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Bonk, C. SuperTravelinEdMan. (2008, September 5). Dr. Curtis Bonk’s P540 Week 2 Videostreamed Talk [video]. YouTube. https://www.youtube.com/watch?v=KefAapQdAHs

Bonk, C. SuperTravelinEdMan. (2008, September 10). Dr. Curtis Bonk's P540 Week 4 Videostreamed Talk [video].YouTube. https://www.youtube.com/watch?v=xQsTUPI-Qbw

Driscoll, M. (2006). Pschology of learning for instruction. Florida State University

Ertmer, P.A. & Newby, T.J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26 (2) pp. 43-71. https://doi.org/10.1002/piq.21143

Silber, K. H., & Foshay, W. R. (2006). Designing instructional strategies: A cognitive perspective. In J. Pershing, H. D. Stolovitch, & E. J. Keeps (Eds.), Handbook of human performance technology: Principles, practices, and potential (pp. 370-413). San Francisco, CA: Pfeiffer.

Wilson, B. (2018). Constructivism for active, authentic learnning. In Reiser, R.A. & Dempsey, J.V. (Eds). Trends and issues in instructional design and technology (pp.61-67). Pearson.

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Both of these theories focus on learning as a process that happens internally instead of external factors. They also both focus on building upon a student's prior knowledge to gain new knowledge.  Both of these theories also thrive on active learners and problem solving.

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Although the environment is utilized in different ways, both theories recognize that that the environment plays a critical role in a learner's experience. "The actual goal of instruction for both for both of these viewpoints is often the same: to communicate or transfer knowledge to the students in the most efficient, effective manner possible" (Ertmer &Newby, 2013, p. 52). Both of these theories use feedback as a way to prompt the learner- one is for behavior while the other is for knowledge. (Ertmer and Newby, 2013).

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Constructivism in an elementary classroom does have its place, but it has to be very methodically thought out. Because constructivism has “levels” that learners typically tend to be at, educators are able to use those to have an understanding of what is developmentally appropriate for that level of student. While all learners of the same age are not all at the same level, they generally fit into a similar sector (Driscoll, 2006). As an example, having this knowledge will allow an educator to know that elementary students need to have concrete examples when learning a new math concept, or that students might need to have a variety of access points to a concept that might be particularly hard to grasp. Constructivism also encourages learners to make mental connections to aspects of their lives when learning a new concept. This level of contextualization will allow learners to draw from prior experiences and therefore retain new knowledge quicker and longer (Bonk, 2017 July 12). Constructivist teachers will utilize what they know about their students to build on those connections as their lessons grow.

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Because knowledge is meant to be experienced and not forced upon learners, when designing lessons educators need to ensure that content is embedded seamlessly into those experiences. Those experiences should also provoke critical thinking that will spur on conversations with other learners to gain a new perspective on the topic. Learners should also be actively in control of the direction of their learning. According to constructivists, the context in which the content is learned is more important the skills that will actually be acquired. Skills should be transferable to a multitude of situations and learners should be able to look at a variety of problems and apply their knowledge (Ertmer & Newby, 2013).

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The goal of constructivism is for learners to create value in what they experience and connect with every day. Learners gain knowledge through social interactions and collaboration where real world problem solving is key. Learners are the integral part of the school setting in constructivism. The role of the educator is not to give students information, but rather to guide students to discover, make meaning, and connect their experiences with other student experiences. Learners must take ownership of their growth if they are to gain knowledge (Wilson, 2008). “Learners do not transfer knowledge from the external world into their memories; rather they build personal interpretations of the world based on individual experiences and interactions” (Ertmer & Newby, 2013, p. 55). This means that knowledge is always changing and growing as each learner experiences the world in a different way.

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Cognitivism has many practical applications in the elementary classroom. Helping students learn how to organize their thoughts by making connections will be something that is not only beneficial to what they are currently learning, but will also give them the strategies to know how to do that throughout their schooling career. Because cognitivism builds on knowledge that the learner already has, the elementary classroom is the foundation for all other learning that occurs (Ertmer and Newby, 2013). Kids love puzzles, rhymes, and other ways to be creative about learning something. Cognitive theory has many different ways that students can tap into that source. From chunking to pneumonic devices to acrostics, there are many ways for a learner to create their own memory tool to use (Bonk, 2008 September 10).

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When an educator is designing curriculum from a cognitive standpoint, they need to first ascertain how the learner is going to mentally engage with, retain, and transfer their learning. Educators need to figure out how to connect the new information that the students will learn with prior knowledge (Silber & Foshay, 2006). There are many ways that cognitivism impacts instructional design today. The first way is through active learners. All educators want their learners to be actively involved in their education. Through designing lessons that engage students to problem solve and think deeply, learners will naturally become active.  (Ertmer and Newby, 2013). Another way cognitivism has impacted instructional design is through the organization of thoughts. Students must then learn how to incorporate their new knowledge into their current knowledge  in order to create a new set of background knowledge (Silber & Foshay, 2006). Having learners make connections in an organized and systematic way will help move thinking from working memory into long term memory. This in turn will allow learners to have a way of retrieving that information for a much longer period of time (Bonk, 2008 September 10).

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In cognitivism, a learner’s external response is less important. “The real focus of the cognitive approach is on changing the learner by encouraging him/her to use appropriate learning strategies” (Ertmer and Newby, 2013, p. 52). Cognitivism focuses more on how knowledge can be moved from working/short term memory into long term memory (Bonk, 2008 September 10). The learner plays an active role in their procurement of knowledge. In cognitivism, the learner’s mental processing of language, problem solving, and thinking will prove their gains in knowledge. Being able to systematically collect, organize, retain, and then retrieve to apply said knowledge is the main goal for the learner in the cognitive theory (Ertmer and Newby, 2013).

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Behaviorism is the elementary classroom takes time, patience, and consistency. Because the objective of behaviorism is to evoke specific responses from learners, the teacher needs to first determine what behaviors need to be learned and what cues will eventually cause those behaviors to become automatic. The teachers also needs to allow for an abundance of practice for their students to be able to respond to those cues. This can possibly be a frustrating thing for educators because they might want to move on to a new behavior without first having the original behavior mastered. Patience and consistency is key to having those behaviors become second nature. Lastly, behaviorism relies heavily on the environmental factors to form and shape the students. Ertmer and Newby (2013) stated, “Behaviorists assess the learners to determine at what point to begin instruction as well as to determine which reinforcers are most effective for a particular student. The most critical factor, however, is the arrangement of stimuli and consequences within the environment” (p. 49)

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Behaviorism is the foundation for many current instructional design practices. Because it focuses on external stimulus, results are able to be measured in learners. Behaviorism focuses on knowing where a student’s level of learning starts in order to make sure that they are on track to learn the most as well as making sure that students have mastered their current level of learning before moving on to the next. We currently call that pre-tests and formative assessment (Ertmer and Newby, 2013).

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In behaviorism, learning is a response to an external stimulus. It is believed that through consequences and reinforcements that coincide with the responses that will determine what the learner has gained in their knowledge. Therefore the learner is considered “reactive to conditions in the environment” (Ertmer and Newby, 2013, p. 48).
A learner is viewed as a “blank slate” for an educator to fill with the knowledge that they see appropriate. Using rewards and consequences help to create the type of learner that the educator wants (Bonk, 2008 September 5).

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Constructivism: personal connections + active learners = making meaning of the world (Ertmer and Newby, 2013; Wilson, 2018)

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Constructivism: personal connections + active learners = making meaning of the world (Ertmer and Newby, 2013; Wilson, 2018)

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Theorists: Piaget, Bruner, and Goodman

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Cognitivism: active learners + connections = long term knowledge (Bonk, 2008 September 10; Ertmer and Newby, 2013)

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Cognitivism: active learners + connections = long term knowledge (Bonk, 2008 September 10; Ertmer and Newby, 2013)

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Theorists: Piaget, Vygostky, Elkin

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Behaviorism: external stimulus + reinforcement = wanted response (Ertmer and Newby, 2013)

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Behaviorism: external stimulus + reinforcement = wanted response (Ertmer and Newby, 2013)

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Theorists: Pavlov, Watson, and Skinner