ETEC 561: Theories and Models of Learning and Instruction

Epistemic Referential Justification Wheel (ERJWh). 1) If an object's existence is unknown, 2) but it appears there is potentially evidence in favor of it, ...

 

1.  Consideration of how you know tests what is the basis of your knowing.  Is your knowing founded on facts?  Is your knowing founded on generalization?  Is your knowing founded on opinion?  Epistemology explores the paths you took to your knowing as you seek verification for your knowing.  It is reflective in nature.

From theories, methods, and models of learning we seek to build a skeleton upon which we can obtain knowledge.  How am I as an educator instrumental in the growth and achievements of my students?  What is the best use of my efforts in the quest for knowing?  Is any approach necessarily superior to another?

As I am exposed to what has worked for others, or what I have experienced has worked for me, perhaps I blend established methods like problem-based learning, anchored instruction, cognitive apprenticeship, intentional learning, or REALs (real environments for authentic learning) into something hybrid in nature.

2.  They all formed my stances.  In several instances in my life, I was either.  At this point and in a different culture and educational system, I am oblivious to all but, to be a grower.  Grow as a behavior teacher, and a teacher, to be able to see both sides of the matter.  I want to understand the teacher, to become the behavior specialist able to help both, teachers and students.

We - all the students in the classroom - were certain our instructor was not a teacher by nature.  The specific instructor was a professor in a University, the class was our last one before graduation.  The instructor was unable to teach the content, it was a first time instructor in a University setting.  We did "suffocate", at times, we decided to just be who we were, we were graduating after all.

3. a.  Explain Differences in problem-solving when approached from behaviorist or constructivist perspectives.

The behaviorist leads to the solution and expects learners to attend and follow in a structured environment based on cues from the instructor.  The constructivist would sketch the problem and reveal some aspects of the situation, then seek inputs from learners and work with the learner to lay a path to solve the problem with minimal control.

b.  How do approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process?

The behaviorist might build a step-by-step solution to a problem leaving little for the learner sort out mentally unless they lose focus and miss a step.  The constructivist paints picture of a problem to encourage the learner to brain-storm towards a solution individually or with a group.

c.  What effect might these differences have on learner motivation?

Motivation is tied to the will to focus and persist even in the face of the unknown and uncertainty.  It is a deliberate and personal refusal to quit.  The behaviorist approach may unintentionally mute the motivation of the learner, by presenting an objective to be taught, and a set of steps that the learner must master to achieve a correct solution.  As the constructivist presents a problem a class will solve, the learner begins mentally assembling set of steps.  The learner in the constructivist environment grows in confidence in a situational learning setting because the mind is engaged.  Confidence feeds the motivation.