Behaviorism and Cognitive Psychology
Group Project: Benjamin Berkness, Marcelo Fagundes, Gina Wilson, and Karen J. Corn
set of words; pertaining to the determination of values, solution of problems, etc., by direct measurement on diagrams instead of
by ordinary calculations
- What is a graphic?
set of words; pertaining to the determination of values, solution of problems, etc., by direct measurement on diagrams instead of
by ordinary calculations
- What is a graphic organizer?
A graphic organizer is a tool in which it assists students with learning. It is also a tool that helps organize thoughts into visually separate areas, and break down a larger task into smaller, more manageable ones.
Some examples of graphic organizers may include:
· Spreadsheets
· Bubble Charts
· Graphs
· Flow Charts
· Inverted Triangles
· Venn Diagrams
- How can we use graphics and graphic organizers to enhance our study of how students learn?
We can use graphics and graphic organizers in many different ways throughout the classroom. We can use them to give guidance to students in showing them how to break something down into smaller parts. A graphic will paint a picture for a student who otherwise might be confused about a certain activity in class. A graphic organizer more easily shows what the student's response to each component is, so it's easier to see what they are thinking in each part. A graphic organizer assists students with learning about how to write, finish a math problem, and how to organize their thoughts.
Some websites with examples of graphic organizers:
www.graphic.org
http://www.eduplace.com/graphicorganizer/
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
Behaviorism and Cognitive Psychology -- Influences on Teaching and Learning Today
Behaviorism became popular during the second decade of the twentieth century and was at the height of its popularity in the 1950s. Cognitive psychology began to dominate educational theory in the 1960s, and for the past fifty years, it has shifted the focus from external, observable behaviors to internal mental processes (Denyer and Peacock). Nevertheless, both views continue to influence teaching and learning. Behaviorists stress the importance of positive and negative reinforcement, and their theories influence many of the classroom management practices that schools use today. Students are rewarded for good behavior with praise and good grades; they are disciplined for undesirable behavior with correction and low grades. Behaviorists believe that learning should be broken into small, sequential steps. They stress the importance of highly structured curriculum and clearly defined goals. Most textbooks are organized around their educational philosophy. Drill and practice, which is commonplace in American classrooms, is designed from behaviorist perspective.
Cognitive psychology, on the other hand, focuses on internal mental processes, inner knowledge, and the need for equilibrium. Rather than emphasizing the role of teachers, cognitive psychologists emphasize the role of individual students, who are viewed as primary agents of their own learning. When teachers ask questions before, during, and after instruction, they are following cognitive theory. Cognitive theory also emphasizes student-centered instruction, cooperative learning groups, multiple presentations of key ideas, and active, exploratory learning. Teachers are following cognitive theory when they begin their lessons by bringing up topics that their students are already familiar with or when they challenge students to search for solutions to real world problems (Niess, Lee, & Kajder 48). Finally, they are influenced by cognitive psychology when they scaffold, which means that they provide guidance and assistance for student learning and remove that support as students become self-reliant (Larkin).
References:
Denyer, Laverne and Wendy Peacock. “Achieving Balance in Educational Technology.” Action Research Project <http://imet.csus.edu/classic/imet1/peacock/Portfolio/Showcase/pdf_files/AR-with_
Litreview10.pdf>.
Kajder, Sara, John Lee, and Margaret Niess. Guiding Learning with Technology. Hoboken, NJ: Wiley, 2008.
Larkin, Martha. “Using Scaffolding Instruction to Optimize Learning.” Dec 2002 http://www.vtaide.com/png/ERIC/Scaffolding.htm.
<http://dictionary.reference.com/browse/graphic>
Cognitive psychology, on the other hand, focuses on internal mental processes, inner knowledge, and the need for equilibrium. Rather than emphasizing the role of teachers, cognitive psychologists emphasize the role of individual students, who are viewed as primary agents of their own learning. When teachers ask questions before, during, and after instruction, they are following cognitive theory. Cognitive theory also emphasizes student-centered instruction, cooperative learning groups, multiple presentations of key ideas, and active, exploratory learning. Teachers are following cognitive theory when they begin their lessons by bringing up topics that their students are already familiar with or when they challenge students to search for solutions to real world problems (Niess, Lee, & Kajder 48). Finally, they are influenced by cognitive psychology when they scaffold, which means that they provide guidance and assistance for student learning and remove that support as students become self-reliant (Larkin).
References:
Denyer, Laverne and Wendy Peacock. “Achieving Balance in Educational Technology.” Action Research Project <http://imet.csus.edu/classic/imet1/peacock/Portfolio/Showcase/pdf_files/AR-with_
Litreview10.pdf>.
Kajder, Sara, John Lee, and Margaret Niess. Guiding Learning with Technology. Hoboken, NJ: Wiley, 2008.
Larkin, Martha. “Using Scaffolding Instruction to Optimize Learning.” Dec 2002 http://www.vtaide.com/png/ERIC/Scaffolding.htm.
<http://dictionary.reference.com/browse/graphic>
