Illustration by kotak kanan on Unsplash

How would the learning be designed differently by a behaviorist, a cognitivist, and a constructivist? Scenario: A high school social study teacher is planning a class on climate change.

Behaviorist

If a behaviorist were to instruct a high school teacher on how to plan a class on climate change, they would urge the teacher to focus on observable performance and utilize different stimuli to shape learning. Behaviorists believe that “learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus” (Ertmer and Newby). The learner responds to environmental conditions rather than actively exploring or engaging with them.

When designing the learning plan, the teacher should first evaluate learners to decide how to start their instruction and which reinforcers will be most effective for them. From there, the learner should be clearly shown the desired response and what conditions must be present for the response to occur. The instruction should be centered around presenting the target response and then giving the learner opportunities to practice the response. Additionally, the instruction should make use of cues in order to prompt the delivery of the response, and pair that with reinforcement for the correct responses.

Key Points for a Behaviorist Instruction Design Plan on Climate Change:

  • clear delivery of structured content, like through lectures or videos
  • use different stimuli like quizzes, flashcards, or MCQ tests to give learners the chance to practice the correct response
  • provide immediate feedback to reinforce correct behavior and correct errors early on

The goal of this learning design plan is to condition students to remember key facts and repeat the desired responses.

Cognitivist

If a cognitivist were to instruct a high school teacher on how to plan a class on climate change, they would urge the teacher to promote mental processing in areas like thinking and problem solving in their lesson plan. Similarly to behaviorism, cognitivism also stresses the importance of “practice with corrective feedback” (Ertmer and Newby). Most importantly, the cognitivist would emphasize teaching learners how to meaningfully organize and relate new information with their existing knowledge of topics.

Key Points for a Cognitivist Instruction Design Plan on Climate Change:

  • use different cognitive strategies, like framing, outlining, mnemonics, and concept mapping to help students structure their knowledge
  • emphasize schemas to help students integrate new information into what they already know
  • design learning environments that recognize and accommodate each learner’s unique experiences, which affects their learning outcomes

The goal of this learning design plan is to help students build and organize their mental structures to enhance their understanding and retention of the material.

Constructivist

If a constructivist were to instruct a high school teacher on how to plan a class on climate change, they would urge the teacher generate a learning plan that “equates learning with creating meaning from experience” (Ertmer and Newby). Rather than focusing on transferring facts to a learner, constructivist instruction encourages the application of concepts to solve real-world problems. Learning is seen as an active process in which students construct knowledge through inquiry and collaboration with their peers.

Key Points for a Constructivist Instruction Design Plan on Climate Change:

  • design a project-based learning activity, like having students design a climate action plan for their school
  • use group work, debates, or role-playing to highlight different perspectives
  • encourage students to ask questions, investigate, and draw conclusions from their findings

The goal of this learning design plan is to promote deep, meaningful learning by getting students to work together through real-life experiences.

Works Cited

Ertmer, P. A., & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism