Theories & Models of Learning & Instruction

1.      Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

This section of the textbook highlights Epistemology and how people learn and gain their knowledge. Throughout each chapter I understood the effectiveness of each model, method, and theory. For instance, instructional models, methods and theories are how you show the information to the students. When you present a lesson the model is described the way it’s planned. Models are the lesson plans to your teaching. For example, methods are how teachers teach the students. In order for the teachers to provide what needs to be taught to students, teachers have a method of information that needs to be learned. Theories for teaching are grounded on how the teacher views her/his are going to teach/run her/his classroom.  What are the teacher’s beliefs?

Since the text includes many models and theories. It’s probably best to think about the knowledge the students already have, and how we as the facilitator can help our students grow as individuals.

2.      Chapters in this section discuss three contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.

For the following chapter, I would like to take a stance and say I’m more of contextualists. I do believe that truth or knowledge is relative to context rather than individual, subjective understanding.  For instance, I view certain situations in different ways when they take place.  As a Program Specialist for my afterschool program I create several lessons in which I incorporate different teaching strategies. I understand not ALL students learn the same way; every student is at their own pace. Therefore, changing the learning environment can be a great opportunity for students. There are times I have questions about the curriculum implemented but I have not had a conflict with a parent, instructor or administrator. I provide our students with the instruction needed in order for them to complete their task. The learning process can be a struggle a times. I do believe when you have the right learning approaches for your students there is not just one way for students to gain knowledge.

3.      Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

The difference between constructivist and behaviorist processes would be behaviorist the teacher controls the process more than the learner and with the constructivist the learner is in control and the teacher is more interested in the learner’s process. I would like to put myself in the shoes of a constructivist. Since I have a background as an Art teacher I would like to use the following senerio. For instance, I would let my students understand and construct their own understanding of a project. I would like my students to gain knowledge of the world, through experiencing things and reflecting on those experiences through their artwork. For my student to act on this I like them to ask questions and assess what they know. Therefore, constructivism the learner is to work through the problem at hand. The students would be critical thinkers and need to come up with the solution.