WEEK 2: Theories & Models of Learning & Instruction

1.

In delving into the instructional learning theories and methods outlined in the reading selection for this week, I was taken by the approach of each theory. I count this as an incredible opportunity that allows me to become familiar with each and in turn, allows me to navigate through them with more ease.

The Behavioral Learning Theory (Skinner, 1938, 1969, 1987) is based on the belief that learning can be understood, explained, and predicted entirely on the basis of observable events. It also important to note that it is empirically based, which means that behavior is observable both before and after an intervention such as instruction has been implemented. (Reiser & Dempsey, 2012)

The Cognitive Information Processing Theory regards the environment as playing an important role but it differs from the Behavioral Learning Theory in its assumption of internal processes within the learner that explains learning. (Reiser & Dempsey, 2012)

The Schema Theory believes that knowledge is represented in long-term memory as packets of information called schemas. Schemas organize information such as, kinds of animals raised in a particular location. The authors state that automation is important in the construction of schemas, because learners have only so much processing capacity. (Reiser & Dempsey, 2012)

The Cognitive Load Theory suggest instructional strategies are designed to reduce extraneous cognitive load in instructional materials. Included in this theory are provided worked examples and partially completed problems that learners review or finish solving. This theory has also focused increasing attention in the instructional design field on learning of complex, cognitive skills. (Reiser & Dempsey, 2012)

The Situated Learning Theory relies more on social and cultural determinants of learning than individual psychology. Specifically, knowledge is presumed to accrue in "meaningful actions, actions that have relations of meaning to one another in terms of some cultural system. Proponents of situated learning theory point to its strength as integrating knowing with doing. (Reiser & Dempsey, 2012)

Gagne's Theory of Instruction

Robert M. Gagne was primarily concerned with instruction and how what is known about learning can be systematically related to the design of instruction. His theory is based on two foundations: cognitive information processing theory and Gagne's own observations of effective teachers in the classroom. It now contains three components: a taxonomy of learning outcomes that defined the types of capabilities humans can learn; internal and external learning conditions associated with the acquisition of each category of learning outcome; and nine events of instruction that each facilitates a specific cognitive process during learning. (Reiser & Dempsey, 2012)

The Constructivist Theory

This theory is made up with a collection of views sharing a fundamental assumption about learning that contrasts sharply with the assumptions underlying theories such as information processing. Researchers in this theory have focused attention on high level, complex learning goals, such as " the ability to write persuasive essays, engage in informal reasoning, explain how data relate to theory in scientific investigations, and formulate and solve moderately complex problems that require mathematical reasoning." Addressing broad and complex learning goals is also consistent with this theory. (Reiser & Dempsey, 2012)

2.

I would categorize myself as a contextualist. Even before studying these theories, I have always been one that will consider the context in which things are being spoken in. Understanding the history is necessary for me to piece every detail together. What appeals to me about this stance is, that it is not so cut and dry, rather many factors are considered. I like the fact that a contextualist is allowed to reason and arrive at conclusions on a case by case basis. 

I can recall a specific time a was faced with a course taught by a professor whose teaching style made it difficult for me to adapt. It was in my U.S. History course at the university. The professor's teaching was centered around her reading her notes, no power points, solely reading and giving two assessments for the entire course. I felt helpless because I am certainly not a "sit and get" student. I learn best through doing. Her "one size fits all" was not effective with me and it was a difficult task to survive that course. 

3. 

When problem solving is approached from a behaviorist perspective, we are gauging results solely on the behavior of the student. Behavior is what dictates results. This would include activities where students repeat responses aloud following the teacher. Incentives are given when students perform well while those that do not, are left without any reward. This approach does not allow much room for change in regards to how the instruction is delivered.

Approaching it from a constructivist perspective, students are constantly engaged because it is a more progressive stance in the sense that a student could have a brief lecture or lesson overview and then tasked with a project or assignment that allows students to demonstrate their knowledge in a setting that is different from that of a behaviorist. 

While I feel more inclined to a constructivist perspective being that it allows the student freedom to demonstrate mastery in such a way that is more appealing to him or her, the behaviorist perspective also does serve an important role as it is deemed necessary on occasions where students need structure being that they may not be prepared for a constructivist approach. I believe they can both be motivational; the key is utilizing each when the situation demands it.

Reiser, R. A., & Dempsey, J. V. (2017). Trends and issues in instructional design and technology. Boston: Pearson Education.