Behaviorism
Behaviorism is based on the idea that knowledge is independent and on the exterior of the learner. In a
behaviorist’s mind, the learner is a blank slate that should be provided with the information to be learnt.
Through his famous “salivating dog” experiment, Pavlov showed that a stimulus (in this case ringing a
bell every time he fed the dog) caused the dog to eventually start salivating when he heard a bell ring.
The dog associated the bell ring with being provided with food so any time a bell was rung the dog
started salivating, it had learnt that the noise was a precursor to being fed.
I use a similar approach to classroom management. I adapt my body language. I have taught my students
that if I stand in a specific place in the classroom with my arms folded, they know that I’m getting
frustrated with the level of noise and they start to quieten down or if I sit cross-legged on my desk, I’m
about to say something important, supportive and they should listen because it affects them directly.
Behaviorism involves repeated actions, verbal reinforcement and incentives to take part. It is great for
establishing rules, especially for behavior management.
Cognitivism
In contrast to behaviorism, cognitivism focuses on the idea that students process information they
receive rather than just responding to a stimulus, as with behaviorism.
There is still a behavior change evident, but this is in response to thinking and processing information.
Cognitive theories were developed in the early 1900s in Germany from Gestalt psychology by Wolfgang
Kohler. In English, Gestalt roughly translates to the organization of something as a whole, that is viewed
as more than the sum of its individual parts. Cognitivism has given rise to many evidence-based
education theories, including cognitive load theory, schema theory and dual coding theory as well as
being the basis for retrieval practice.
This is viewed as a change in knowledge and is stored in the memory rather than just being viewed as a
change in behavior. Cognitive learning theories are mainly atrributed to eean Piaget.
Constructivism
Constructivism is based on the premise that we construct learning new ideas based on our own prior
knowledge and experiences. Learning, therefore, is unique to the individual learner. Students adapt their
models of understanding either by reflecting on prior theories or resolving misconceptions.
Examples of constructivism in the classroom include problem-based learning, research and creative
projects and group collaborations.
1. Piaget’s Theory of Cognitive Development
Piaget is an interesting character in Psychology. His theory of learning differs from many others in some
important ways: First, he focuses exclusively on children; Second, he talks about development (not
learning per se) and third, it’s a stage theory, not a linear progression theory. OK, so what’s he on about?
Well, there are some basic ideas to get your head around and some stages to understand too. The basic
ideas are:
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Schemas: The building blocks of knowledge.
Adaptation processes: These allow the transition from one stage to
another. He called these: Equilibrium, Assimilation and Accommodation.
Stages of Cognitive development: Sensorimotor; Preoperational;
Concrete Operational; Formal Operational.
Piaget’s Stages of Cognitive Development
The Sensorimotor Stage runs from birth to 2 years and the child spends their time
learning basic Schemas and Object Permanence (the idea that something still exists
when you can’t see it).
The Preoperational Stage runs from 2 years to 7 years and the child develops more
Schemas and the ability to think Symbolically (the idea that one thing can stand for
another; words for example, or objects). At this point, children still struggle with Theory
of Mind (Empathy) and can’t really get their head around the viewpoints of others.
The Concrete Operational Stage runs from 7 years to 11 years and this is the Stage
when children start to work things out in their head rather than physically in the real
world. They also develop the ability to Conserve (understand that something stays the
same quantity even if it looks different).
The Formal Operational Stage runs from 11 years into adulthood and this is where
abstract thought develops, as does logic and cool stuff like hypothesis testing.
2. Vygotsky’s Theory of Learning
Schemas: The building blocks of knowledge. Adaptation processes: These allow the transition from one
stage to another. He called these: Equilibrium, Assimilation and Accommodation. Stages of Cognitive
development: Sensorimotor; Preoperational; Concrete Operational; Formal Operational.Zone of Proximal
Development He makes a big deal of the idea of the Zone of Proximal Development in which children
and those they are learning from co-construct knowledge. Therefore, the social environment in which
children learn has a massive impact on how they think and what they think about.
Vygotsky talks about Elementary Mental Functions, by which he means the basic cognitive processes of
Atrention, Sensation, Perception and Memory.
What are crucial in this learning theory are the ideas of Scaffolding, the Zone of Proximal Development
(ZPD) and the More Knowledgeable Other (MKO). Here’s how all that works:
Vygotsky Scaffolding
3. Bloom’s Domains of Learning
In 1956, American educational psychologist, Benjamin Bloom, first proposed three domains of learning;
cognitive, affective and psycho-motor. Bloom worked in collaboration with David Krathwohl and Anne
Harrow throughout the 1950s-70s on the three domains.
These ranked subdivisions are what we commonly refer to as Bloom’s taxonomy. The
original subdivisions are as follows (knowledge is the lowest with
evaluation being the most cognitively difficult):
1.
2.
3.
4.
5.
6.
Knowledge
Understanding
Application
Analysis
Synthesis
Evaluation
The Affective Domain
The ranked domain subcategories range from “receiving” at the
lower end up to “characterization” at the top. The full ranked list is as
follows:
1. Receiving. Being aware of an external stimulus (feel, sense, experience).
2. Responding. Responding to the external stimulus (satisfaction, enjoyment,
contribute)
3. Valuing. Referring to the student’s belief or appropriation of worth
(showing preference or respect).
4. Organization. The conceptualizing and organizing of values (examine,
clarify, integrate.)
5. Characterization. The ability to practice and act on their values. (Review,
conclude, judge).
The Psychomotor Domain
1. Reflex movements. These movements are those that we possess from birth or
appear as we go through puberty. They are automatic, that is they do not require
us to actively think about them e.g. breathing, opening and closing our pupils or
shivering when cold.
2. Fundamental movements. These are those actions that are the basic
movements, running, jumping, walking etc and commonly form part of more
complex actions such as playing a sport.
3. Perceptual abilities. This set of abilities features those that allow us to sense the
world around us and coordinate our movements in order to interact with our
environment. They include visual, audio and tactile actions.
4. Physical abilities. These abilities refer to those involved with strength,
endurance, dexterity and flexibility etc.
5. Skilled movements. Objectives set in this area are those that include movements
learned for sport (twisting the body in high diving or trampolining), dance or
playing a musical instrument (placing fingers on guitar strings to produce the
correct note). It is these movements that we sometimes use the layman’s term
“muscle memory”.
6. Non-discursive communication. Meaning communication without writing, nondiscursive communication refers to physical actions such as facial expressions,
posture and gestures.
4. Gagné’s Conditions of Learning
He called these his 5 conditions of learning, all of which fall under the cognitive, affective and
psycho-motor domains discussed earlier.
Gagné’s 5 Conditions of Learning
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Verbal information (Cognitive domain)
Intellectual skills (Cognitive domain)
Cognitive strategies (Cognitive domain)
Motor skills (Psycho-Motor domain)
Attitudes (Affective domain)
Gagné’s 9 Levels of Learning
To achieve his five conditions of learning, Gagné believed that learning
would take place when students progress through nine levels of learning
and that any teaching session should include a sequence of events
through all nine levels. The idea was that the nine levels of learning
activate the five conditions of learning and thus, learning will be
achieved.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention.
Inform students of the objective.
Stimulate recall of prior learning.
Present the content.
Provide learning guidance.
Elicit performance (practice).
Provide feedback.
Assess performance.
Enhance retention and transfer to the job.
5. Jerome Bruner
Cognitive learning theorist, eerome Bruner based the spiral curriculum on his idea that “We begin with
the hypothesis that any subject can be taught in some intellectually honest form to any child at any stage
of development”.
Bruner’s 3 Modes of Representation (1966)
Following the idea of the spiral curriculum, Bruner presented the idea of three modes of
representation. These modes of representation refer to the way knowledge is stored in
memory. Unlike Piaget’s age-related stages, Bruner’s modes are loosely sequential.
1. Enactive (age 0-1 years). Representation of knowledge through physical
actions.
2. Iconic (age 1-6 years). Visual representation of knowledge stored via
visual images.
3. Symbolic (age 7+ years). The use of words and symbols to describe
experiences.
6. Maslow’s Hierarchy of Needs
7. Howard Gardner’s Multiple Intelligences
Gardner’s 7 Intelligences
1. Linguistic intelligence. The ability to learn and use language in written and
spoken forms to express oneself.
2. Mathematical intelligence. The ability to solve problems logically, to solve
mathematical problems and to perform scientific investigations.
3. Musical intelligence. Having skill in appreciation, composition and performance
of musical patterns, including the ability to recognize tone, pitch and rhythm.
4. Bodily-kinesthetic intelligence. Using mental abilities to coordinate body
movements to solve problems.
5. Spatial intelligence. Being able to recognize and use patterns in a wide or
confined space.
6. Interpersonal intelligence. The capacity to understand the
desires, motivations and intentions of other people.
7. Intrapersonal intelligence. The capacity to understand your own fears, feelings
and motivations.
8. Erikson’s 8 Stages of Psychological Development
Erikson’s 8 Stages
1. Trust Vs. Mistrust (Age 0 – 1.5). In this first stage, infants must learn that adults
can be trusted. If treated poorly children may grow up feeling mistrust towards
people.
2. Autonomy Vs. Shame (Age 1.5 – 3). The “me do it’ stage, children start to make
decisions and show preferences of elements in their environment such as what
clothes to wear or what toy they prefer. If children are not allowed to explore
these preferences they may develop low self-esteem and shame.
3. Initiative Vs. Guilt (Age 3 – 5). This stage involves children learning to plan and
achieve goals involving others. If parents or teachers allow children to explore
this and support their choices they will develop a sense of purpose and strong
self-confidence.
4. Industry Vs. Inferiority (Age 5 – 12). In this stage, children start comparing
themselves with their peers. Success at this will result in a sense of
accomplishment in their school work, social and family activities and sports.
5. Identity Vs. Role Confusion (Age 12 – 18). Students in this stage are asking
themselves “Who am I” and “What do I want to do in my life”. They will try out
multiple roles during this time to find what one “fits” best. A strong sense of
identity and an ability to defend their core beliefs in the face of other opinions
would be considered success at this stage.
6. Intimacy Vs. Isolation (Age 18 – 40). As students progress into early adulthood
their focus shifts to making and maintaining strong, intimate relationships with
others.
7. Generativity Vs. Stagnation (Age 40 – 65). In middle adulthood, people are
concerned with contributing to society either through their work or parenthood.
Continued self-improvement for the benefit of other people figures strongly here.
8. Ego Integrity Vs. Despair (Age 65+). Those in late adulthood reflect on their
lives, feeling a sense of satisfaction or failure. Those who feel failure will often
obsess with ideas of what they “should have” or “could have” done.
9. Kolb’s Experiential Theory
“Learning is the process whereby knowledge is
created through the transformation of experience”
Each stage in the cycle both supports and leads into
the next stage. Learning is achieved only if all four
stages have been completed, however, a learner
may travel around the cycle multiple times, further
refining their understanding of the topic. No one
stage is an effective learning strategy on its own, for example, if the reflective observation stage is
skipped, the learner could continue to make the same mistakes.
12. Skinner’s Behaviorist Theory
Operant Conditioning Operant conditioning is based on Thorndike’s “Law of Effect” (1898), in which it is
proposed that behaviors that are followed by positive responses are likely to be repeated and those that
are followed by negative responses, not repeated. Skinner refined the Law of Effect by introducing
“reinforcement” into the descriptions. Using Skinner’s new description we end up with; those behaviors
that are reinforced are repeated (strengthened) and those not reinforced tend to dissipate (are
weakened).
Positive Reinforcement From a classroom management perspective, positive reinforcement is an
essential strategy for teaching students how to act and conduct themselves. Positive reinforcement (e.g.
praise) should be given for behaviors that are desirable, for example, verbally answering questions in
class. Initially, this should be done for all answers given, regardless of whether they are correct. This will
build a culture of answering questions.
Principles of learning, also known as laws of learning, are readiness, exercise, effect, primacy,
recency, intensity and freedom. These are discussed below and they should help you in
designing and conducting your health education sessions.
Readiness
Readiness implies a degree of willingness and eagerness of an individual to learn something
new. Individuals learn best when they are physically, mentally and emotionally ready to learn —
and they do not learn well if they see no reason for learning. Getting the audience ready to
learn, creating interest by showing the value of the subject matter and providing continuous
mental or physical challenge is usually the health educator’s responsibility. Since learning is an
active process, the audience must have adequate rest, health, and physical comfort while
learning.
Exercise
The principle of exercise states that those things that are most often repeated are the ones that
are best remembered. Your audience will learn best and retain information longer when they
have meaningful practice and repetition. It is clear that practice leads to improvement only when
it is followed by positive feedback.
The human mind is forgetful and it can rarely retain, evaluate, and apply new concepts or
practices after a single exposure. Audiences will not learn complex tasks in a single session.
They learn by applying what they have been told and shown. Every time practice occurs,
learning continues. The health educator must repeat important items of subject matter at
reasonable intervals and provide opportunities for the audience to practice while making sure
that this process is directed towards learning something new.
Effect
The principle of effect is that learning is strengthened when accompanied by a pleasant or
satisfying feeling — and that learning is weakened when associated with an unpleasant feeling.
The learner will strive to continue learning as long as it provides a pleasant effect. Positive
reinforcement is more likely to lead to success and motivate the learner — so as a health
educator you should recognise this feature and tell your audience how well they are doing.
One of the important obligations of the health educator is to set up the learning situation in such
a manner that each person being taught will be able to see evidence of their own progress and
achieve some degree of success.
Primacy
Primacy, the state of being first, often creates a strong impression which may be very difficult to
change. Things learned first create a strong impression in the mind that is difficult to erase.
‘Unteaching’ or erasing from the mind incorrect first impressions is harder than teaching them
correctly in the first place. If, for example, a mother is taught a faulty technique about
preparation of replacement feeding (formula, instead of breastfeeding), you as a health educator
will have a difficult task correcting bad habits and ‘reteaching’ correct ones.
The learner’s first experience should be positive, functional and lay the foundation for all that is
to follow. As a health educator you should present your subject matter in a logical order, step by
step, making sure the audience has already learned and understood the preceding step.
Recency
The principle of recency states that things most recently learned are best remembered.
Conversely, the further a learner is removed time-wise from a new fact or understanding, the
more difficult it is to remember. For example, it is easier for a mother to recall what children
were fed this morning than to remember what they were fed three days ago.
Information acquired most recently generally is remembered best; frequent review and
summarising will help fixing in the audience’s mind topics that have been covered. To that end,
the health educator should repeat, restate or re-emphasise important points at the end of a
lesson to help the audience remember them.
Intensity
The more intense the material taught, the more likely it will be retained. A sharp, clear, dramatic,
or exciting learning experience teaches more than a routine or boring experience. The principle
of intensity implies that a learner will learn more from the real thing than from a substitute.
Learning Principles
Theory and Research-based Principles of Learning
The following list presents the basic principles that underlie effective learning. These principles
are distilled from research from a variety of disciplines.
1. Students’ prior knowledge can help or hinder learning.
Students come into our courses with knowledge, beliefs, and attitudes gained in
other courses and through daily life. As students bring this knowledge to bear in our
classrooms, it influences how they filter and interpret what they are learning. If
students’ prior knowledge is robust and accurate and activated at the appropriate
time, it provides a strong foundation for building new knowledge. However, when
knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it
can interfere with or impede new learning.
2. How students organize knowledge influences how they learn and apply what they
know.
Students naturally make connections between pieces of knowledge. When those
connections form knowledge structures that are accurately and meaningfully
organized, students are better able to retrieve and apply their knowledge effectively
and efficiently. In contrast, when knowledge is connected in inaccurate or random
ways, students can fail to retrieve or apply it appropriately.
3. Students’ motivation determines, directs, and sustains what they do to learn.
As students enter college and gain greater autonomy over what, when, and how they
study and learn, motivation plays a critical role in guiding the direction, intensity,
persistence, and quality of the learning behaviors in which they engage. When
students find positive value in a learning goal or activity, expect to successfully
achieve a desired learning outcome, and perceive support from their environment,
they are likely to be strongly motivated to learn.
4. To develop mastery, students must acquire component skills, practice integrating
them, and know when to apply what they have learned.
Students must develop not only the component skills and knowledge necessary to
perform complex tasks, they must also practice combining and integrating them to
develop greater fluency and automaticity. Finally, students must learn when and how
to apply the skills and knowledge they learn. As instructors, it is important that we
develop conscious awareness of these elements of mastery so as to help our
students learn more effectively.
5. Goal-directed practice coupled with targeted feedback enhances the quality of
students’ learning.
Learning and performance are best fostered when students engage in practice that
focuses on a specific goal or criterion, targets an appropriate level of challenge, and
is of sufficient quantity and frequency to meet the performance criteria. Practice must
be coupled with feedback that explicitly communicates about some aspect(s) of
students’ performance relative to specific target criteria, provides information to help
students progress in meeting those criteria, and is given at a time and frequency that
allows it to be useful.
6. Students’ current level of development interacts with the social, emotional, and
intellectual climate of the course to impact learning.
Students are not only intellectual but also social and emotional beings, and they are
still developing the full range of intellectual, social, and emotional skills. While we
cannot control the developmental process, we can shape the intellectual, social,
emotional, and physical aspects of classroom climate in developmentally appropriate
ways. In fact, many studies have shown that the climate we create has implications
for our students. A negative climate may impede learning and performance, but a
positive climate can energize students’ learning.
7. To become self-directed learners, students must learn to monitor and adjust their
approaches to learning.
Learners may engage in a variety of metacognitive processes to monitor and control
their learning—assessing the task at hand, evaluating their own strengths and
weaknesses, planning their approach, applying and monitoring various strategies,
and reflecting on the degree to which their current approach is
working. Unfortunately, students tend not to engage in these processes naturally.
When students develop the skills to engage these processes, they gain intellectual
habits that not only improve their performance but also their effectiveness as
learners.
Active Engagement
When learning includes active engagement, students do and think rather than listen and
watch. This type of engagement deepens student learning and connects them with the material.
Compared with the traditional passive model of listening to lectures, active engagement can:
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Improve exam results.
Lessen the achievement gap for underrepresented student groups.
Help students feel more invested and in control of their learning.
Promote inclusivity by engaging a variety of learning styles.
Applying active engagement in the classroom can include group work and collaboration, handson activities, encouraging students to present their work, allowing students to direct learning
(giving them a say), and focusing on discovery and inquiry or problem-based learning.
Additionally, these strategies foster student motivation and promote feelings of control over the
learning process.
Transfer of Learning
The transfer of learning is a cognitive process whereby students apply acquired knowledge
and skills to new learning and problem-solving situations. For this to happen, students need
prior knowledge of the subject, an understanding of how to link new information to an existing
schema, and motivation to make those connections. The ability to apply knowledge in real-world
situations is a goal of learning. For this reason, helping students learn to transfer their learning
is crucial. There are multiple ways to apply this principle in the classroom.
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Focusing on the relevance of the material being learned—Highlighting the relevance of
learning helps students create neural connections and foster long-term memory.
Identifying gaps in knowledge—When students have missing bits of information,
transferring learning becomes more difficult.
Using analogies and metaphor—These techniques allow students to make associations
between two seemingly unconnected things.
Using a variety of media—Research demonstrates that using a variety of media,
pictures, narration, and text can prevent overloading cognitive resources.
Once students gain proficiency in transferring their learning, they will succeed at finding new
and unique ways of applying prior knowledge to new material
Social Learning
Learning does not occur in isolation. Humans have evolved as social creatures, so
understandably, learning takes place best in a social environment. Social learning simply
states that students learn best by observing others. Further, modeling and imitating work in
tandem, whereby students learn from and teach their peers. There are four elements of social
learning.
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Attention—Students cannot learn when they do not focus. Therefore, attention must be
''hooked.''
Retention—Students recall information when a situation triggers a connection between
observed behaviors and their consequences, which allows them to apply that behavior in
new situations.
Reproduction—When a learned behavior repeats across various contexts, a student can
use feedback to adjust and alter their behaviors, improving future performance.
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Motivation—Students are more likely to repeat a behavior if the reward outweighs any
consequence. What reinforcement responses receive in the social environment dictates
if the action repeats (or is modified) in the future.