Introduction

Behaviorism how does learning occur? Behaviorism equates learning with changes in either the form
or frequency of observable performance. Learning is accomplished when a proper response is
demonstrated following the presentation of a specific c environmental stimulus
Constructivism the philosophical assumptions underlying both the behavioral and cognitive theories
are primarily objectivistic; that is: the world is real, external to the learner.
A number of contemporary cognitive Cognitive theories emphasize making knowledge meaningful
and helping learners organize and relate new information to existing knowledge in memory.
Constructivism The philosophical assumptions underlying both the behavioral and cognitive theories
are primarily objectivistic; that is: the world is real, external to the learner.
The stimulus-response sequence is a key element of understanding behaviorism. A stimulus is given,
for example a bell rings, and the response is what happens next, a dog salivates or a pellet of food is
given.
There are three main theory of Learning:

Behaviorism
Behavioral learning theory is a popular concept that focuses on how students learn. Behaviorism
focuses on the idea that all behaviors are learned through interaction with the environment.
Behaviorists believed that if they were given a group of infants, the way they were raised and the
environment they put them in would be the ultimate determining factor for how they acted, not their
parents or their genetics.
The stimulus-response sequence is a key element of understanding behaviorism. A stimulus is given,
for example a bell rings, and the response is what happens next, a dog salivates or a pellet of food is
given. Behavioral learning theory argues that even complex actions can be broken down into the
stimulus-response. 
Repetition and positive reinforcement go hand-in-hand with the behavioral learning theory. Teachers
often work to strike the right balance of repeating the situation and having the positive reinforcement
come to show students why they should continue that behavior. 
Behaviorism is most effective when the new knowledge or skill has only a single correct answer or
way of being accomplished or in activities where thought and application variations are minimized. 
There should only be a single right answer.  Behaviorism can also be effectively applied to social
training and rule following, with rewards given for following the rules.  To be most effective,
participants should be aware of the rules at the beginning of the training session and the instructor
should describe the expected standard of performance.
Constructivism
Constructivists see the learner as a constructor of knowledge. New learning is shaped by schemas,
which the learner brings to the learning process.
Constructivism is an important learning theory that educators use to help their students
learn. Constructivism is based on the idea that people actively construct or make their own
knowledge, and that reality is determined by your experiences as a learner.
Students bring their own unique experiences to the classroom every day.
Principles of constructivism.

 Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon
others knowledge.
 Students take pieces and put them together in their own unique way, building something
different than what another student will build.
 The student’s previous knowledge, experiences, beliefs, and insights are all important
foundations for their continued learning. 
 People learn to learn, as they learn. Learning involves constructing meaning and systems of
meaning.
 Learning is an active process. Learning involves sensory input to construct meaning. The
learner needs to do something in order to learn, it’s not a passive activity.
 Learning is a social activity. Learning is directly associated to our connection with other
people.
 Learning is contextual. Students don’t learn isolated facts and theories separate from the rest
of our lives—we learn in ways connected to things we already know, what we believe, and
more.
 Knowledge is personal. Because constructivism is based on your own experiences and beliefs,
knowledge becomes a personal affair.
 Learning exists in the mind. Hands-on experiences and physical actions are necessary for
learning, but those elements aren’t enough.
 Motivation is key to learning. Students are unable to learn if they are unmotivated.
There are three types those are:
1. Cognitive: Cognitive constructivism focuses on the idea that learning should be related to the
learner’s stage of cognitive development. These methods work to help students in learning
new information by connecting it to things they already know, enabling them to make
modifications in their existing intelligence to accommodate the new information.
2. Social: Social constructivism focuses on the collaborative nature of learning. Knowledge
develops from how people interact with each other, their culture, and society at large.
Students rely on others to help create their building blocks, and learning from others helps
them construct their own knowledge and reality.
3. Radical: Radical constructivism is very different from cognitive and social constructivism. It
focuses on the idea that learners and the knowledge they construct tell us nothing real, only
help us function in our environment. The overall idea is that knowledge is invented, not
discovered. The things we bring to the table make it impossible for us to have truth, only
interpretations of knowledge.
Constructivist classrooms rely on four key areas to be successful:
 Shared knowledge between teachers and students.
  Shared authority between teachers and students.
 Teachers act as a guide or facilitator.
 Learning groups consist of small numbers of students.
Cognitive learning theorists stress the acquisition of knowledge and skills, formation of mental
structures and processing of information and beliefs.
Cognitivist teaching methods aims to assist students in assimilating new information to existing
knowledge, as well as enabling them to make the appropriate modifications to their existing
intellectual framework to accommodate that information.
Constructivist Teaching Behaviours

1. Encourage and accept student autonomy and initiative.

2. Use raw data and primary sources, along with manipulative, interactive, and physical
materials.
3. When framing tasks, use cognitive terminology, such as “classify, analyse, predict, and
create.”
4. Allow student responses to drive lessons, shift instructor strategies, and alter content.
5. Inquire about students’ understanding of the concepts before sharing (your) own
understanding of those concepts.
6. Encourage students to engage in dialogue, both with the teacher and with one another.
7. Encourage student inquiry by asking thoughtful, open-ended questions, and encourage
students to ask questions of each other.
8. Seek elaboration of students’ initial responses.
9. Engage students in experiences that might engender contradictions to their initial
hypothesis and then encourage discussion.
10. Allow wait time after posing questions.
11. Provide time for students to construct relationships and create metaphors.
12. Nurture students’ natural curiosity through frequent use of the learning cycle model.

Goals of the Constructivist Classroom

1. Students determine how they will learn.

2. Evaluation of alternative solutions.
3. Realistic tasks are embedded in the learning.
4. Student-centered.
5. Collaboration is valued.
6. Multiple modes of instruction are used.
7. Encourage awareness of the knowledge contraction process (reflection, metcognition)
 Cognitive Social
behaviourism Constructivism
Constructivism

View of Knowledge is a Knowledge systems of Knowledge is

knowledge repertoire of cognitive structures are constructed within
behavioral actively constructed by social contexts
responses to learners based on pre- through interactions
environmental existing cognitive with a knowledge
stimuli. structures. community.

View of learning Passive absorption Active assimilation and Integration of

of a predefined accommodation of new students into a
body of knowledge information to existing knowledge
by the learner. cognitive structures. community.
Promoted by Discovery by learners is Collaborative
repetition and emphasized. assimilation and
positive accommodation of
reinforcement. new information.

View of Extrinsic, involving Intrinsic; learners set Intrinsic and

motivation positive and their own goals and extrinsic. Learning
negative motivate themselves to goals and motives
reinforcement. learn. are determined both
by learners and
extrinsic rewards
provided by the
knowledge
community.

Implications for Correct The teacher facilitates Collaborative

teaching behavioural learning by providing an learning is facilitated
responses are environment that and guided by the
transmitted by the promotes discovery and teacher. Group work
teacher and assimilation/accommoda is encouraged.
absorbed by the tion.
students.

References
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