Please reflect on your understanding of the two theoretical approaches presented in this unit.
Behaviorist theory has a substantial presence in educational practices. Teachers give grades for meeting performance standards. They provide rewards for appropriate behaviors and punishment for whatever is against the rules. Teachers give homework, tests, and speak with students in order to evaluate content knowledge.
Cognitive theorists have influenced the ways teachers consider how students process information. Teachers expect students to remember the content. They try to capture and maintain student attention. Teachers want students to use their knowledge to analyze, synthesize, and problem-solve.
Please consider three domains of your teaching: classroom management, lesson plan construction, and instructional delivery style. If you are not currently a teacher, then imagine how your classroom model might incorporate the three domains of teaching. Reflect on where you find evidence of behaviorist or cognitive principles in what you already do across the three domains? What modifications to your practices would you consider (if any) given your understanding of the theories?
You may find that you are behaviorist-heavy in your classroom management, but cognitive-heavy in your lesson planning for example. Please examine where you notice particular biases or preferences for one theoretical approach over another across the three domains. There’s nothing wrong with having these preferences, but please reflect on why you have them.
Consider the following questions to guide your reflections:
- What drives the philosophy of your classroom management, lesson planning, and delivery style?
- What if you changed the philosophy of your classroom? Should you engage in the same pedagogies for all lessons’?
- To what extent does your student population, community expectations, school culture, and/or personal strengths influence your bias/preference for behaviorist/cognitive practices?
It is not necessary to address each of these issues; these are only suggestions to inspire your reflection. Consider creating a mind map rather than a written document to complete this assignment. If you choose to use mind mapping, include a reference to the course learning resources.
There are many mind mapping software programs available on the web or you can use the one available here. To learn more about mind mapping you can review the following resources:
This activity will be assessed by your instructor using the Portfolio Activity Rubric.
References:
Hook, J. (n.d.). Using mind maps in the classroom. TEDEd. https://ed.ted.com/on/DbAxSWbc
Visible thinking. (n.d.). Project Zero. https://pz.harvard.edu/projects/visible-thinking
What is a mind map? (n.d.). MindMapping. https://www.mindmapping.com/mind-map
Note: All submissions must be in a .doc or .docx file format.
Rubic:
Self-improvement –
Demonstrates clear
understanding that
self-reflection is a key
component of
improving both a)
her/his own teaching
practices and b) the
growth, development
and learning of one’s
students. Clear,
applicable details and
examples are
provided in the
reflection.
Connection to
outside
experiences –
Engages in detailed
analysis of aspects
of her/his own
experiences and
those of others that
centrally relate to
the topic. Makes
substantive
connections
between these
experiences and
their application to
teaching practice,
and cites texts,
scholarly journals,
and other resources
to articulate their
meaning.
Submission
demonstrates
understanding of
the importance of
reflection on
experiences as a
critical tool for selfimprovement and
effectively employs
it.
Connection to
course readings
(videos,
presentations, etc.)
and discipline
specific literature –
Synthesizes those
aspects of the
readings that relate
to the topic. Makes
substantive
connections
between what is
learned from the
readings and the
topic. Includes
references to other
sources to
demonstrate the
ability to extend
one’s own learning
through
independent
discovery