I do not agree with the idea that the article Motivation and Learning says: a design for motivation. I consider that motivation is already here, but we need to find the motivation deep inside, and lead people to release it, then study.
In the first reading article, the author states Instructive design issues and learning theories are inextricably linked. This is a good concept to design a study method for people since we divide people into behaviourists, cognitivists and constructivist.
Through the materials, we know that behaviourism reacts to stimulus and enforce by the result of consequence. As a result, designing a study environment that refers to Skinner’s theory (for example, classic Skinner’s experiment) would be the best way to help behaviourism study. In our case, a high school class with the topic of climate change would be to add a bonus quiz to each section with a few questions, which is the stimulus, then give feedback on the answers. We can give reinforcement (bonus mark) if it is the correct answer. Then after a few sections, behaviourism students will learn for the bonus mark.
Cognitivism is similar to behaviourism since they both study and reacts to the result. Cognitivism use strategies to help them study. They analyze the knowledge and try to understand it, breaking them into small pieces to see how those knowledge work in different places. Getting rid of the Irrelevant things helps cognitivism improve. So when designing a high school climate change Crouse, it is similar to behaviourism, which designs a stimulus and feedback concept. However, instead of giving multiple choice quizzes, a writing assignment will be better and give feedback to guide cognitivism to help them truly understand the knowledge by themselves.
The last one is constructivism. The article says the way an individual creates meaning from his or her own experiences determines how much knowledge they have. Therefore, the way constructivism study is based on experience. Organizing a climate museum virtual trip is an excellent way to design a climate change course for high school constructivism. The student will first read the knowledge or watch videos about climate change. When students have a basic concept, they begin communicating with other students and exchanging ideas. Last, write a short journal and share the trip, concluding knowledge that they learn on this trip.
I personally consider myself a constructivist. For instance, my hobbit is the workout. When I learn a new exercise, going to gym practice makes me deeply understand the exercise. Consequently, when I train my friends in the gym, I will demonstrate the exercise and then ask them to do it. After they finish, I will correct the mistake and ask the student to do it again to make this experience their own knowledge.
References:
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance Improvement Quarterly, 26(2), 43-71. https://open.byu.edu/lidtfoundations/behaviorism_cognitivism_constructivism
Hi Bruce! Thank you for sharing insights into teaching through the lens of three learning theories! Lots of excellent ideas! Other distinctive features of cognitivism include content chunking and retrieval practice, as they help with knowledge retention and transfer. So the teacher’s role is to redigest (chunk) and then transmit knowledge to the student in a way that helps them assimilate, remember, and recall this knowledge.
So sorry that I just realized I have to check the comment here. I was sad that I didn’t get any reply. And thanks for the suggestion!