EDCI 335 Post 1

A high school social studies teacher planning a unit on climate change would design their course quite differently depending on which learning theory they choose to adopt. I’ll be going over possible course and assessment designs that could be used by a behaviourist, a cognitivist, a constructivist, and a connectivist.

Behaviourist

Behaviourists focus on the consequences of performance, and view reinforcement as a key tool to improve performance. A behaviourist teacher would have a lecture with direct instruction, which could include using either slides or a chalkboard to deliver information to their students. Learning activities would emphasize repetition and immediate feedback, such as frequent quizzes or structured worksheets. Assessment styles could include memory based multiple-choice or short-answer tests, with questions such as, “List three key contributors to climate change”. Students would likely study for assessments through memorization of material, possibly using flashcards as a tool.

Cognitivist

Cognitivists focus on thinking, problem solving, and concept formation to process information. A cognitivist teacher could have a lecture design where information is delivered using slides, but there are often periods of discussion where small groups are asked to answer questions before more information is provided. Concept maps or cause-and-effect diagrams could be used to help students better organize information. Possible assessments could be short essays or long-answer tests with questions such as, “How could a hypothetical business diminish their contribution to climate change”.

Constructivist

Constructivists also believe learners should build connections to prior understandings, with more focus on individual experiences. A constructivist teacher would have less of a focus on upfront lecturing, with more of an emphasis on group discussion. Activities could include group debates on current papers relating to climate change, or analysis of real data or news articles relating to the topic. Constructivist assessments would likely be more project-based, with an emphasis on presentations, group discussion, and question-answering.

Connectivist

Connectivists acknowledge the chaotic process of learning, and focus on engagement with material. A connectivist teacher would not be the primary content-deliverer, but would provide various resources to their students, such as papers, articles and videos about climate change. Students could have different assessment types, including writing prompts that connect new information to their prior knowledge or experiences, as well as creative assessments such as the creation of blog posts or short videos addressing new information on climate change. This work would be shared with their peers, in forms like discussion boards where they are asked to reflect and comment on the contributions of other students.