Behaviorism, Constructivism, and Cognitivism: Multiple Approaches To Le

A. Behaviorism, constructivism and cognitivism argon relatively common theories used in the classroom as shipway to approach student nurture. Behaviorism focuses on observable behavior, such(prenominal) as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reciprocate system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word construct, focuses on the construction of wise ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for information might seem more actively engaged in the learning process they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on m anipulatives to let in students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can buoy be an active style of learning.A1. SupportPersonal examples of a behaviouristic style of instruction are based on the widely notable theory by B.F. Skinner, which in the classroom can be summarized by reinf... ...speaker and the listener. The student can store often used responses, and prepare pass judgment answers prior to situations where he will be meeting with those less old(prenominal) with his speech capabilities. By implementing this type of device, the student has become more surefooted and can communicate appropriately for a student his age. In this instance, the desegregation of technology into the learning environment may make a leaving as to whether the student is employable or overlooked due to the unfitness to communicate well on the job.Works CitedBrewer, E.W., Campbell, A.C., Petty, G.C. (2000). Foundations of Workforce Education. Dubuque, Iowa Kendall/Hunt publish Company.Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 9, 2012 from http//projects.coe.uga.edu/epltt/