Student - Centered Learning

Constructivists contend that learning is a process in which learners must be actively engaged in order to develop new understandings (Orey, 2001). Today, there are many new instructional approaches that support this theory of learning. A variety of strategies can also be used in the classroom to support student engagement and their creation of knowledge.

One such way to involve students in the learning process is through generating and testing hypotheses. This strategy can be used in all areas of the curriculum. Generating and testing hypotheses involves a structured process, through which teachers should guide their students (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners begin with a theory, then conduct research and collect data to support or disprove their hypotheses. A key piece to this strategy is the end result, when students must clearly explain their conlusions (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Much like constructivist theorists recommend, the generating and testing hypotheses strategy is a student-centered activity. Learners are engaged in problem solving a real-life situation while they conduct their investigations. As noted by Pitler, Hubbell, Kuhn and Malenoski (2007), this strategy is “experimental inquiry” in the classroom (p.203). Incorporating constructivist strategies like this truly allow students to assume an active role in their own learning.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory in Action

Cognitivism stresses the role of the brain in the learning process. Theorists contend that the brain arranges new information in organized structures (Orey, 2001). This week, I discovered many strategies that support this theory of learning.

Several pre-learning strategies can facilitate the brain’s desire to organize new knowledge. Cues provide with a preview of what they are going to learn (Pitler, Hubbell, Kuhn, * Malenoski, 2007). Giving learners a clear sense of what is coming helps them prepare for the lesson. A second strategy, questioning, can help students call upon their prior knowledge as it relates to the upcoming lesson (Pitler, Hubbell, Kuhn, * Malenoski, 2007). According to Orey (2001), prior knowledge is essential for the comprehension of new information.

During learning, teachers can support students’ mental processes with different techniques. Activities like note taking make it easier for students to take in and organize new knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007). While they are learning new information, note taking assists in the structuring of concepts in a logical order.

Finally, post-lesson strategies like concept mapping can be used to promote connections between new and old knowledge. According to Dr. Orey, these tools actually replicate the networks and relationships that our brains try to create with our knowledge (Laureate Education, 2009).

The key principles of cognitive learning theory promote the organization of knowledge before, during, and after learning. Theorists contend that structure is key when presenting information (Laureate Education, 2008). Using techniques like cueing, questioning, note taking, and concept mapping facilitate in the structuring of new knowledge that according to these theorists, is the cornerstone of learning.


Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorist Strategies in the Classroom

Many classroom strategies incorporate the principles of behaviorism. The two highlighted in this week’s resources, “reinforcing effort” and “homework and practice” exemplify the ideals of behaviorist learning theorists such as Watson and Skinner.

Reinforcement is just one principle associated with behaviorist theory. According to Dr. Orey, reinforcement is actually the primary tenet of behaviorism (Laureate Education, 2009). The strategy of reinforcing effort aims to change the way students perceive the relationship between effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007). A 5^th grade teacher utilized this technique in her classroom. She asked her students to fill out rubrics that would assess the effort they put forth each day during a particular unit. She had them format a spreadsheet that, once they entered each assessment grade, would depict the relationship between each student’s perceived effort and the grades they earned. By providing feedback and demonstrating that in fact, effort and achievement are in direct correlation, this teacher changed her students’ behaviors: their thinking. Another way “reinforcing effort” promotes behaviorist theories is by way of observational learning. Seeing their peers achieving success through maximum effort will influence student behavior as well (Orey, 2001).

A second strategy that relates to behaviorism is “homework and practice.” Smith (1999) contends that one of the four key principles of this theory is the notion that repetition is essential for student learning. Elaborating further, he reiterates, “Skills are not acquired without frequent practice,” (p. 1). Homework offers learners the opportunity to hone the skills addressed in school that day. An integral piece of homework, as noted by Magliaro, Lockee and Burton (2005), is the correction of this independent work by teachers. This ensures “correct interpretation and application of the targeted content (p. 45). To incorporate technology with this strategy, teachers could assign homework of online games that reinforce the day’s concepts. Not only are internet games motivating for students, but also the plethora of activities available makes it easy for teachers to find one that relates specifically to the topics they want students to practice.

Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory. Baltimore: Author.

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, M.K. (1999). The behaviourist orientation to learning, the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm