Behaviorism, Constructivism, and Cognitivism: Multiple Approaches To Le

A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to draw close bookman learning. Behaviorism focuses on observable behavior, such as students say questions correctly, or being able to follow directions to complete a trade union movement as instructed. Characteristics of a classroom that uses behaviorism force be memorization of facts, writing vocabulary words, or a token reward organization to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word construct, focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively assiduous in the learning process they often learn something new by dint of applying what they already know about the content area, and exploring new matter to foster their understanding. This type of classroom often uses hands on m anipulatives to allow students to very 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 memory 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 second students categorize and sequence information to assist with processing. Like constructivism, it bed be an active course of learning.A1. SupportPersonal examples of a behaviorist style of instruction are based on the widely renowned possibility 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 anticipated answers introductory to situations where he will be meeting with those less familiar with his spok en communication capabilities. By implementing this type of device, the student has become more confident and can exit appropriately for a student his age. In this instance, the integration of applied science into the learning environment may make a difference as to whether the student is employable or overlooked due to the inability 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 Publishing 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/