LEARNING THEORIESBEHAVIORISM,COGNITIVISM,CONSTRUCTIVISM, and HUMANISM

By Group I – Kelas Khusus

M. Khoirul FuadiHasan Abdul KoharDwi Putri RilisgiusOkta ErvinaErwin Dwi Nurpermadi

BACKGROUND INFORMATION Learning Theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning.

Learning theories allow teachers to better understand the process of learning.

There are several learning theories, however in this presentation we focus on BEHAVIORISM, COGNITIVISM, CONSTRUCTIVISM, and HUMANISM

BEHAVIORISM A learning theory based on the idea that behavior

can be controlled or modified according to the antecedents and consequences of a behavior.

A behavior will only occur if given the right environment or antecedent.

The behavior is more or less likely to reoccur according to the reinforcements or consequences that follow, such as rewards and punishments.

For examples: receiving a sticker for a correct answers, students who arrive late will receive detention.

The theory originates from the works of Ivan Pavlov’s, classical conditioning, and B. F. Skinner’s, operant conditioning.

Classical Conditioning is when an unconditioned stimulus and response is manipulated with a conditioned stimulus to create a conditioned response. Operant Conditioning is a controlled response with a reward/ punishment system according to the behavior.

The learner needs reinforcements to keep interest.

Stimuli are effective in controlling behavior.

As a result, the behaviors can be measured to record learning success.

BEHAVIORS REINFORCERS

- Come to class on time- Have materials out when bell rings- Participate in class discussion

Getting good mark Getting bad mark

BEHAVIORS

Come to class on time Have materials out when bell rings Participate in class discussion

Application in the classroom

COGNITIVISM A Learning theory that focuses on“How

information is received, organized, stored, and retrieved by the mind.”

Using the mind as information processor. The use of Instruction should be organized,

sequenced, and presented in a manner that is understandable and meaningful to the learners.

Cognitivism emphasizes Retention and Recall through the use of quality teaching practices.

Learning is attained through rehearsal and consistent use of the information.

Retention strategies such as breaking down information and comparing the information to long term storage are great techniques.

Input Sensory Register

Short Term

Long Term

Memory

attention

maintenance rehearsal

elaborative rehearsal

The best way for a teacher to apply cognitivism in the classroom is to ask questions to help students refine thinking.

Visual aids are extremely effective when teaching a lesson but they must encourage the connection with the student’s background knowledge. The use of flashcards, puzzles or sorting-games can be presented in the classroom activities.

Application in the classroom

CONSTRUCTIVISM A theory that views learning as a process

in which the learner constructs knowledge based on their past experiences.

The teacher only acts as a facilitator who encourages students to explore within a given framework.

The students may collaborate with others to organize their ideas and learn from each other to construct their own knowledge.

Constructivism focuses on knowledge construction, not knowledge reproduction.

Constructivism utilizes interactive teaching strategies to create meaningful contexts that help students construct knowledge based on their own experiences.

Constructivism can help engage and motivate the students by making them take a more active role in the learning process.

Inquiry and Problem-based LearningProblem launches students’ inquiryThe problem presented – has ‘yes’ or ‘no’

answer.

Group Work and Cooperation in learningSeveral students working togetherAll members in group must be cooperativeEvolving constructivist perspectives on

learning

APPLICATION IN THE CLASSROOM

Making Cooperatives Learning Work

5 elements that define true cooperative learning group (David & Johnson, 1999) :i) Face-to-face interactionii) Positive interdependenceiii) Individual accountabilityiv) Collaborative skillsv) Group processing

e.g.: Jigsaw – an early format for cooperative learning that emphasizes high interdependence

Dialogue and Instructional Conversations Instructional conversations because they are designed to

promote learning but it includes conversations not lectures.

Teacher’s goal – to keep everyone cognitively engaged in a substantive discussion.

HUMANISM a method of beliefs concerned with the

needs of people and not with the religious ideas.

Learning is a personal act.

Learning is student-centered and personal, the teacher as facilitator of the learning process.

The goal / aim is to develop self-actualized in cooperative / supportive environment.

The basic objectives of humanistic approach in education are to encourage students to :

• Be self-directed and independent• Take responsibility for their learning• Be creative and interested in the arts• Be curious about the world around them

There are 5 principles of Humanistic Approach in education :

(i) Self-direction(ii) Wanting and knowing how to learn(iii) Self –evaluation(iv) The importance of feelings(v) Freedom from threat

• Students can choose and decide what they want to learn • The teachers should not interfere or determining students’ decision• Let the students initiate the activity they want and then ask teachers simply to provide information and equipments for them to use in their activities.

Learning how to learn is more important than acquiring factual knowledgeTeachers can play their role as facilitator to help the students find the way of their learning.It should emphasize more on thinking process rather than teaching determination

Humanistic educators believe that grading systems are irrelevant

The students will not achieve their personal satisfaction

# Humanistic educators believe that both feelings and knowledge are important to the learning process.

# As teachers, we should concern about our students’ feelings

# The learning can be easiest and meaningful if it takes place in a non-threatening situation# Non-threatening situation is when the students feel unstressed and able to overcome their pressure

(1) Teacher as a facilitator# teacher guides the activity which has been done by the students

(2) Enhance critical thinking# the whole class will take part in the activity by having critical thinking process# by practicing critical thinking system, we’ll produce students who are able to express their views and able to think deep beyond

(3) Establish privacy files# privacy files so that the students will know their level# can only be opened by the individual itself

(4) Fair learning # teachers should apply a fair learning process which every student is given chance to show their ability and free to express their view # everything being taught by us must be explain to all and not to particular person only(5) Provide non-threatening environment # instead of giving the task individuality, the teacher can set the task in group but evaluate individually

APPLICATION OF LEARNING THEORY IN LANGUAGE LEARNINGbehaviorismcognitivismconstructivismhumanism

BEHAVIORISMAudiolingual Method (ALM)

There are three crucial elements in learning1. Stimulus 2. Response 3. Reinforcement

1. Stimulus which serves to elicit behavior2. Response triggered by a stimulus3. Reinforcement which serves to mark the response asbeing appropriate and encourage the repetition in the future

AUDIOLINGUAL METHOD (ALM) 1. RepetitionT : I go to school students repeat this statementT : I go to school in the morning

2. InflectionT : I buy the ticket S : I buy the ticketsT : He reads a book S : She reads a book

3. RejoinderT : Thank you S : You are welcomeT : May I take one S : CertainlyT : What is your name? S : My name is Smith

Its priciples formed the basis of widely used series such as LadoEnglish Series, English 900, and English 901 (British English)

Cognitive Code learning

Classroom procedures based on cognitive theories of learningEmphasize understanding rather than habit formation.All learning is to be meaningful, the teacher can do the following :

1. Bulid on what the students already know2. Help the students relate new material themselves, their life experiences, and their previous knowledge3. Avoids rote learning4. Use graphic and scematic procedures to clarify relationships

Cognitivism

CONSTRUCTIVISMGenre Based InstructionThe learners construct knowledge for themselves. They constructknowledge from their experiences that they get in the world.

1. Vygotsky’s Concept Zone of Proximal Development

Current Developme

nt

ZPDSignificant

others

Potensial Developme

nt

2. Bruner’s Concept Based on Vygotsky’s Concept / ZPD , Bruner also develops the concept of scaffolding

HUMANISMThe application of Humanistic Theory in Language Learning

1. Community Language Learning2. Suggestopedia

Behaviorism

Audiolingual Method

Cognitivism

Cognitive Code

Learning

Constructivism

Genre Based Approach

Humanism

Community Language Learning

Suggestopedia

No Behaviorism Cognitivism Constructivism Humanism

1 Founders and proponents: John B. Watson, B.F. Skinner and Ivan Pavlov, etc

Founders and proponents: Noam Chomsky

Founders and proponents: Jean Piaget, John Dewey, Lev Vygotski

Founders and proponents: Abraham Maslow, Carl Rogers

2 Basic idea: Stimulus-response

Basic idea: Mental function can be understood

Basic idea: Learning is an active, constructive process

Basic idea: Learning is a personal act

3 Learners viewed as: passive, responding to environental stimuli

Learners viewed as: information processor

Learners viewed as: information constructor

Learners viewed as: one with affective and cognitive need

4 Behavior may result in reinforcement or punishment

Cognitivism focuses on inner mental activities (thinking, memory, knowing, problem-solving)

Constructivism shows students’ construction. They create their own perspective ideas.

Humanism emphasizes on the freedom, dignity and potential of human