Reflection Week 3&4

What a class conversation! The first part of the discussion about the different learning theories (Behaviorist, Cognitivist, & Constructivist) both cleared up some questions and supported the conclusions I had drawn myself. I had said previously that I thought I had incorporated more behaviorist theory in my own classes. As we discussed these theories I realized that while I do incorporate a good bit of drill and practice I actually should give myself more credit! I often incorporate many more learning strategies to accommodate for multiple learning styles. I often incorporate projects, videos, audio, pictures, and cooperative learning activities. All of these would be much more constructivist than behaviorist.

I realized that I don’t incorporate much constructivist theory. Perhaps this is because of my content material or because my students always seem to be much more reluctant to take more control of their own learning. Either way, I see this as a challenge to myself – incorporate more “real world” learning activities!

In regards to some of the other learning theories – Behavioral Learning theory, Cognitive Learning theory, & Piaget’s Development theory – as teachers, we may know these theories but reviewing them from time to time is always a good idea! We also discussed how these theories relate to research. These theories provide a framework or base for research & inspire new research. The framework set in place by previous research can both strengthen theories as well as challenge old notions as students and learning evolve.

These theories and how they relate to research are important to the understanding of research as a whole. Teachers often (and if they don’t they should!) look to research to find new and innovative strategies to implement in their own classroom. Without this knowledge it is hard for teachers to read current research and implement research-based strategies in their own classrooms. To fully understand this research teachers need to understand the difference between descriptive and prescriptive theories. Descriptive theories describe how and why a particular strategy works. Prescriptive theories prescribe or predict outcomes based on a set of variables. Teachers can use these descriptive and prescriptive theories to help teachers implement new strategies in their own classrooms because these theories can provide teachers with a fundamental basis for their innovations (descriptive) as well as probable expected outcomes based on the innovation (prescriptive). By understanding these research-based theories, teachers can better allocate their own time and resources to implementing these strategies in their own classrooms.

As far as future research is concerned, I agree with the conclusion Elen & Clarebout describe in regards to descriptive and prescriptive theories that although descriptive and prescriptive theories can be distinguished they are highly interrelated (p 708). These theories are separate, but they complement each other to explain past research and support new research. This cycle of descriptive and prescriptive will only continue to inspire new research and support or disprove old research as this field continues to evolve!