Cognitivism as a Learning Theory

Theories are like windows in a house, where you can look through multiple windows into the same room and get a different view point from each window taken from this YouTube video 

I agree with Bill Kerr's (2007) observation, "these _isms do not stand still." In other words, they cannot be used solely. I personally cannot agree solely with Behaviorism, Cognitivism, or Constructivism, because there are some parts of each with which I do not agree. This reminds me of Rick Lavoie, who holds three degrees in special education. I believe his teachings of behavior management for the classroom are brilliant and most of my classroom structure is based on his philosophies. I state most, because the more I learned from him, the more I realized all of his techniques would not work in my classroom. That does not mean his ideas, techniques, and teachings are any less valuable. Perhaps in a different setting all of his philosophies would apply. There are too many factors that influence the classroom to determine why not all are possible: the students, their background, their disabilities, their behavior problems, the teacher, the support staff, the administration, the physical structure of the classroom, and so forth.

Karl Kapp (2007) agreed with Bill Kerr's ideas when he wrote, "Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners." This is what I have been doing thus far, taking what works for me the most and using that. However, in order to determine what that is, it is critical to learn all of the aspects of the _isms.

Karl Kapp (2007) summarized that lower level learning could be related to the Behaviorist approach, rule-based learning related to Cognitivism, and problem-solving related to Constructivism. This gave me a greater insight as to why all of Rick Lavoie's behavior techniques do not work in my classroom. I have an ungraded classroom of varying developmental levels and learning needs. Rick Lavoie’s techniques help the behavior management of those who are on the rule-based learning and problem-solving learning levels. Those on the lower level learning would require more of a behaviorist approach, which is not fully appropriate for Rick Lavoie's philosophies.

Here are some video clips of Rick Lavoie:

Motivational Breakthrough: http://youtu.be/ByjSIcIyDN4 

Social Skills and Learning Disabilities: http://youtu.be/ODxwotH5IEo

 

Resources

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web

log post]. Retrieved from

http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Teacher Metaphors

In Siemens’ (2008) “educator as a master artist” metaphor, he lists the example of how an art studio allows artists to view other people's work and therefore learn from their styles in addition to just the teachers (p. 15). This can be related to many classroom activities. For example, when students read journal entries aloud in the morning or when they create posters to represent information they learned and then look at each other’s posters. This type of learning is beneficial for the visual and tactile learner. Those who do not learn that way cannot benefit from that type of environment. A complete classroom would use this technique as well as others to create well-rounded lessons.

Siemens' (2008) metaphor of an "educator as a concierge" reminds me of John Dewey’s

(1938) ideas of traditional education. Dewey believed the teacher needed to introduce students to new materials and therefore allow them to experience new things. The concierge, like one at a hotel or mall, directs visitors to new things. They act as a guide and explain information, but are not there when the person actually leaves and tries these new things. There are some classroom activities that model these types of activities. For example, a science teacher introducing the concepts behind deoxyribonucleic acid would not actually replicate DNA in front of students, but those students may become intrigued by the information and choose to become scientists when they are older. This concept in the classroom applies to some topics, but not all.

Siemens’ (2008) metaphor of an “educator as a network administrator” is more developed than the concierge example because in this description the teacher is introducing new concepts to students, but is also helping students to draw connections with those new concepts (p. 16). In Siemens' (2008) metaphor of an "educator as curator" the teacher opens up learning opportunities for students to be exposed to new concepts (p. 17). In both of these metaphors, the teacher is not giving students the opportunity to physically engage in real-life learning situations that can later be applied to the community.  

“Educator as a master artist” best describes the role I believe an instructor should take in a digital classroom or workplace because it allows the opportunity for hands-on activity (Siemens, 2008). Being told how to use a piece of technology is far different than actually being able to use it. Students need the chance to use it, make mistakes, and learn how to correct those mistakes.

 I think the better metaphor is an educator as a coach. Coaches not only give verbal instruction, but they demonstrate drills, which provide visual learning. Coaches then allow the players to give the drill a try before proceeding. Additionally, they have players record information they learned into notebooks so they do not forget it. This incorporates every aspect of learning. Coaches are constantly motivating players by encouraging them to continue when they do something positive. They use a variety of motivational techniques to eliminate poor performance.

More examples of how a teacher can be like a coach are provided in this video presentation: http://youtu.be/M0DIJq32MbY

 Here is a slide show presentation that provides teachers as metaphors to other roles: http://www.slideshare.net/bcole/teachers-and-teaching-metaphors-presentation

Resources

Dewey, J. (1938/1997). Experience and education. New York, NY: Touchstone.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for

educators and designers. Paper presented to ITFORUM. Retrieved from

http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf