to monitor student progress as well as let them know how they are doing and see how they think they are doing.
I think that it is neat that we both feel the same way about the different theories. Being a para really opens your eyes to what goes on in the classroom and what you will be dealing with. I love that I have been given the chance to work as a para that way I know and understand how some of the students work. Even just one student can cause problems for the whole class and knowing how to eliminate those behaviors is vital.
Ch 6 It talks about the difference between Behaviorist and Cognitivist. With Behaviorist is based on set principals while Cognitivist is based on individuals. I believe that with the Cognitivist approach in teaching you will have a better out come and more of the students will achieve their top potential. I will use the Cognitivist approach in my classroom. There were two other point in this chapter that I will take into my classroom are the reflection and reenforcement. With reflection you can have the students look back at what they have done behavior and in learning to see what they have done right and what they need to improve on.
Ch 7 In this chapter it focused on the memory and how to get the most from your students and help them remember what is being taught to them. In this chapter I learned a number of ways to help the students learn and remember what they have been taught and what they have learned. The biggest thing the book talked about and I remember being used once in while when I was younger is to relate the new material to material perviously learned and thing that the students know.
I agree with you and using problem-solving and hands-on method. It provides students a way to get involved in learning something new and takes it past the listening to the teacher and allows them to explore it themselves.
Chapter six explained how strict behaviorists believe that a true behavior change is made by reinforcing behavior. Those behaviors that are not reinforced will disappear eventually. Chapter seven was contrary to this. Cognitive theorists believe that people are active participants in their learning. They believe that a person’s memory is tied to learning. As a future educator, I do not believe that one or the other should be eliminated. I believe that certainly a behaviorist viewpoint is valid when considering classroom management. However, I believe that a cognitive viewpoint is important when building a student’s interest in learning and motivation. Certainly I think that both have positive attributes to a student’s learning. To implement instruction consistent to the theorist’s viewpoints, I will get to know my students so I know what would be effective for them. I will use a behaviorist approach when considering classroom rules and consequences. To make this effective, I will not stray from my procedures and policies in the classroom. By doing so, students will know what to expect from me and where they stand should they ignore the rules. To create meaningful learning, I will use organizers and different strategies that help students organize their thoughts and information presented to them. I will encourage them to become reflective learners as well in order to give them a sense of ownership towards their education. To do this, I will teach them meta-cognition skills and encourage journaling.
Lyn, I agree with you and think that certainly curriculum and the way it is presented impacts behavior. I am on the fence with this either or notion and believe that both viewpoints have their place in the classroom. Certainly a token reward system is beneficial for difficult students because it gives the students something to work towards. That said, teaching students different study strategies that help them achieve their goals and change their self-efficacy regarding their work is good too. I just wonder if we are expected to be one or the other. Why can't we use both theories?
Mallory Lammers The behaviorist theory involves extrinsic influences. The environment and outside forces cause us to react or behave in different ways. The cognitive theory uses an intrinsic approach. Knowledge is learned and changes in knowledge cause changes in behavior.
Both theories are useful to me as a teacher. You cannot prove that either theory is wrong. It is like asking which came first the chicken or the egg? Which came first knowledge or behavior? Do we learn because our behavior has taught us? Or do we behave because we have learned? It is just like the chicken and the egg question. We cannot prove that either theory is wrong.
So, how will I implement instruction consistent with BOTH theorists? The important factor is balance. If I have a student who is disruptive, I need to think of why this student is constantly acting out. I will look to see if my classroom is offering this student reinforcement for the behavior. I will also look to see if this a behavior the student learned before even coming to my classroom. I like to read the What Would You Do section before each chapter. It is always helpful for me to relate what I am learning to real life. In chapter 6 it gave a clear example of when you should apply behaviorist theory. The students had not had a structured classroom. In their minds they were doing nothing wrong or out of the ordinary. Needless to say, the classroom was out of control. The teacher of this classroom could use behaviorist theory to help her to restore order. The students in this scenario have no clue what the hidden rules of school are and they have no clue they are breaking these rules! In this situation I would focus on the students’ behavior. The What Would You Do section in chapter 7 reminds me a lot of my students in my internship. These students know the hidden rules very well. They know the hidden rules too well. The students in my internship are so obsessed with getting a perfect score on their homework or winning a game that they miss the whole point of the lesson! The students in my internship do not even think of how to solve a problem. When I am grading a student’s paper every now and then I ask the student why they think their answer is right. The first response I get is a change in their answer. It is amazing how these students assume that if I question them, then their answer must be wrong. In this situation I would apply the cognitive theory. These students know how to behave. Now they need to learn before they behave! In closing there is never a right or wrong theory. Just the right theory for the right time.
In response to Sarah Rhodes … Right on Sarah! I agree with you that no one theory should be dismissed. I like the different strategies that you used to apply the cognitive theory. I especially liked that you mentioned you would give the students a sense of ownership towards their own education through reflection. I think that is so important. You can lead a horse to water but until that horse has ownership over their drinking of the water they will never drink. I also liked that you talked about getting to know your students. That is the most important thing I think a teacher can do.
I do not know if anyone went through all the posts but I thought it was interesting how divided we are on the view of cognitive vs. behaviorists. That was very interesting. Ember D. I liked how you put it. "I do not view these techniques as competing, but instead complementing each other." Very nice!
I think that both are very useful to teachers. They allow the teachers to reach all of the students. As we all know none of are students are exactly alike. They do show similarities, but not the same. Depending on your situation, you can reach students using behaviorists theory. Some students need reinforcement becuase they don't have a healthy home life and the only support they may get is from you. This may not pertain to every student or classroom. You can praise students when they do good but you can also correct them when they make the wrong decisions. You can also use the cognative theory while getting to know the students and being able to peak their interests so they are motivated to learn and succeed. I believe both are good choices in your classroom if used appropriately to reach your goals for your classroom.
I support the Service Learning as a part of a school curriculum. This gives a chance for students to engage in social learning in school. These students receive Social science lesson and deal with real life situations as well. I disagree I think there are more advantages to Service Learning projects. The students that I dealt with have positive attitude and self-satisfaction for everyone. These Mental Retardation students really like helping people and others. Our school district requires that thy do a mandatory service learning project. Our students enjoy helping people especially outside of school. Students have higher self-esteem and also enjoy doing things for other people outside of school.
Jacque replied to Lucas: I like your comment about the service learning projects. I also agree that some students don’t have a good home life and this is a good way for them to participate in things in the classroom. I also agree with the use of the cognitive learning and the use of it as well. I think you have some of you have posted interesting activities
After completing the assignments for both Chapters 6 and 7, briefly summarize what you learned in the chapters (2-3 sentences per chapter).
ReplyDeleteWhich theory--behaviorist or cognitivist--do you think will be most useful to you as a teacher? Why?
How will you implement instruction consistent with the theorists who advocate the theory you believe is must useful to you?
This blog is due October 11.
A behaviorist view of learning is centered on the environment and consequences. It doesn’t take individual differences (other than preferences for reinforcers) or thought processes into consideration; behaviors that are reinforced will continue, while other behaviors that are not reinforced will fade.
ReplyDeleteCognitive views, on the other hand, are not based on any ‘set in stone’ principles and they recognize that individuals are active and control their environment. Individuals bringing prior knowledge to a new concept will learn much more than one who doesn’t, and active thought processes in different areas of the brain are of great importance.
I think that the cognitive view will be the most helpful as a teacher because it is more individualized and puts responsibility on the learner rather than the environment. Prior knowledge, thought processes and individual differences all need to be considered when teaching a lesson, and having a working knowledge of the brain and neurological processes will be helpful. In addition, teachers need to know how to have a lasting effect on students and get information to stick in long-term memory. Because behaviorist views simply reinforce behaviors, it does not necessarily include students actively in the learning process, making it difficult to get much information actually learned; into the long-term memory. I think that behaviorist strategies can be helpful to fix problems or to improve classroom management, but it should not be the main area of focus in the classroom.
I will use examples and vicarious experiences when necessary to help build student background knowledge, and I’ll link new information to what the students already know or to their daily tasks/routines. I’ll combine declarative knowledge and procedural knowledge by doing many hands on activities where the students can apply the declarative knowledge they have learned. This will also make the information more meaningful and memorable for them. In addition, I will also address a variety of general and domain-specific tasks while helping students organize schemas and learn appropriate strategies to help store and recall information into long-term memory. Additional considerations will include the students’ cognitive load, teaching self-regulatory knowledge when necessary, and using an appropriate combination of words and visuals.
I will have to agree with Andrea. Enforcing responsibility on the student instead of the enviornment that the student is placed in, is a much better theory to bring into the class. the cognivist theory is a much more personal and individual theory. By using this theory, edcaution can be a much more personal experience for the kids because you are working with them in a way that they can learn the most. If you were focused more on the environment, not all of the kids would feel comfortable. What works for one student may not work for another. By using the cognitive theory, students experiences can be more personalized and individual.
ReplyDeleteIn the classroom, by making the examples viable to what they are doing in their own lives, students will take interest in the topics. Personally, I know that when something I am learning about isn't related to something that pertains to my own life, I don't show much interest and will have a less chance of remembering. By making topics interesting and pertinent to life, the students will have a higher chance of remembering long term the information taught.
In chapter six I had previous knowledge about behavior theory and theorists reinforced. The greatest thing I learned is that reflection is just as important when creating behavior modification plans as when creating lesson plans. Each student is unique, and there are as many behavior management techniques as there are students. As a teacher I will have to take the time to observe and come to understand my students in order to provide behavior and classroom management programs that are a good fit for my students and classroom. I have to mention that I found it most interesting that 5% of the students are responsible for 50% of the behavior referrals, as this does mirror what I have seen in the classrooms as a substitute teacher.
ReplyDeleteIn chapter seven I had the opportunity to revisit the perspectives of the cognitivists. I found myself learning new things in the sections on sensory perceptions and how we create Gestalt meaning from our sensory input. Which made perfect sense to me, for when I think of a cow, I don’t think of first a hoof, then a moo, then milk, rather my mind has a “whole” concept of cow developed from all of my sensory input that includes all the bits and pieces from all the cows I have ever experienced via any of my senses.
I found immediate application for theory from the cognitivists. I learned about the capacity of working memory and was able to apply this knowledge to my teaching with special needs students. I often work with students who cannot follow procedures as they get lost after the first step or two. Now, I understand why and how they are getting lost and am better capable of providing interventions that address dividing projects into small steps or segments and providing a means for the students to keep track of their steps and progress.
As a special education teacher I think the cognitivist theories in general will be most useful in my teaching. Many of the students with learning disabilities have issues with the processing and ordering of information. I feel that cognitivist theory provides me with an understanding of these processes which will aid me in assessing the type of cognizant functioning a student has issue with, and how to provide supports that will extend their cognitive processes in order for the students to function fully. I believe that by providing multi-sensory opportunities for learning and reinforcing that learning through graphic organizers and process charts I can greatly improve my students’ opportunities for learning.
RE: Andrea
ReplyDeleteI think you make an excellent point when you discuss the need for teachers to know how to “get information to stick in long-term memory.” I too thought the cognitivists theories were most useful to teaching for their implications in memory during learning. I had light bulbs going off as I realized that our brains organized information in “graphic organizers” automatically, so it makes sense to have our students “pre-organize” the information with graphic organizers during class. Were you thinking of all the teachers in our studies at FHSU as they have pounded into us the need to use graphic organizers to help our students make sense of their learning when you were writing about helping students organize schemas?
RE: Jessica
ReplyDeleteWell, it looks like the cognitivists have it 3 go 0 so far. I felt the same way you did, that while environment is important, it isn’t as important as providing the learning material through the most appropriate and personalized instruction possible. Understanding how each child works through assimilating information will provide us with information for building effective teaching strategies, and I believe that the cognitivists theories are better tools for analyzing students’ learning processes.
After reading Chapter 6: Behavioral Views of Learning, I learned that there are many ways to reinforce behavior. I work as a para in a special education cooperative and I always find learning how control unwanted behavior interesting. Reinforced behavior will either continue to remain or can be eliminated if the right techniques are used.
ReplyDeleteAfter reading Chapter 7 Cognitive Views of Learning, I learned the way our minds work and how we can use our memories and schemas to base and continue on with student's education. Using the child's environment and experiences teachers can take learning to a new level.
I think that the two different views go hand in hand and it will be important for me to incorporate both into my classroom. I feel that the cognivist view is very important and relates information directly to the student. I understand how different types of memory influence learning. Knowing how students process information and retrieve information is very important for a teacher to know. I also think that it is important for me as a teacher to understand declarative knowledge and procedural knowledge to help students.
However, after working in special education specifically with students who have behavior management issues, I think that I can use the behaviorist theories more in the classroom right now. I learned that students learn different ways and many times their behavior issues are due to frustration. I think using the behaviorist theories I can eliminate some of their frustrations by understanding how they learn and what stimulus to remove when they are misbehaving. I think that students must be well behaved and feel safe in a classroom first and then they can use the cognitive theories and learn the material. A class who has even one student acting out is a distraction for all students and is not a good learning environment.
I think that I can use the behaviorist theories in my classroom. I think it is important that I pay attention to my students and understand what gets them frustrated and then remove that stimulus. I feel I can use different types of consequences and use positive reinforcement so that they will behave better. If they are behaving then the classroom and learning environment will be less stressful and all of the students will be able to learn better.
RE: Lyn B
ReplyDeleteI do agree that the way material is taught and how students learn is very important. I also feel that if a class is out of control and misbehaving then the learning environment goes "out the door". I think it is important to have a safe and secure and calm learning environment for all students to succeed. To accomplish this the class must be in order and the teacher must know how to deal with behavior problems so they are not a distraction to the other students.
In chapter 6, I have learned that behaviorists learning is focused on the student's environment and reinforcement. Teachers give praise or punishment to generate the required behavior of the students. Premack Principle states that preferred behavior can be an effective reinforcement for a less preferred activity. Also, students learn from their mistakes and this is a useful tool to help them learn what they need to do.
ReplyDeletePunishment can also be used to obtain a preferred behavior of the student. Punishment, reprimands and social isolation can be utilized by the teacher. The student will earn that if they do something wrong, there will be some type of consequence.
Self managements is also a great tool a teacher can teach a student. This will help the student to succeed in high school and in future endeavors. This will be accomplished by progress monitoring and evaluation.
In chapter 7 I learned that there are three types of memory and each have different durations and pathways for the message to be obtained. Sensory is about 1 to 2 seconds and information is obtained by the senses. Short-term is about 20 seconds and is obtained by new information. Finally, long term is unlimited.
Students need to work to develop long-term memory storage of information. I also learned that schemas can be used to organize information in the brain. This can be a great tool to help students learn processes and information.
It also became clear that knowledge can be divided into declarative and procedural. Students may be able to master one or the other and a teacher needs to be aware of this fact.
I feel that both theories need to be utilized while teaching. Classroom management needs to be maintained and this can be done with behaviorist theory. Also, the concept of memory needs to be known to help students learn the material. Not all students learn the same. Behaviorists theory can also be used to help ensure that the students complete their work on time and correctly. This may also help with information retention, cognitive theory.
I will set dates for the assignments and administer late point deductions. Hopefully this will help make the students complete their work on time. Also points will be deducted for grammatical errors in the writing. Misbehavior will also not be tolerated. There will be some type of punishment if it continues. I will also allow students to work on individual work for another class, after they finish group work for mine.
For memory retention and understanding of the information being taught. Quizzes can be given at the end of each week to help keep the students looking at the material between tests. Also, special phrases can be created to help students remember. To remember the order of math executions,parentheses, exponents, multiply, divide, add, subtract,(please excuse my dear aunt sally).
RE Darcy C:
ReplyDeleteI agree with you that both theories go hand in hand for teachers in their classroom. All students learn and memorize material differently. I also agree that behaviorist theories should be used more in the classroom to help eliminate some of the behavior problems some student deal with, either frustration or acting out in class. Teachers need to be able to deal with behavioral problems.
Do you feel that your experience in a special education classroom will help you in your own classroom?
Lyn
ReplyDeleteI also found it interesting that 5% of the students are responsible for 50% of the behavior referrals. When stated this way, it makes it seem like less of a task to decrease behavior problems. Finding out what works for one student can make a big difference on that one student as well as others in the classroom. Like you mentioned, reflection is the key and questions such as “What has worked in the past?”, “Is it still working?” and “What needs to be changed?” need to be addressed regarding lesson plans and teaching styles along with behavior management.
RE: Mallory K.
ReplyDeleteSometimes I think it will help me, but mostly it is what made me want to be a teacher. I do not want to work strictly in special education. I have behavior problems all day long and it gets old. I know as a regular education teacher I will deal with special education kids but I do not want to do it all the time.
Behavioral learning is understanding that learning things is not always the same because events beyond or outside of our control and circumstances may cause changes in our behavior that others see and we may not see it.
ReplyDeleteCognitive learning is taking and applying knowledge through getting knowledge, remembering it and being able to use and apply it.
As a future techer I believe both are helpful, but I lean more towards cognitive. I do believe it is important to know the things that affect our students ways of learning, but I believe it is more important to be able to help them learn to obtain, remember and use what they know so they can go further in life to possibly make more of who they are and are going to be.
Students can obtain information through reading, research on computers, books or exploring their environment and through trial and error. I plan to use all of these methods in my classroom.
Some of the ways we can help students are through fun educational activities such as role modeling and interactive play. Also through repitition, quizing over the information and even teating over it can help students remember what they have learned.
It is very important to know that students are individuals and will learn at their own level and pace. Cognitive theories will aid me into helping me see how each student sees, reads, processes and defines each lesson and activity.
To Mallory K.,
ReplyDeleteI really enjoyed you post and your thoughts of that there will be consequences for their mistakes and actions. I believe this is also crucial in maintaining a controlled learning environment.
What grade are you planning on teaching? I was wondering if you have thought of any creative ways to help them remember what you teach them because I love your idea of the math, I had not heard that one before!
Darcy C,
ReplyDeleteI worked as a para as well for a few years and worked with an autistic young boy. His environment was completely the reason most of the time for his frustration and lack of being able to learn. We worked for many weeks securing his schedule and routine to what fit him best and then his learning began to improve. His behavior was a result of his surroundings and the behaviorist theory would best fit for that situation. I liked your post and completely agree with it and found it funny how this lesson brought back memories of what we did and I had no idea there was a theory for it, we just did it!
RE: Darcy
ReplyDeleteDon't you think that many of the "behavior" problems of students with special needs come from frustration or fear of the curriculum?
Usually, acting out is a way of coping with friction against the curriculum or its delivery.
I spend a great deal of time in various Resource Rooms as well as having a son with Asperger's Syndrome. I find that in the Resource Rooms where the curriculum is a good fit for the students and delivered in consistent, creative, and individualized ways the behavior problems become very minimal. With my son, if the work is too "boring" (out of his zone of proximal development), or if he is required to sit and listen to a lecture rather than being provided with a "hands on" learning opportunity he acts out. This is easily remedied with a change in what is being taught or how it is taught.
I am not saying there isn't a place for behavior management, but unless you address the cognitive issues all the behavior management techniques in the world won't resolve the issue.
Lyn
RE: Mallory
ReplyDeleteWhat grade level are you planning to teach? In my substituting experience I have seen so many behaviorist methods instituted in classrooms, and have seen a definite pattern in age/method relationships for success. What works for behavior management for a first grader will not work with a fourth grader...
Lyn
Jacque said: After reading Chapter 7, we know that a behaviorist view is centered on the environment and consequences. It doesn’t take other individual differences or thought processes into thought. The behaviors are reinforced and will continue and other behaviors that are not reinforced will began to go away. Cognitive views are not based on anything that is concrete principles and they often recognize that knowledge is a new concept and that we will learn much more that one who doesn’t and that the thought processes in different areas of the brain and these are of significant importance.
ReplyDeleteI think though that I find both of them important to me. I think that with the cognitive view that it is individualized and it puts responsibility on the learner then dealing with the environment. Teachers also need to know how to help students learn the information and that way it will stick with it. I also believe that reinforcing the behaviors is essential as well. In the behaviorist strategy this will help improve classroom management which is a key part to learning.
The examples that I have read in the book and also through the experiences that I have had will help build the essential background knowledge. Also daily tasks and routines will help as well. I also like the schemas and also how they can organize tasks to help them get through life. The visual aids are great as well.
Reply to Darci C from Jacque S: I agree with your statement in that I would be able to use the behaviorist things to help in the special education room as well now. I also agree with you in that students sure learn in different ways whether it be visual or auditory. It is very important that we find out which way they learn and how to help them. I also think that if you have a student that is showing off to the class, this is a great way to help the students ignore him and find ways to help get that student under control.
ReplyDeleteIn chapter six I learned that learning occurs every day in our lives and it is not always intentional or limited just to school. There are four behavioral learning processes: contiguity (association of 2 events), classical conditioning (automatic responses with new stimuli), operant conditioning (voluntary behavior is strengthened or weakened), and observational learning (learning by observing others).
ReplyDeleteIn chapter seven I learned that the sensory memory, the working memory, and the long-term memory all have different capacities, durations, and ways of receiving and processing information to contribute to our learning and memory. I also learned that schemas are our personal, past knowledge that we use to make sense of new experiences. Declarative knowledge is verbal knowledge that can be declared through words and symbol systems (knowing that) while procedural knowledge is demonstrated when a task is performed (knowing how).
I think that the cognitivist theory will be most beneficial to me as a teacher. I think it is important to know ways in which to help children retain memories of facts and how to perform tasks related to school. The cognitivist approach guides teachers in knowing how to gain and maintain student attention and improve students understanding and memory of what is taught. I also feel it is imperative to understand how and why memories are lost as well as how to ensure that needed memories are retained by students. This information will help lead teachers and students to more classroom success, in my opinion.
In order to make the cognitivist approach successful, I will use signals that tell students when to stop and focus all attention on me, avoid distracting behaviors, and give short, clear directions. I will speak directly to children when giving individual instructions and use eye contact to ensure understanding. I will also ensure that the purposes of lessons are clear to all students. I will assist students in how to self-check their work in class. In order to help students understand and remember, I will guide them in separating necessary and unnecessary details while focusing on the important information. I will need to help students connect new information with prior knowledge and provide repetition and review of all information. Finally, it is important that I focus on teaching meaning and not memorization.
Jennifer R.,
ReplyDeleteI agree with you on the importance of both behavioral and cognitive learning, and I also agree that cognitive is more useful in the classroom. Knowing how we learn is not as beneficial to our students as knowing how to remember what we learn. I think there were many helpful tips in chapter seven that educators can use to help their students remember things long-term. I also think it is important to know what factors contribute to forgetting and how to help our students retain essential information. I think the most difficult challenge we face as educators is helping our students to break the habit of what I call “academic regurgitation.” They cram information into their heads long enough to pass a test and then it is gone forever. This is not a successful strategy to long term educational success. Students must be taught the importance of keeping things in the unlimited capacity of our long-term memory!!!
After reading chapter 6, I got a better understanding about how positive and negative reinforcements can be used in the classroom to help strengthen student’s behavior. I particularly like the guidelines for encouraging positive behaviors. This information will be very useful in the future.
ReplyDeleteChapter 7 provided valuable information about what cognitive learning incorporates. I learned that memory plays a big part in acquiring, remembering and using knowledge. I also learned that the way a person learns information in the first place can affect his/her recall later. Therefore, it is important to integrate new material with knowledge already stored in long-term memory using elaboration, organization and context.
I think the cognitivist theory will be most useful to me as a teacher because it focuses on ways to actively construct student’s knowledge. Therefore, I will implement instruction consistent with the cognitivist theorists by helping to construct the student’s knowledge through problem-solving and hands-on activities. By doing so, I believe the students will get an opportunity to process and save critical information for later use.
In chapter six, I have learned how to create and manage a classroom with behaviorist strategies. In order to do such, one must include positive, praise, punishment, and self-managing within the classroom. From the techniques in this chapter, I have a better understanding of how to take charge of my future class.
ReplyDeleteChapter seven points out how the brain is able to take new information in and store the information in different ways; which if it is new information and not being used, most likely that person will forget the information. The chapter also discusses several different ways of how to keep new knowledge by the variety of ways of learning the new information. Overall, chapter seven is about how one learns and if you don’t use it than the information is gone.
The more useful of the two is the cognitivist theory since education deals more with learning new information. Along with this new information, which maybe going into long-term memory, students’ behaviors can change for the best with what new knowledge they just learned. By helping students understand information, the less likely they are going to act out in class. With that in mind, the cognitivist theory helps out in the classroom in more ways than the behaviorist theory, therefore, making it the most useful tool for teaching.
By performing lesson plans in different ways, allows the students to grasp the concept and skills of the lessons through their own learning ways. Allowing the students to learn through visual, kinesthetic, and audio, lets the students take pride with the new information and builds their own understanding to their own levels. Therefore, this may influence them to not act out but rather to be engaged with all the lessons. Knowledge is the key to growing, if we give it to students, than they can use their imaginations to go farther than what teachers might think of. I was taught that as a teacher, one should always believe in the students. By doing this, it gains trust and they are then ready to learn and behave in order to retrieve more fun knowledge about life.
RE: Alison Mohamed
ReplyDeleteI agree with you on both behaviorist and cognitivist theory that they both are important in a classroom and that cognitivist theory is also more useful in a classroom. I think that using problem-solving and hands-on activities are great ways for students to learn knowledge and be able to remember the information better. I know that when I learn, those are the two ways that I learn better and faster and I can be able to retrieve that knowledge faster as well.
RE: Kirby W.
ReplyDeleteWow! That sounds like an effective classroom to me. I too say that cognitivist theory is more useful in the classroom and I liked all of your ideas that you want to put into your room. Hopefully I will also be teacher that can apply the cognitivist approach as easily as you put it in words and the plus side to the cognitivist theory is that the kids are also learning how to behave in an appropriate manner!
RE: Lyn B
ReplyDeleteLyn
In the case of where I work, I do not think that the kids misbehave due to the school work. They have misguided homes and do not know how to behave. Once we get their behavior under control, then they are able to learn. I know that this is not the case everywhere, but it is for the most part in our school and in the section I work with.
RE: Darcy
ReplyDeleteI know what you mean about the misguided homes and the students not understanding what proper behavior is. I work in low income schools and it never ceases to surprise me how little "parenting" many of these students actually get. What grade/section do you work with?
Lyn
In chapter six, I became more familiar with the behavioral views of learning. Behavioral learning theories provide explanations of learning that focus on external events as the cause of changes in observable behaviors.This includes the use of classical conditioning and reinforcement schedules. Ways to encourage positive behavior, including praise and punishment, were also discussed. The ultimate goal is to let the child begin to manage their own behavior.
ReplyDeleteChapter seven of the text deals with the cognitive views of learning. According to the cognitive view, knowledge is learned and the changes in this knowledge make the changes in behavior possible. The cognitive approach believes that one of the most important elements in the learning process is what the student brings to the learning situation - including previous knowledge and learning experiences. This requires the use of acquiring the knowledge, remembering the knowledge, and using this knowledge.
While reading through the two chapters, and then trying to compare/contrast them in my own mind, I can see myself finding value in both of them. I do believe that children are (and can be) a product of the environment that they are raised in - and this can not be ignored in the classroom as teaching is taking place. This affects not only how they learn, but how the teacher will decide upon classroom management and the best possible teaching style. However, the cognitive view makes a lot of sense to me and I do believe that knowledge can be built more securely if it is tied into previous knowledge and continues to be built upon. Thus, I think that I will probably use a bit of both methods, with a tendency towards more of the cognitive theorists beliefs.
This will require me to know my students better - their strengths and weaknesses - so that I can adequately individualize their education to build upon their knowledge base. Proper diagnostic assessments will also be necessary for me to see what knowledge is present. It will be important for me, as the text stated, to incorporate the use of visual images with instruction in small bites; make the instruction meaningful to the child and his/her previous experiences; and to help the students utilize mnemonics to aid in the storing of memory that can be built upon. The understanding of memory and knowledge will be extremely important for me, especially the use of declarative and procedural knowledge and how each can be utilized.
In response to Kirby,
ReplyDeleteYour definition fits me to a "T". All through high school and college (my first degree through) I made straight A's and was known as the "smart kid". The amazing (and shameful) thing for me is that the teacher would ask me a question a week after the test and I would have no idea, whereas a classmate that scored a "C" on the test would be able to explain with clarity. As you said, I was exceptional at memorizing the material needed to regurgitate it for tests - however, the long-term knowledge needed to build upon was not there. It did not bother me so much then, as I am saddened now when my children will ask me things that I know I probably learned in high school but I have no recollection of as I never truly learned it. Thus, the "Point/CounterPoint" was interesting to me on rote memorization - I'm not convinced that this is providing true education.
Re: Lyn B.
ReplyDeleteI think your response about addressing the cognitive issues before behavior management was well done. In the classroom, teachers will always encounter behavioral issues. Therefore, in order to deal with this, teachers first have to effectively educate and build student’s knowledge and cognitive ability. This will not only help them academically but it will help them manage problem-solving issues and very importantly, the students will learn concepts that are maturing.
RE: Christine
ReplyDeleteI agree that it is important to use both theories together. Working with those students whos attitudes reflect that of their environment and introducing a new environment can be a challege. It is also a challege to teach students to be responsible for themselves when they have never been held responsible for themselves before. Therefore it is important to give them a good enviornment to learn in while providing the stucture to teach them to be responsible.
Chapter 6 talked about the behaviorists view and how teachers can help students learn to manage their own behavior and use praise and punishment techniques effectively.
ReplyDeleteChapter 7 talked about how student learn and retain information, and how the brain processes information.
I do not view these techniques as competing, but instead complementing each other. I believe that both views will assist me in being a more effective teacher. The behaviorists views will help me in motivating, gaining attention, and providing a more organized and effective classroom. The cognitivists views will help me in planning my instruction so that it will be better remembered and stored.
If I were forced to choose sides, I think that I would fall into the behaviorists’ category. I think that most learning can happen if the student is in a well-structured environment that provides for optimal learning. I do believe that students can be motivated to learn by using appropriate reinforcement, and I have seen evidence of this in my own classroom.
I am currently a second year accounting teacher and I have noticed that my students will work extra hard if there is a “prize” attached to the end result. For example, If 90% of my students scored above 90% on my last test, I told them that we would use monopoly in the next unit. The scores on this test were better than the previous 3 tests.
Re: Darcy C original post, and several other responses
ReplyDeleteIt seems that most the class is siding on the side of cognitive theorists, although we all really believe that they work together. I agree that in special education the behaviorists theories tend to be more hands on. Before beginning teaching last year, I worked as a behavior consultant for our special education department.
Student's cannot learn if they are facing issues or behaviors that are distracting to that learning, so all the cognitive theories in the world cannot help that student until the distractions are taken from, and they see some worth in the material.
Even experts, such as Harry Wong, say that the classroom must be set up for success in order to aid in students learning.
I am not trying to start a great debate, but I do think that the behaviorist theories should not be underestimated.
A behaviorist says that the environment shapes learning. They say that students learn to manage their own behaviors through praise and punishment. The child manages their own behavior.
ReplyDeleteA cognitivist says that knowledge is the key to learning. The chapter also talked about how various learning strategies are essential to retain information.
Both views can be beneficial but the one that I do incorporate more is from the cognitivists' view. A big problem we are facing with youth these days are that their problem solving skills are evaporating very quickly. This is because many answers in life are "one click" away and their ability to perform tasks such as deductive reasoning is not seen as much. Also, teachers are being resorted in many cases to simply "teach to the test" as standardized testing is the huge piece of education these days. Students are cramming for these tests are just utilizing short term memory. I try to incorporate many different methods for my students to scaffold information in their mind so they can be able to pull information in a long term capacity.
In class when we take notes, I will stop in the middle of the lecture and have the students close their notes and I question them over what they have written down. After we have done this a few times, the students begin to learn knowledge retention strategies to help them succeed. Also, in a lesson, we will start out in a reading or a lecture then we will go into questions over the material. After they have completed the worksheets we enter a class discussion about the questions. We will then incorporate the information learned in an application process which is usually a writing assignment. I have found that my students have been able to retain information as they will still talk to me about information learned last year.
In response to Jessica:
ReplyDeleteI fully agree with your point that you have to make learning has some pertainance in their life. Most people will lose their interest in the subject matter if it doesn't have any meaning in their life. This can be difficult to do in some subject matters, but it is essential, in my opinion, for the teacher to put in extra work to make the information as relevant as possible for all students.
In response to Kirby:
ReplyDeleteI agree with your opinion regarding using more of a cognivist view. I agree that more memories need to be made which will lead, in my opinion, to more success in the classroom. Your thought falls into line with my post in that we need to make sure that there is more long term retention of the information learned. In coaching for 10 years, I am convinced that a cognitivist view is better because the young people need to take the knowledge used in practice and incorporate it in the field or court. Students have to know what they are learning and why. After some time with it, they have to begin entering an autonomous stage where they can operate on their own on the court without the constant assistance from a coach. The young people that can self-correct themselves because they have been trained properly are the ones who I feel are the most successful.
In chapter 6 I learned that learning causes permanent changes in our knowledge or behavior. I also learned in order to encourage persistence in a behavior there must be a ratio schedule based on the number of responses to encourage higher rates of response, and variable schedules based on varying numbers of responses or varying time intervals that encourage persistence of responses. I also learned the steps in applied behavior analysis are (1) clearly specify the behavior to be changed and not the current level. (2)Plan a specific intervention using antecedents, consequences, or both. (3) Keep track of the results, and modify the plan if necessary.
ReplyDeleteIn chapter 7 I learned the difference between sensory, short-term, working, and long-term memories and how each helps us with our daily lives. I also learned that schemas play a large role in our long-term memory and we can use this to help our students.
I think the behaviorist theory will help me the most as a teacher. This is because it is based on analyzing and changing students behavior in your classroom. From this theory I will use the ideas of reinforcement and punishment for obtaining proper behavior. I will also use the written prompts and reinforcement/punishments guidelines that go along with this theory. I intend to use praise when appropriate to encourage good behavior as well as using punishment if needed to correct the situation.
Re: Ember D.
ReplyDeleteI like your take on the behaviorist/cognitive theories. After reading your blog I can definitely see how both of these theories can be used in the classroom. I also agree that students can be motivated to learn information when proper reinforcement is used by the teacher. I thought your story about your classroom was very interesting. It is neat to see students will do better when their is a reward involved. Even one a simple as Monopoly.
Elizabeth Krause
ReplyDeleteChapters 6 & 7
In Chapter 6 I learned the most about contiguity and classical conditioning and operant conditioning. I also learned about the steps involved in applied behavior analysis. The section on bahavioral approaches to teaching and learning managment was very informative about token programs.
In chapter 7 I learned all about cognition. I learned all about the brains role in cognition. I also learned the differences between all of the different forms of memory and how they get into our brains and how long that information will stay in our memory.
Although I think that there are many useful aspects to both theories, I think that the cognitivist theory will be most useful to me as a teacher. As a teacher we need to know all about each of our students and how they are affected when trying to learn new information. It is also our job to teach the students to store that information into their long term memory for life use.
I will work hard to try and make each lesson meaningful through reading literautre, doing activities indoors and outdoors, class discussions, small group collaboration and research using trial and error. I will use a lot of visuals in my lessons and posted around the room as cues.
In response to Kersten S.,
ReplyDeleteKersten, your thoughts about the behaviorist theory are really good. Although I stated that I will probably use the other theory more in my classroom, the behaviorist theory is also a vital key to a well run classroom. Students behavior needs to be analyzed constantly. A reward and punishment system is always good to have in place starting on the first day of school. Written prompts are good to have in a classroom I believe as well. Great response!
In response to Kirby W.,
ReplyDeleteKirby I loved your section about how to be successful when using the cognitivist approach in a classroom. I like your idea of using signals to tell students when to stop and focus. Making sure that the goals and purposes of lessons are clear to all students. If you pair all of this up with a reward and punishment system the potential for a great classroom would be present.
In chapter six I learned a lot regarding behaviorist learning strategies. Behavioral learning focuses on external factors as the cause of changes in observable behaviors. Teachers can use different learning strategies such as classical conditioning, operant conditioning and reinforcement schedules. This chapter provided different strategies to change behavior such as prompting and cueing. It also showed how to encourage desired behaviors and handle negative behavior through different reinforcements.
ReplyDeleteChapter seven discusses cognitive views of learning which regards learning as an active mental process of gaining, remembering, and using the knowledge. Cognitive approaches show learning as extending and changing the knowledge we already have to incorporate the new knowledge that is gained. This chapter also shows the different stages of memory such as short term and long term and provides different strategies educators can use to help move knowledge to the student’s long term memory.
In looking at both theories they both can be very useful to educators. The theory that is used should depend on the different situations presented. Obviously it is important for students to use and remember the information that is given to them in class. So the cognitive theory will probably be present everyday. Behaviorist theory is also important because when certain strategies are not working or students are struggling, you can use different reinforcements to set the students on the right path. Behaviorist strategies provide different methods that can also be used everyday to ensure the outcome wanted.
Elizabeth,
ReplyDeleteI agree that as teachers it is important to know our students and how they learn especially when learning new information. Our main goal is to have them retain the information for the long term. However, I feel that both strategies need to be present in the classroom to provide the best outcome. I don't think I will use one theory over the other, but I hope that I will use them both equally as I feel they both will be beneficial.
In chapter 6, I gained knowledge on the behaviorist theories and how external events change behaviors. What caught my attention was the difference of positive and negative reinforcement. I have always believed that negative reinforcement was punishment; boy was I wrong!! It was also interesting to learn how to manage a classroom through individual and group consequences.
ReplyDeleteIn chapter 7, I learned the elements of cognitive views of learning. The most important aspect of this chapter was developing students' declarative and procedural knowledge. All students learn differently, and if the teachers can use facts, rules, and generalities and then demonstrate them, knowledge will more than likely end up in the long term memory.
I think that both cognitive and behavior theorist bring about many ways to manage a classroom. At this point in my career, I don't think I can make the decision that one is necessarily better than the next or will be utalized most. I think being an exceptional teacher is like being a great cook; there is no specific recipe. What may work one day, may not work the next. Setting up the environment that is condicive to learning is crucial, but if you leave out the organization of knowledge, your students will suffer.
I don't forsee using both behavioral and cognitive theories will hurt my students in any way, shape, or form. From a behaviorists standpoint, it is important to keep students on the right track by reinforcement (either negative or positive)and consequences. I see myself using group consequences in my classroom to promote teamwork. Teachers also need to idetify behaviors that need changes, plans, and ways to keep track of results. However, we as teachers cannot forget the cognitist theories on organizing our lesson plans and identifying ways to get information into the student's long-term memories. As a teacher, I think it is vital to apply declarative and procedural knowledge. If I can provide both written rules and a demonstration, I think the students will learn the material.
TriciaM.
ReplyDeleteI am in 100% agreeance with you!! As educators, we will use both stratigies every day. To say we won't is to say that a camel can fit through an eye of a needle. I think the author of the textbook has presented all theorists so that we can use all the strategies.
Chapter 6 talks about the importance of reinforing behaviors. It also talks about the importance of a reinforcement schedule. I really found the part about ways to encourage behaviors important for in the classroom and at home. Chapter 7 helped to explain the different types of memory and really helped to make it clear for me how to help others to implement the kind of memory that they need. As a teacher it is important for us to make the information about this known for students.
ReplyDeleteAs a teacher I believe a behaviorist method is going to be the most important way. I feel that managing a classroom is the most important part of being a teacher. If you are not able to control the students in your classroom then you are not going to be able to help them learn. It is so important to make sure that they are educated in a sensible way. But it is imporant to remember that each child learns in a certain method and we have to remember thing about how people remember things.
In response to the entire class:
ReplyDeleteIt seems to me the debate cognitive versus behavioral theorist will never end. Each side has great point. It is almost like debating which has more impact, genetics or environment? Thanks to everyone for providing great insight, however, I will personally utalize both strategies in my classroom.
RE: Brandon P: I agree with you so very much about saying that behaviors shape a child. My son said something before he thought tonight. It made me realize what my behaviors are around him. I realized the importance of professionalism in the classroom. Children copy what they are seeing.
ReplyDeleteChapter 6 discussed the behaviorist models. Since I work as a para, I see this a lot and had already learned quite a bit about it. I like that it is about having the students change their behaviors in a variety of ways to get your desired behavior.
ReplyDeleteChapter 7 was about cognitive ways of teaching. This is important because it is more individualized. Learning how the mind works really gives good input into the teaching profession.
I think that I will use both because I feel that both are needed for different types of students. I will probably lean more towards the behaviorist because that is what I see a lot of and am use to using, since I am a para. This seems to work very well and there are so many different aspects you can try.
I think the main thing that I will do is to make sure that students know what is expected of them and that I expect that out of them. These days too many kids slack off and just don't try. Using the behaviorist ideas, I will use a token economy to reward the good behaviors. If students begin to miss out on the "fun" extra activities they will realize that they need to work harder and earn this privilege. I will make sure to monitor student progress as well as let them know how they are doing and see how they think they are doing.
Reply to Darcy:
ReplyDeleteI think that it is neat that we both feel the same way about the different theories. Being a para really opens your eyes to what goes on in the classroom and what you will be dealing with. I love that I have been given the chance to work as a para that way I know and understand how some of the students work. Even just one student can cause problems for the whole class and knowing how to eliminate those behaviors is vital.
Ch 6
ReplyDeleteIt talks about the difference between Behaviorist and Cognitivist. With Behaviorist is based on set principals while Cognitivist is based on individuals. I believe that with the Cognitivist approach in teaching you will have a better out come and more of the students will achieve their top potential. I will use the Cognitivist approach in my classroom. There were two other point in this chapter that I will take into my classroom are the reflection and reenforcement. With reflection you can have the students look back at what they have done behavior and in learning to see what they have done right and what they need to improve on.
Ch 7
In this chapter it focused on the memory and how to get the most from your students and help them remember what is being taught to them. In this chapter I learned a number of ways to help the students learn and remember what they have been taught and what they have learned. The biggest thing the book talked about and I remember being used once in while when I was younger is to relate the new material to material perviously learned and thing that the students know.
In response to Alison M
ReplyDeleteI agree with you and using problem-solving and hands-on method. It provides students a way to get involved in learning something new and takes it past the listening to the teacher and allows them to explore it themselves.
Chapter six explained how strict behaviorists believe that a true behavior change is made by reinforcing behavior. Those behaviors that are not reinforced will disappear eventually. Chapter seven was contrary to this. Cognitive theorists believe that people are active participants in their learning. They believe that a person’s memory is tied to learning.
ReplyDeleteAs a future educator, I do not believe that one or the other should be eliminated. I believe that certainly a behaviorist viewpoint is valid when considering classroom management. However, I believe that a cognitive viewpoint is important when building a student’s interest in learning and motivation. Certainly I think that both have positive attributes to a student’s learning.
To implement instruction consistent to the theorist’s viewpoints, I will get to know my students so I know what would be effective for them. I will use a behaviorist approach when considering classroom rules and consequences. To make this effective, I will not stray from my procedures and policies in the classroom. By doing so, students will know what to expect from me and where they stand should they ignore the rules.
To create meaningful learning, I will use organizers and different strategies that help students organize their thoughts and information presented to them. I will encourage them to become reflective learners as well in order to give them a sense of ownership towards their education. To do this, I will teach them meta-cognition skills and encourage journaling.
Lyn,
ReplyDeleteI agree with you and think that certainly curriculum and the way it is presented impacts behavior. I am on the fence with this either or notion and believe that both viewpoints have their place in the classroom. Certainly a token reward system is beneficial for difficult students because it gives the students something to work towards. That said, teaching students different study strategies that help them achieve their goals and change their self-efficacy regarding their work is good too. I just wonder if we are expected to be one or the other. Why can't we use both theories?
Mallory Lammers
ReplyDeleteThe behaviorist theory involves extrinsic influences. The environment and outside forces cause us to react or behave in different ways. The cognitive theory uses an intrinsic approach. Knowledge is learned and changes in knowledge cause changes in behavior.
Both theories are useful to me as a teacher. You cannot prove that either theory is wrong. It is like asking which came first the chicken or the egg? Which came first knowledge or behavior? Do we learn because our behavior has taught us? Or do we behave because we have learned? It is just like the chicken and the egg question. We cannot prove that either theory is wrong.
So, how will I implement instruction consistent with BOTH theorists? The important factor is balance. If I have a student who is disruptive, I need to think of why this student is constantly acting out. I will look to see if my classroom is offering this student reinforcement for the behavior. I will also look to see if this a behavior the student learned before even coming to my classroom. I like to read the What Would You Do section before each chapter. It is always helpful for me to relate what I am learning to real life. In chapter 6 it gave a clear example of when you should apply behaviorist theory. The students had not had a structured classroom. In their minds they were doing nothing wrong or out of the ordinary. Needless to say, the classroom was out of control. The teacher of this classroom could use behaviorist theory to help her to restore order. The students in this scenario have no clue what the hidden rules of school are and they have no clue they are breaking these rules! In this situation I would focus on the students’ behavior. The What Would You Do section in chapter 7 reminds me a lot of my students in my internship. These students know the hidden rules very well. They know the hidden rules too well. The students in my internship are so obsessed with getting a perfect score on their homework or winning a game that they miss the whole point of the lesson! The students in my internship do not even think of how to solve a problem. When I am grading a student’s paper every now and then I ask the student why they think their answer is right. The first response I get is a change in their answer. It is amazing how these students assume that if I question them, then their answer must be wrong. In this situation I would apply the cognitive theory. These students know how to behave. Now they need to learn before they behave! In closing there is never a right or wrong theory. Just the right theory for the right time.
In response to Sarah Rhodes …
ReplyDeleteRight on Sarah! I agree with you that no one theory should be dismissed. I like the different strategies that you used to apply the cognitive theory. I especially liked that you mentioned you would give the students a sense of ownership towards their own education through reflection. I think that is so important. You can lead a horse to water but until that horse has ownership over their drinking of the water they will never drink. I also liked that you talked about getting to know your students. That is the most important thing I think a teacher can do.
I do not know if anyone went through all the posts but I thought it was interesting how divided we are on the view of cognitive vs. behaviorists. That was very interesting. Ember D. I liked how you put it. "I do not view these techniques as competing, but instead complementing each other." Very nice!
ReplyDeleteI think that both are very useful to teachers. They allow the teachers to reach all of the students. As we all know none of are students are exactly alike. They do show similarities, but not the same. Depending on your situation, you can reach students using behaviorists theory. Some students need reinforcement becuase they don't have a healthy home life and the only support they may get is from you. This may not pertain to every student or classroom. You can praise students when they do good but you can also correct them when they make the wrong decisions. You can also use the cognative theory while getting to know the students and being able to peak their interests so they are motivated to learn and succeed. I believe both are good choices in your classroom if used appropriately to reach your goals for your classroom.
ReplyDeleteJacque Schawe said:
ReplyDeleteI support the Service Learning as a part of a school curriculum. This gives a chance for students to engage in social learning in school. These students receive Social science lesson and deal with real life situations as well.
I disagree I think there are more advantages to Service Learning projects. The students that I dealt with have positive attitude and self-satisfaction for everyone. These Mental Retardation students really like helping people and others.
Our school district requires that thy do a mandatory service learning project. Our students enjoy helping people especially outside of school. Students have higher self-esteem and also enjoy doing things for other people outside of school.
Jacque replied to Lucas: I like your comment about the service learning projects. I also agree that some students don’t have a good home life and this is a good way for them to participate in things in the classroom. I also agree with the use of the cognitive learning and the use of it as well. I think you have some of you have posted interesting activities
ReplyDelete