Applying Learning Theory in the Classroom

Applying acquire conjecture in the ClassroomThe deuce of import influential learnedness addresses are the behaviourist and the cognitive approach to tuition theories.This report critically evaluates how nurture theories are employ in the 14-19 employ intuition graderoom. It examines how behaviourism, although an outdated hypothesis, is still relevant in the modern schoolroom and is still used in exploitation the rewards and sanctions policies of the modern school. The impact of Piagets supposition of cognitive victimisation is evaluated and what possible difficulties might arise if they were applied on the nose as Piaget dictated. The impact of adhering rigorously to Piaget ripeningal submits is criticised and how it might non be possible to adhere to set ages for boardion in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and manoeuvern that, when applied to a motivated pattern they take as they were to rig out with int terminus ed and yet when applied to a to a greater extent disaffected sectionalization, they arent as easily applied.The science classroom is an inherently dangerous place for scholarly persons to domesticate in (Frost, Turner, 2005, p.168). It is at that placefore necessary to instil a aim of written report in the students, to interpret they minimize the dangers to themselves and others in the science classroom. It is necessary to watch (Child, 1997, pp.114-121)the students to be film when certain commands are issued. Behaviour theorists believed that the mind was a unobjection able slate tabula rasa and that we could observe the response to input signal that happened to an organism.Watson thought that a response is more(prenominal) than likely to be connected to an environmental resolution ( foreplay), if that stimulus-response is perennial regularly and with a short period of time between them (Child, 1997, p.115). Thorndike introduceed that the student is slight likely t o repeat oppose stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a am peculiarity response is repeated regularly. The stimulus-response is then reinforced whenever a positive contribute is produced (Child, 1997, pp.114-121). Skinner made some(prenominal) conclusions from his findings in operant Conditioning (Child, 1997, pp.119-121). The stairs taken in the learn process must be small. veritable(a) rewards are need at the early represents, but once the figureing is reflexive, rewards can be given less regularly. The rewards must come like a shot or shortly after a positive response to ensure maximum put upiveness (feedback) (Child, 1997, pp.114-121)When discussing encyclopedism theories, its necessary to mention Pavlov due to the splendor held in his work, even if it doesnt really straight off affect the classroom. Pavlov pioneered the idea of untarnished conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, alone forrader food was given to them. The dogs eventually associated the ringing of the bell with the arriver of food and salivated in anticipation of the food arriving (Child, 1997, pp.116-118). Pavlovs work does non directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment.During my lessons I tried to get word Watson, Thorndikes and Skinners hypothesis of operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively s croak scold when I go to a certain part of the room using the surmisal that the students would repeat behaviour that received a positive response, and non repeat behaviour that received a minus response. I initially started to modify their behaviour by moving to the left field of the front desk, ho lding my hand up and delay for silence in the analogous spot, e truly time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In few cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking right away enough. If the class stopped talking quickly, they would be rewarded with praise and if the lesson had gone head a class reward of a game or contestation at the end, if it was enchant. Positive feedback about performance is said to have a positive effect on future performance. Skinner cal conduct it reinforcement Thorndike called it The uprightness of Effect (Child, 1997, pp.115-121).McAllister et al. (1969) found that praising students not only when acted as a positive reinforcement of behaviour, but that the praise may have besides worked by causing peer g roup pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al., 1969). Banduras neighborly attainment scheme would say that the students were not only organism conditioned to respond to the teacher, but also instruction from their peers actions as to what was appropriate behaviour in the classroom (Atherton, 2009)By the end of the six weeks, the students were starting to respond to the successive approximation as depict by Skinner (Child, 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they lots preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton, 2009a)and had given up on being able to change the lesson by negative behaviour.Due to the make to provide a safe working(a) environment in the classroom, I also worked on the class responding to the command STOP when they were carrying out science laboratory work. The idea being that if STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are substantial or safety related to.In the early gifts of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link. (Child, 1997, p.119) The difficulties whilst toilsome to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, i t could ultimately end up with dire consequences in an emergency situation.The STOP command in finicky was a difficult one to implement due to its singular use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its brilliance as some(a)thing serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued.Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor gravel of the negative reinforcement if they get the attention time from the teacher. (McAllister et al., 1969)Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week.Behaviourism is patently still relevant in the modern school (McQuillan, 1998), even if it is a s omewhat outdated theory. Schools still have their sanctions policies based around operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as form _or_ system of government makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child, 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all precise unique in their personalities and show exclusively different ways of study. To say that the larn processes they go by dint of are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom.Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as i t is known now to the science community in 1978. (Solomon, 1994, p.3)They stated what was previously an in sociable theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive outgrowth is applied.Piaget observed that children go through four distinct stages of cognitive maturation (Burton, 2001, pp.237-239)Stages of Cognitive Development (Atherton, 2009b)In the 14-19 classroom, according to Piagets theory, all the students have reached the dinner gown Operational stage of cognitive development and are capable of underdeveloped hypothetical situations and go through abstract fancys. Students should be able to apply their collar of a situation and in theory be able to contemplate what would happen in a given event. (Child, 1997, pp.191-207)From experience it is view that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up demarcation line is not as clear cut as that (Child, 1997, p.202-203). Within my course of study 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and bite of a force and applying their cognition and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both(prenominal) assimilate and settle (Child, 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete.With the Year 10 Applied Science class only a small fate of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept gait by tempo (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated a tomic number 20 carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema.Teaching at middle and upper school level should begin from cover considerations, building up, where applicable, to more abstract reasoning.(Child, 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its preferably apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive d evelopment how long could a student be held back for, before the age gap between their classmates was too much? any(prenominal) students may after all never reach the Formal Operations stage.Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin, 2003, p.19). He theorised that there was a partition of Proximal Development (ZPD) that was the boundary between a childs Zone of developed Performance and their potential level of understanding. The child can access their ZPD with the helper of a more competent (Kozulin, 2003, p.20) person guiding them.(Chaiklin, 2003, p.43)Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge flexibly to new situations (Karpov, 2003, pp.67-73), to a more socially guided, active agent approa ch to learning, where students learnt from their teacher, peers and themselves.Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before showing to the now new concrete experience,.(Burton 2001, p.246)Similarly Bruner theorised that students create on their past experiences and that by applying a spiral curriculum, they would able to return to correction areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, prima(p) the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton, 2001, p.241)When applying these theories it is important to be apprised that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding.With the KS3 class the students were all in the 5-7 tramp for target grades, therefore it was a lot easier to plan how they were spillage to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets schematic operation stage and were able to develop their knowledge independently.With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they we re in their Zone of Actual Performance was quite challenging. much(prenominal) a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic excogitation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some agitated in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit.Finding the middle ground, where the higher attaining students wouldnt be worldly waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely soft-witted trying to apply social constructivist theory to the lesson planning with such a wid e range of grades in the class was one of the key problems when trying to apply these theories to the lessons.It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move in advance in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle.With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. indeed it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step.Within the GCSE class there were several students who were classed as having Special educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey, 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students.Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little interference to the other students. They had the extra help required and were catered for in examinations and course work they were effectively being included.The students who were listed as having SEBD on the other hand, would have appeared to an outlander to relish in the opportunity to be able to disrupt learning they spent more time being rem oved from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning.Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to dissipated behaviour. This leads to the question When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer.In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based.When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly to a lower place the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government (Peacey, 2001). 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