Blog Post 1

Prompts:

1. Based on your reading, would you consider your current instruction style more behavioralist, cognitivist, or constructivist? Elaborate with your specific mindset and examples.
2. Share a story about your best learning experience (could be a formal course or something more personal). Why did you enjoy it?
3. Describe an example from your life of when you were taught using each method described in this article: behaviourism, cognitivism, and constructivism.

Based on the reading, I would categorize my instructional style as primarily constructivist. I find that applying ideas and concepts to real-life scenarios through hands-on activities or role-playing helps me grasp content more effectively. Even if I lack prior experience with the topic, engaging with it actively allows me to build a deeper understanding. For instance, when ideas or theories re-emerge later, I’m able to refer back to those practical exercises, making it easier to contextualize and apply the concepts. When this is done well, it lays a strong foundation for introducing theoretical content in a way that feels relevant and accessible. I believe this aligns with the constructivist idea that “knowledge emerges in contexts within which it is relevant” (Ertmer & Newby, 2013, p. 56).

One of my best learning experiences took place in high school during interactive and role-playing activities. Teachers would have us simulate real-world scenarios to practice concepts and later explain the theories behind them. For example, we acted out historical events, debated from the perspectives of different stakeholders, and reflected on what we learned. These activities stood out to me because they made abstract concepts tangible and memorable. The ability to reference our earlier actions while learning the theories added a layer of clarity and depth that passive learning methods often lack. The constructivist focus on “engaging the learner in the actual use of the tools in real-world situations” resonates with this experience (Ertmer & Newby, 2013, p. 58).

Reflecting on examples of different instructional methods, behaviourism played a significant role in childhood. Teachers and parents would often use rewards to reinforce desired behaviours. For instance, completing homework accurately meant I could play with friends or watch my favourite show. While this motivated me at the time, I find it less effective for actual learning because it often prioritizes the reward over understanding. In accordance with the text, behaviourism focuses on “responses followed by reinforcement” without assessing deeper mental processes (Ertmer & Newby, 2013, p. 47). 

In university, cognitivism feels like the most common approach, particularly in activities like discussion posts or critical reflections. These tasks require summarizing content and integrating personal insights, helping me organize information meaningfully. For studying, I rely on strategies like breaking content into manageable chunks and creating mnemonic devices, especially for content-heavy topics. This approach aligns with the cognitive emphasis on “structuring information to facilitate optimal processing” (Ertmer & Newby, 2013, p. 51). However, I’ve found that this method can sometimes feel overly focused on memorization. Once the exam or assignment is done, much of what I memorized tends to fade quickly.

Constructivism remains my favourite method because it immerses me in the learning process. I’ve developed a deeper and more lasting understanding by engaging directly with the content and reflecting on experiences. This method helps me learn and equips me with the skills to apply knowledge in meaningful ways, which I find invaluable.

My Comments on Peer’s Post:

“Hi Jade! Your reflection on CSC375 really shows how engaging and hands-on the course was. I appreciate how you connected project work to constructivist and cognitivist principles, especially the emphasis on applying concepts and engaging with project management skills. Pointing out the lack of constructive reinforcement is a great observation since feedback is so important for improving and growing. I also agree with your thoughts on letter grades, they can help track progress but might limit deeper learning.  Overall, your experience shows how practical work and reflection can make learning more meaningful and relatable!”

“Hi Melody! I appreciate how your reflection shows the strengths of a behaviourist approach. Setting clear, measurable goals and using pre-assessment to figure out where to start are super effective strategies. Building on the basics before moving to more challenging tasks is a great way to make sure everything is clearly understood. Your use of positive feedback and celebrating progress is such a good way to keep things motivating. Practicing presentations by starting simple and adding more detail over time is a perfect example of shaping. Your approach shows how structure and reinforcement can help with learning and growth!”