Behaviorism |
Behaviorism:
Behaviorism theory tells us that learning has happened when the proper response is given after the presentation of a stimulus. What happens in the learner’s mind is unknowable, so it’s important to look at the observable behavior. Teachers think about the right timing and the right order to present the information that will lead to those better stimulus-response associations. (Ertmer, 1993). The knowledge to be gained is defined and set before learning happens, and that knowledge is taught by repetition and positive reinforcement from the teacher. (Berkely Graduate Division, n.d.)
My thoughts:
Since cueing is a set of 8 hand shapes and 4 places around a person’s face, it is already defined and set. In my own observations, most cueing classes in the world over the last 60 years have been steeped in behaviorist theory. It is a good fit: learning requires making the cues which is an observable behavior. I have spent hours thinking about and modifying the right order to present the cues, the right number of repetitions, and the right positive reinforcements. A lot is to be gained here, especially for brand new students who have no experience with the content yet. The downfall is how passive this kind of learning can be, so we are striving to never have a course that is completely behaviorist in nature at Language Matters Academy.
Berkeley Graduate Division (n.d.). Overview of learning theories. https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/
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://doi.org/10.1002/piq.21143
Behaviorism theory tells us that learning has happened when the proper response is given after the presentation of a stimulus. What happens in the learner’s mind is unknowable, so it’s important to look at the observable behavior. Teachers think about the right timing and the right order to present the information that will lead to those better stimulus-response associations. (Ertmer, 1993). The knowledge to be gained is defined and set before learning happens, and that knowledge is taught by repetition and positive reinforcement from the teacher. (Berkely Graduate Division, n.d.)
My thoughts:
Since cueing is a set of 8 hand shapes and 4 places around a person’s face, it is already defined and set. In my own observations, most cueing classes in the world over the last 60 years have been steeped in behaviorist theory. It is a good fit: learning requires making the cues which is an observable behavior. I have spent hours thinking about and modifying the right order to present the cues, the right number of repetitions, and the right positive reinforcements. A lot is to be gained here, especially for brand new students who have no experience with the content yet. The downfall is how passive this kind of learning can be, so we are striving to never have a course that is completely behaviorist in nature at Language Matters Academy.
Berkeley Graduate Division (n.d.). Overview of learning theories. https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/
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://doi.org/10.1002/piq.21143
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