There are several differences in the aspects of teaching, learning, and assessment when looking at them from a behaviorist, cognitive, or constructivist perspective.  For example, when teaching from a behaviorist perspective, one must take into account that, "learning is a process of forming connections between stimuli and responses," therefore you must emphasize the rewards of learning since learning subjects like math are not necessary to survival.  The flaw is this and in behaviorism itself lies in the fact that it is challenging to assess because it focuses on conditions between stimulus and responses and behaviors that are somewhat unobservable.  While using this perspective teachers may assess their students by simply observing how many gold stars they received on a chart for doing their homework or other simple methods like that.Furthermore while teaching from a cognitive perspective teachers should ensure that the facts are being taught in a usable way, and that the students can learn to connect personally to the information they are being given.  In other words students should not only be able to regurgitate facts that they are receiving but to incorporate these facts into concepts and take them a step further. Assessment in terms of a cognitive mindset is a problem, for as stated testing is usually bested by standard memorization so new means of measuring students assessment must be made in order to properly establish learning.  Therefore students should be assessed from the cognitive perspective by proposing solutions to illustrate their understandings of concepts much like the vein and artery example in the text.The constructivist perspective then forces teachers to take into account student's prior knowledge in order to teach.  This prior knowledge gives the instructor a, "first stepping stone," from which to start instruction from.  This stone can initially lead in the right or wrong direction; so careful teacher intervention is imperative.  The text gives the example of the spherical earth being thought of as flat by students.  The reading also goes on to emphasize (by using Fish is Fish) that when introducing a new concept, teaching by telling is not successful.  With this in mind, learning new concepts may be tricky for students and prior conceptions and that initial stepping stone should always be taken into account.  Assessment may then be measured by progress made from pre-existing concepts, and familiarity with these new concepts.  In other words assessment may be made on the students progress and success with the new theories.With all of this in mind, I feel the safest method to make my future teaching successful is to incorporate aspects from all the theories of thought into my teaching.  For example, I will reward my students for good behavior and work ethic (behaviorism), make my exams conceptual instead of factual, (cognitivism), and always build my lessons off of my students prior knowledge (constructivism). 


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