Overview of Directed and Constructivist Models of Learning
Theories
|
Name of Theorist(s) |
Name of Theory |
Three Major Terms Used in the Theory |
| Directed Model |
B.F. Skinner |
Behaviorism |
-Learning
contingencies
-Reinforcement
-Observable
behaviors |
| Robert Gagne |
Behaviorism and Information Processing |
-Events of instruction
-Types of learning
-Learning hierarchies
-Events of Instruction |
| Constructivist Model |
John Dewey |
Social Constructivism |
-Pedocentric
-Worse than useless
-Hands-on experiences
-Progressive
Education
Movement |
| Lev Vygotsky |
Cognitive Development |
-Scaffolding
-Zone of Proximal
Development
-Pedagogical Psychology |
| Jean Piaget |
Cognitive Development |
-Stages of Cognitive
Development
-Assimilation
-Accommodation |
| Jerome Bruner |
Cognitive
Development |
Developmental
Stages
-Enactive stage
-Iconic stage
-Symbolic stage
-Benchmarks of
Cognitive
Development |
| Seymour Papert |
Educational Technology |
-Discovery
Learning
-Incubators for
Knowledge
created by Logo
-Mindstorms |
| Howard Gardner |
Multiple Intelligences |
-Inadequate IQ tests
-8 Types of Intelligence
-Group work |
Contrasting Directed and Constructivist Theories
| Directed Models |
|
Constructivist Models |
-Traditional
Learning
Environment
-Structured
Learning
-Teachers Direct
Student Learning
-Knowledge is
Transferred by
Teacher
|
Language used |
-Interactive
Learning Environment
-Meaningful Activities and Lessons
-Teachers Assist Student Learning
-Students Generate Knowledge |
-System
Approaches Leads
to Self-Instruction
-Teachers Have
Time to Help
Students with
Personal Needs
-Self-Instruction
Helps Students
Who Need
Structured
Environment
-Efficient Learning
Paths |
Teaching/Learning problems addressed |
-Anchoring
Instruction Helps
Students Relate Lessons to
Personal Experiences
-Teaches Cooperative Learning
and Problem Solving
-Incorporates Higher and Lower
Level Skills at Once
-Motivation Through Interaction |
| -Lectures
-Worksheets
-Tests
-Clearly Specified
Objectives |
Methods |
-Group
Work to Solve Problems
-Open-ended Questions
-Student Portfolios |
-Specific
Level of
Mastery
Achieved
-Same Criteria for
All Students |
Goals |
-Student
Work Ability Grows
-Problem Solving Skills Developed
-Goals Differ for Various Students |
Which type of model do
you envision yourself using when integrating technology into the classroom
curriculum? Why?
Both
constructivist and directed learning methods have their advantages and
disadvantages, and thus I feel that I would use a combination of both in my
classroom. Math, unlike most subjects, is very objective when it comes to
assessment. A question is either right or wrong, there is no in
between. Therefore, a directed approach is more feasible when it comes to
grading and testing. However, it is important in math that the students
have an intrinsic desire to learn more. Through a constructivist approach
math students generate knowledge internally, which prompts intrinsic motivation
within the classroom. Finally, constructivist activities will promote
group learning, which will help get students who feel overwhelmed more involved,
and will allow students to find meaningful applications to the skills they are
developing.
What learning
experiences will engage students in exploring topics and equip the students with
what skills/knowledge are required for the final performance?
Students
will benefit from the use of group work. It allows them to move at a
comfortable pace and makes them feel in control of their own learning.
Furthermore, it will promote problem solving skills amongst students.
PowerPoint presentations of skills they need to know will help keep their
interest during lectures. Additionally, technologies such as PowerPoint,
FrontPage, and even Excel will create an option for a project in math, where
students can teach a lesson to the class. It is often said that the best
way to learn is to teach, and such a project will give groups of students a
strong understanding of the skills they are presenting.
Technology standards met by creating the chart
above.
| Outcomes |
Indicators |
|
Information
Access, Evaluation, Processing, and Application
Access,
evaluate, and process information efficiently and effectively.
|
1.
Identify,
locate, retrieve, and
differentiate among a variety of
electronic
sources of information
using technology.
|
Communication
A.
Use technology effectively and
appropriately to interact electronically.
|
1.
Use telecommunications to
collaborate with peers, parents,
colleagues, administrators or
experts in the field.
|
B.
Use
technology to
communicate information
in a variety of formats.
|
1. Select appropriate technologies for a particular communication
goal
2. Use productivity tools to publish information.
|
Professional
Growth
Develop
professional practices that support continual learning and
professional growth in technology
|
1.
Identify
local, state and national
standards and use them to improve
teaching and
learning.
|
Information taken from Roblyer, M.D. & Edwards, J., (2000). Integrating
Educational Technology into Teaching (Third Edition). Upper Saddle River, NJ:
Prentice Hall.
|