Nermin BOĞAZ

2159762
EDS 544 Theories of Instruction
Comparison of Theories

Multiple
Behaviourism Cognitive Construct Task Analysis Humanistic Bugelski Hosford Constructivism
Intelligences
Ivan 1920 Jean 1950s- Andrew 1990s Abraham 1940s B. 1940s- Philip L. 1970s- Leg 1910s- Howard 1980
Pavlov, throug Piaget, 1990s Shepherd, - Maslow, - Richard 1970s Hosford 1980s Vygotsk 1940s Gardner s-
John h the David David H. 2000s Carl 1950s Bugelski y, Jean 2000
Watson, mid- Ausabel, Jonassen, Rogers, Piaget, s
Pioneers & Burrhus 1950s Jerome Martin James F. Jerome
prominent Skinner Bruner Tessmer, T. Bugent Bruner
years Wallace al
H.
Hannum

Keywords Stimulus, response, Construction of Self-monitoring, Human dignity, Principles of learning, Laws, rules, Existing Diversity in the
observable behaviour learning, cognitive breaking down the democratic attention, time, postulates knowledge and classroom,
process of learning, skills into citizenship, well- internal regulator, experience, active different ways of
how learning works manageable parts being knowledge of results process of acquiring
in the mind learning knowledge
Learning is Learning is viewed Learning is viewed Learning is Learning occurs when Learning is a Learning new Each learner has
environmental as a change in as guiding the viewed as a the conditions are process that results ideas is their own way of
driven, and knowledge and is learners by natural desire to appropriate. in a modification of dependent on the acquiring
knowledge is viewed stored in the allowing educators learn in order to performance on prior knowledge and
View of
as external memory rather than to ensure that achieve self- potential. knowledge and different
learning
just being viewed as individuals can actualisation. experiences. intelligences.
a change in perform all steps Thus, learning is
behaviour. necessary to unique to the
Knowledge is complete a target individual.
independent and on task.
the exterior of the
learner.
Student’s role The learner is instric- The learner is the The learner is The learner takes The learner should The learner should The learner is the As a learner, it is
driven individual. The active participant in responsible for responsibility of spend enough time to find ways to subject of important to
role of the learner the construction of following the steps their own learn any subject. They enhance their learning. The know which
is to be acted upon by knowledge. to achieve a learning, and this should put effort to learning. The learner is intelligences you
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 Nermin BOĞAZ
2159762
EDS 544 Theories of Instruction
Comparison of Theories
the teacher- specific goal to should be learn and pay attention learners should conscious have so you know
controlled become an achieved by to the learning subject. know how to use individual. the most
environment. independent observing and Plus, the learners any piece of effective way to
learner. exploring should develop models information wisely. learn.
themselves. to achieve what is
expected from them.
Teacher creates Teacher guides Teacher is the The teacher The teacher should be The teacher is The teacher is the In order for the
stimulus and students through provider of should be an subject expert and love responsible for designer of the learners to
response scenarios. the problem-solving motivation, encouraging role their subject. The fostering the learning benefit the most
Classroom structure process, while provider of choices model, teacher should know learning objectives using from the multiple
is based on individual allowing them to for tasks, teaching motivating, their students well and environment. The cognitive intelligences’
tasks. use their own necessary learning guiding, and find solution to teacher should terminology to theory in the
mental capacities to skills. Plus, the supporting possible problems just make the learners emphasize classroom, the
find solutions. teacher is provider students on their like an administrator. want to learn. understanding: teacher's
of feedback on and own personal Teachers should Teacher is a classify, justify, involvement is
Teacher’s guider of the journey. prepare their students demonstrator, analyse, crucial. To create
Role (e.g. learning process. for the changing world. adviser, manager synthesize, the best
democratic)/ Teachers should be and organizer. predict, evaluate. activities,
classroom empathetic and be Plus, the teacher projects, and
structure able to put themselves has roles as layouts, teachers
(e.g. into their students’ modelling, should
cooperative) shoes. coaching, and collaborate with
scaffolding. the students
rather than
working on their
behalf. Plus, the
teacher should
observe student
performance
during the
learning process.
Instruciton is mostly Asking students to Task analysis Making time to Giving enough time for Teaching should Constructivism Multiple
Instructional
teacher-centred and reflect on their include collaborate with learning, grabbing involve more than includes intelligences have
Strategies
based on external experiences, instructional other educators, attention, using just purveying strategies like different
motivation. Drills, helping students strategies like co-planning knowledge and reciprocal instructional
rewards and
question and answer, find new solutions breaking the high- lessons with other help the learners to teaching/learning strategies for
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 Nermin BOĞAZ
2159762
EDS 544 Theories of Instruction
Comparison of Theories
regular review and to problems, level task down teachers, reinforcement and. form the habits of , allowing pairs of each intelligence.
positive encouraging into manageable evaluating Some simple steps can reasoning. students to teach However,
reinforcement are discussions in the tasks, drawing a student needs be put forward to the each other, creating a
some of the classroom and layered task and wants inquiry-based classroom layout
application of a theory
instructional asking students to diagram of each regularly, learning, including stations
strategies in justify and explain subtasks ensuring connecting with for teachers and problem-solving and expanding
behaviourist learning their thinking are that it is complete, parents to help learners. Firstly, the learning, and upon traditional
theory. instructional producing a meet specific teachers should make cooperative activities are
strategies of written account as student needs the learners aware of learning. some
cognitivist theory. well as the and preparing to what is expected from instructional
decomposition try new things them. Secondly, the strategies.
diagram and with students
learners should
presenting analysis regularly are
to someone else some develop models to
who has not been instructional achieve what is
involved in the strategies in expected from them.
decomposition but humanistic Thirdly, the teacher
who knows the approach. should make sure that
tasks well enough the learners is paying
to check for
attention. Lastly,
consistency.
enough time for the
learning experience
should be provided by
the teachers. To put
these principles to
work, the teachers
should develop their
own ways of
application.
Assessment Assessment is done Cognitive Assessment is It is not the Assessment must be Learners need Constructivist The learners
through teacher assessment tools done to see outcome that is formally arranged, prompt assessment is should be
observation. The include active whether the the most based on course information formative rather assessed
teacher observes and instruments like learner is able to important part of material, and informed feedback on their than summative. according to their
analyse the behaviour tests) as well as achieve the steps education, it is of the precise efforts. Learner The goal is to learning styles
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Nermin BOĞAZ
2159762
EDS 544 Theories of Instruction
Comparison of Theories
of the learners. They passive methods on their own. It is a the process of questions to be asked. evaluations and enhance the and intelligence,
pay attention to the (such as more informal learning itself. For the purpose of grading affect both standard of and traditional
consequences and observation). method of Assessment is objectivity, teachers effectiveness and student learning, forms of
the cause that have Assessment is done assessment which done for learning. may rate the students efficiency of future not to offer data assessment
arisen from this to underlie thought does not include of other teachers. The instruction. for assessing or should not be
behaviour. Plus, processes normative data. straightforward pass- grading the used to drive
assessment can be by examining how fail system is also a bad learners. instruction. Plus,
functional or students reached model to emulate. assessment is the
ecobehavioural. certain answers. There should be fixed part of learning
standards of learning. process not the
outcome of
learning.