Theories of Learning and Cognition
Benefits and Shortcomings of the Behaviorist Approach
One of the main benefits of the behaviorist approach, which “focuses on the observable events that precede and follow certain behaviors” (Robinson, Molenda, & Rezabek, 2008, p. 18),is that results tend to be reliable and valid. Lessons can be planned in advance to try to achieve a predetermined outcome (Schuh & Barab, 2008). This enables a teacher to organize and structure instruction in a way that allows students to arrive at correct answers.A teacher is able to observe a behavior to see if it meets the preset goal. When a reward system is used and students are provided with feedback, both the student and teacher are aware if something is learned. If the desired outcome is not achieved, the teacher is able to change the method. Once it comes time for testing, and if the process of instruction is structured within a behaviorist approach, dramatic test gains may be achieved (Robinson, Molenda, & Rezabek, 2008).
The major shortcoming I see with this approach is that students don’t have much room for creative thought. This is a major concern for teachers of Language Arts, like me. Aside from writing, there are not many assignments where students have to follow a step-by-step process. If I completely used this approach for teaching English, we would not be able to hold class discussions or analyze poetry effectively, nor would students be able to present information in creative ways. I sometimes enjoy being vague in directions for projects, just to see what students come up with. Some of the presentations and projects these students turn out are amazing, but this wouldn’t happen if I confined the students to a set of rules; they would be afraid to think outside the box.
Aspects of Behaviorism in My Own Education
My high school math classes were taught in a systematic and structured environment; instruction was usually focused on a sequence of skills where we learned concepts that went from simple to complex. There was a lot of lecturing and worksheets and much of what was learned was through drill and practice with rarely any group work involved. Objectives and test items always matched what we learned in class and there was no real deviation from class goals.
Aspects of Behaviorism in My Teaching
Although it is not often, I follow a behaviorist approach in my teaching in two ways that directly relate to Skinner’s (Saettler, 2004) concepts. First is whenI lead the class in a lecture while requiring students only to interact with me afterward for questions. During this time, I may reinforce concepts with repetition. In my experience, repeating terms helps the students to remember them. I also reinforce good behavior, sharing, and correct answers to questions with a points system. When students perform any of the tasks previously stated, they receive points. At 100 points, a student will get an extra credit A.
Benefits and Shortcomings of the CognitiveApproach
With the cognitive approach, “learners use their memory and thought processes to generate strategies as well as store and manipulate mental representations and ideas (Robinson, Molenda, & Rezabek, 2008, p. 26). Because this approach deals with what is going on in the brain, judgment and reflection are keys to learning.As emphasis is placed on solving real-life problems, this approach may work well with students who need hands-on participation or group work, as opposed to lecture and drill, in order to learn.
As an English teacher, I see a shortcoming of the cognitive approach in terms of grammar instruction. There is a right and wrong with grammar and students need drill and practice in order to develop good writing skills. Also with writing, my students must follow the Modern Language Association style in formatting papers. This requires them to refer to a set of rules rather than use experience and prior knowledge to work through it, as suggested by Schuh and Barab (2008).
Aspects of CognitiveScience in My Past Education
In middle school, I recall teachers using several of the cognitive learning strategies described by Saettler (2004) in my reading class. Students were taught rehearsal strategies such as underlining and copying material presented in class in order to retain the information we read. When reading an article or short story, we learned to use elaboration strategies such as paraphrasing and summarizing.
In Saettler’s (2004) description of rehearsal as it related to short-term memory, I was reminded of my high school theater classes. It makes sense that in order to retain more information, above the seven items in the short term memory-store, more rehearsal is needed.
Aspects of CognitiveScience in My Teaching
The cognitive approach works well with my gifted students. They enjoy collaborative projects where they are able to solve real problems. One project I assigned that involved a cognitive approach came after reading the memoir, A Long Way Gone, by Ishmael Beah. Beah’s story helped students to understand the life of a child soldier and how blood diamonds affected Sierra Leone. For the project, they put together councils to present solutionsto the United Nations that would stop the mining of blood diamonds and the use of child soldiers. My only role in this project was to act as a guide and arrange resources for the students; they did all the work and the knowledge gained was more than they could ever get from teacher-centered instruction. I don’t see how a behaviorist approach could be as successful in this situation.
In this era of constant testing, teachers at the high school where I work use affective strategies (Saettler, 2004) to help students with anxiety so that they may become relaxed and alert. Because I teach English, I also provide my students with strategies presented by Saettler to assist them on the Florida Comprehensive Assessment Test, including rehearsal, elaboration, organizational, construction, and integration.
References
Robinson, R., Molenda, M., & Rezabek, L. (2008). Facilitating learning. In A. Januszewski, &
M. Molenda (Eds.), Educational technology: A definition with commentary (pp. 15-31). New York: Taylor & Francis.
Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT:
InformationAge.
Schuh, K. L., & Barab, S. A. (2008). Philosophical perspectives. In J. M. Spector, M. D. Merrill,
J. V. Merriënboer, & M. P. Driscoll (Eds.),Handbook of research on educational communications and technology(pp. 68-82). New York: Taylor & Francis.