Students will be able to
- summarize the main principles of behaviorism and their application to English teaching.
- recognize theoretical principles of COGNITIVISM.
- summarize Piaget´s Theory of Cognitive Development and Vygozky´s Theory of Social Development.
- sketch and explain the stages of cognitive development.
- sketch and explain the Zone of Proximal Development.
Brief review of behaviorism
Aspect
|
|
Important
Principles
|
1.
Assumes that a learner is essentially passive, responding
to environmental stimuli.
2.
Believes that a learner starts out as a clean slate.
3.
States that reinforcement, positive or negative,
increases the possibility of an event happening again.
|
View
of learning
|
The
transition of information from teacher to learner is essentially the transition
of the response (answer) appropriate to certain stimulus (question).
|
Roles
of the teacher
|
Dominant
person in the classroom who has the complete control of the classroom and
decides what is correct and wrong in the classroom.
|
Roles
of the student
|
Passive,
does not have the opportunity of evaluation or reflection on his/her learning.
|
Strategies
|
· Using positive / negative reinforcement
·
Lecturing
·
Repetition/ Drills
|
Activities
|
·
Behavior chart.
·
Specific statements of compliment for good behavior.
·
Giving student’s gold stars.
·
Point out the specific acts in written assignments.
·
Remove something student sees as negative, as a
reward.
·
Remove a good stimulus because they behave badly.
·
Questions and answer.
·
Guided practice.
|
Difference
between Operant Conditioning and Classical conditioning
|
Classical Conditioning is a
type of learning
process that occurs
through associations between
an environmental stimulus
and a naturally
occurring stimulus.
Operant
Conditioning is behavior which is reinforced tends to be
repeated
|
LEARNING THEORY: COGNITIVISM
 |
| Image is from innovativelearning.com |
II. Studying COGNITIVISM
Video on Bloom´s Taxonomy (Cognitivism aims at developing critical thinking skills)
Watch TEACHER TONNY with a practical application of Cognitivism in the classroom.
III. READING: This website offers information to complement your understanding of Cognitivism.
IV. JEAN PIAGET: The Theory of Cognitive Development
Piaget´s Theory tries to explain how a child sees the world. There are three basic components on Piaget´s theory: SCHEMAS, ASSIMILATION and the STAGES OF COGNITIVE DEVELOPMENT.
a. SCHEMA (SCHEMATA): Building blocks of knowledge. These are mental models of everything we know (cars, mother, trees, storms, love, atom structure, etc.)
b. ASSIMILATION (See also ACCOMMODATION and EQUILIBRATION): Assimilation is using an existing schema to deal with a new object, idea, or situation.
Accommodation happens when an existing schema does not work to fit a new idea or object encountered; the existing schema needs to be changed to accommodate the new knowledge. Equilibrium occurs when a child´s schemata can deal with mot new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemata (assimilation).
Equilibration is the force which drives the learning process as we do not like to be frustrated and will s eek to restore balance by mastering the new challenge (accommodation).
C. STAGES OF COGNITIVE DEVELOPMENT
Video:
Piaget's Theory of Cognitive Development
Piaget's four stages of cognitive development
Piaget Tutorial
V. LEV VYGOTSKY: The Social Development Theory
Vygotsky´s Social Development Theory embodies three concepts:
a. Social Interaction: Vigotsky thought that social learning precedes cognitive development.
b. The More Knowledgeable Other (MKO): MKOs are the people who has better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. MKO can be teachers, coaches, an older adult, peers, a younger person, computers, Google, etc.
c. The Zone of Proximal Development (ZPD): The ZPD is the distance between a student´s ability to perform a task under adult guidance and/or with peer collaboration and the student´s ability solving the problem independently. Learning occurs in the ZPD.
IV. JEAN PIAGET: The Theory of Cognitive Development
Piaget´s Theory tries to explain how a child sees the world. There are three basic components on Piaget´s theory: SCHEMAS, ASSIMILATION and the STAGES OF COGNITIVE DEVELOPMENT.
a. SCHEMA (SCHEMATA): Building blocks of knowledge. These are mental models of everything we know (cars, mother, trees, storms, love, atom structure, etc.)
b. ASSIMILATION (See also ACCOMMODATION and EQUILIBRATION): Assimilation is using an existing schema to deal with a new object, idea, or situation.
Equilibration is the force which drives the learning process as we do not like to be frustrated and will s eek to restore balance by mastering the new challenge (accommodation).
Piaget's Theory of Cognitive Development
Piaget's four stages of cognitive development
Piaget Tutorial
Vygotsky´s Social Development Theory embodies three concepts:
a. Social Interaction: Vigotsky thought that social learning precedes cognitive development.
b. The More Knowledgeable Other (MKO): MKOs are the people who has better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. MKO can be teachers, coaches, an older adult, peers, a younger person, computers, Google, etc.
c. The Zone of Proximal Development (ZPD): The ZPD is the distance between a student´s ability to perform a task under adult guidance and/or with peer collaboration and the student´s ability solving the problem independently. Learning occurs in the ZPD.
While both favor COGNITIVISM, their view of how learning happens differ in several aspects. Watch this Video for more information.
While both favor COGNITIVISM, their view of how learning happens differ in several aspects. Watch this Video for more information.
