Please enable JavaScript.
Coggle requires JavaScript to display documents.
1. Which learning theory resonates most with your teaching / learning…
1. Which learning theory resonates most with your teaching / learning philosophy? How can you implement it in your practice?
Four group members strongly resonate with the constructivist approach because it involves students actively and collaboratively creating their knowledge. As
a group, we have used numerous constructivist strategies.
Using scaffolding like described in Sugg Welk including modelling, feedback, instructing, and questioning (2005).
Using narrative therapeutic approaches to help others interpret and gain meaning from their experiences.
Challenges to the constructivist approach: missed opportunities to encourage construction of own meaning due to competing agendas or pressure to communicate / teach quickly.
-
-
-
-
-
-
-
Teaching and learning in natural learning situations / contexts (or mimicking natural situations via role play).
One member strongly resonates with all three learning theories depending on the situation (i.e.: characteristics of the learner, type of skill) which influences which theory is most appropriate in a given situation.
There is some overlap between the theories but differences in central focus (i.e.: thoughts vs. behaviours).
Algahtani (2017) recommends using a combination of behavioural and constructivist strategies depending on student strengths and needs.
2. Has the traditional lecture & standardized test style of teaching been beneficial or harmful in your academic and/or professional careers?
Traditional strategies can be beneficial sometimes. Some students need explicit instruction and cannot learn incidentally. Students with autism spectrum disorder often benefit from direct instruction in combination with other strategies.
-
We believe flexible and active learning is more inclusive to support diverse learners. Teaching must foster exploratory learning (McMurty, 2019).
We all agreed that, while traditional strategies work for some students and teachers, they do not work for everybody.
-
We agreed that it's critical to be able to relate our learning to our personal and / or professional experiences & goals.
3. Modeling, feedback, instructing, questioning, and cognitive restructuring are strategies that can increase learning independence over time (Sanders & Welk, 2005). Have you used these strategies? Was scaffolding used effectively to support students independent learning?
Modeling, instructions, feedback, and questioning are all strategies commonly used in behaviourist and constructivist approaches.
Cognitive restructuring was a less familiar concept to many of us that involves creating representations of a student's thinking so teacher's can see how information is organized, how easily it can be retrieved for future use, assess how the material is understood and identify any gaps.
-
Scaffolding was effective in our learning (i.e.: student placements where you are immersed in the natural setting to observe, practice, and refine skills through feedback and goal-setting and progressing through your zones of proximal development).
Modeling is a great strategy for students who learn better from seeing visual information rather than listening or reading.
Questioning is helpful for encouraging students to expand on their typical thinking processes and to assess their level of understanding/identify needs.
Scaffolding helps to support student independent learning by identifying and addressing gaps. Strategies I have found helpful include modeling, reading aloud, giving examples and providing hands-on experiences.
-