Calvin Chunn

Constructivism, Cognitivism, Behaviorism

When Constructivism is Beneficial
for Learners
Deep understanding
First Hand Experience
Students who arent easily engaged

When Cognitivism is Beneficial for
Learners
Scaffolding - build on the prior knowledge of the
students
Demonstrations and models

When Behaviorism is Beneficial for
Learners
Procedural knowledge where students have the
opportunity to practice
Recalling facts
Clear and concise learning target
Learning Theory Cognitivism
Explanations
Demonstrations
Modeling
Mnemonics
Interactivity
Links to prior knowledge

Adapted to Behaviorism
Associations
Chaining (PEMDAS)
Building Fluency
Practice paired with target stimuli
Repetition
Corrective Feedback
Multiple opportunities

Cognitivism
Lesson Plan from Task B
Makes the most sense for MY learners
Time is always an issue
Standardized Tests

How theories of design help adapt/produce
effective instruction:
Theories of design act as a map
Differentiated Instruction/Student Engagement
Identify goals and Methods the reach them

Strengths and Limitations:
Wiggins
Gagne
Teaching for Understand (The Harvard model)
Strengths of Wiggins Theory
Identifies desired results
A lot of feedback to both teachers and students

Limitations of Wiggins

Time consuming
Teaching to the Test

Strengths of Gagnes Events
Procedural approach to teaching
Clear learning objectives
Scaffolding
Limitations of Gagnes Events
Nine steps
No planning steps
Limited student engagement
Strengths of Teaching for Understanding

Constantly Assessing
Student Engagement
Generative Topics
Weaknesses of Teaching for Understanding
Outcomes may not be achieved
Time consuming process
Requires non-traditional teaching styles

Wiggins Backward Design
Washington State has the Algebra End of Course
Exam
Mathematics builds
Concrete understanding
References
Ertmer, P., & Newby, T. (n.d.). Behaviorism, cognitivism, constructivism:
comparing critical features from an instructional design perspective.
Performance Improvement Quarterly, 6(4), 50-72.
Gagne, R. (1998). The events of instruction. In Principles of instructional design (4
ed., pp. 185-204). Retrieved from
https://www.jonesegloballibrary.com/wgu_library/access/home
Harvard's ALPS. (n.d.). Teaching for understanding. Retrieved from
http://learnweb.harvard.edu/ALPS/tfu/about3.cfm
Meier, E.B. (n.d.). Understanding by design Wiggins & Mctighe [PDF Document].
Retrieved from http://edtech4schools.pbworks.com.
Roblyer, M. (2005). Learning theories and integration models. In Integrating
educational technology into teaching (4th ed., pp. 51-82). Prentice Hall.
Shear. (2010, July 15). Lesson: order of operations. Retrieved from
http://betterlesson.com/lesson/7006/order-of-operations .