EDU10004 - Assignment 2 Essay

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Swinburne University of Technology *

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Psychology

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Dec 6, 2023

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EDU10004 – Theories of Teaching and Learning Due Date - September 4, 2023 Student – Donna Starick ID – 104618915 eLA – Sarah Donald Assignment 2 Essay – Learning Modes Word count - 1969 Introduction Understanding learning modes and learning theories assists teachers with establishing the individual needs of the students they are teaching, ensuring they can deliver content that is interesting and relevant to the classroom. The complexity of learning is witnessed by teachers, seeing diversity in the processes of learning, when teaching and engaging with their students. This supports teachers to make informed decisions on what those individual students need, according to contemporary education theories. Learning styles e.g., visual or auditory, are contributing factors when understanding learning modes and learning theories, as this would support the types of resources a teacher would use. Two learning modes that theorists acknowledge, (still present in today's classroom) are problem-solving and motivation, which are aligned with contemporary education theories of humanism and behaviourism. Humanism highlights the non-directive approach to teaching, focusing on individual needs of students and freedom/choice when it comes to student learning, while behaviourism focuses on children's behaviour changes, when encouraged to achieve a particular result (Hayes & O’Toole, 2020a). As these learning theories tie in closely with the learning modes outlined, this will be further described and discussed in correlation to how they inform the work of teachers in today’s society. The Practice of Teaching Learning is seen as a process and a product which illustrates learning to be varied, connecting to internal and external aspects (Nagel, 2019). As Learning is complex, teachers use learning modes that are supported by theorists to enhance children’s learning, reflect on the process, adapting where required which assists teachers to provide quality teaching. Quality teaching can include incorporating the learning styles of individual children in the curriculum, such as a whiteboard for mapping out an equation for visual learners or offering tangible resources to students when counting for kinesthetic learners. Theoretical perspectives, humanistic or behavioural, offer insight for teachers to gain understanding toward strategies that could enhance learning like rewards and positive/negative reinforcements or meeting the needs that children may have like feeling hungry or tired. The early days of school were largely based on short interpretations of a learning experience, with limited understanding of what the brain actually does, but now teachers live in a time where ongoing studies allow for understanding of how the brain works (Nagel, 2019) and how children respond to such strategies like rewards or tokens to promote motivation, or how they respond when basic needs are met. Theory: Humanism Sue Duchesne, and Anne McMaugh (2018) describe the Humanism theory as a philosophy that sees human beings as unique, valuing the qualities and having particular needs met in order to learn and develop. Maslow’s hierarchy of needs aligns with the humanist theory and he developed the five-stage model, displaying the needs in each level (Mcleod, 2023a). These needs range from basic, such as hunger, thirst and sleep; to higher needs involving friendship and a feeling of belonging (Mcleod, 2023a). For teaching under the Humanistic pg. 1 of 6

EDU10004 – Theories of Teaching and Learning Due Date - September 4, 2023 Student – Donna Starick ID – 104618915 eLA – Sarah Donald Assignment 2 Essay – Learning Modes Word count - 1969 approach, teachers believe when all emotional and physical needs are met, including a strong foundation of respect between the teacher and child, they’re more inclined to respond positively when provided with choice (Hayes & O’Toole, 2020b). Only when the first level of needs is met, can one move into the next level of needs (Campana, 2011). The approach places a high value on cooperative learning and collaboration, which are founded on the child's interests, rather than the guidance from the teacher (Hayes & O’Toole, 2020b). Having such a positive environment for children where teachers are offering choice, provide learning opportunities, such as the confidence for problem-solving skills to develop. Learning mode: Problem solving Problem solving in education is often referred to as problem-based learning or PBL (De Graaff & Kolmos, 2003), which allows children to make choices based on their own understanding and interests, facilitating the individual’s learning. The main focus of PBL being the student, is to think critically of the problem provided by the teacher, fostering positive student–teacher relationships, as the teacher assists them through the problem (Nagel, 2019). Problem solving is linked to the humanistic theory as it is more focused on the child coming to a decision or conclusion on a problem, rather than the teacher directly giving the answer. Students collaborate in learning groups,, researching and investigating cooperatively, when given a problem to solve, thus using thinking strategies and trial and error to discover the answer, reflecting on the outcome (Hmelo-Silver, 2004). As the humanism theory believes children can have this positive learning experience when specific needs are met, problem-solving ties in with humanism naturally, due to both perspectives having the main focus on the individual student and their learning process, as opposed to the outcome. Benefits vs Limitations of Humanism The Humanism theory is beneficial to teaching and learning as it provides opportunities for students to develop important goals such as “cooperation, critical thinking, self-resilience and constructive attitudes” (Duchesne & McMaugh, 2018, p. 316). An additional benefit is that the theory creates environments where children can develop a sense of satisfaction and not be affected by spontaneous behaviours (Campana, 2011). A limitation some would argue, is that many assessments have shown slow progression in developing competencies in learning, such as reading and writing (Duchesne & McMaugh, 2018). Another limitation being that teachers may struggle to role model the appropriate behaviour desired in the classroom (Campana, 2011) due to their own emotional or physical needs not being met in their personal life. Despite the argued limitations, the benefits support the teacher standard, “create and maintain supportive and safe learning environments” (Australian Institute for Teaching and School Leadership [AITSL], n.d., Standard 4). As teachers meet the needs either physically or emotionally for the children using Maslow’s theory, this creates a nurturing environment where students are more likely to behave positively and participate in learning groups where problem-solving and collaboration are at the core of the learning process. pg. 2 of 6

EDU10004 – Theories of Teaching and Learning Due Date - September 4, 2023 Student – Donna Starick ID – 104618915 eLA – Sarah Donald Assignment 2 Essay – Learning Modes Word count - 1969 Duchesne, S., McMaugh, A., Bochner, S., & Krause, K.L. (2013). Educational psychology for learning and teaching (4th ed.). South Melbourne, Victoria: Cengage Learning Theory: Behaviourism Behaviourism is a learning theory which believes all behaviours are acquired through conditioned interactions from the environment, with behaviour that is regarded as a mere reply to environmental stimuli (Mcleod, 2023b). B.F Skinner, a theorist who supported the behaviourist perspective, believed that classical conditioning, developed by Pavlov and Watson, was excessively simplistic in providing a comprehensive account of intricate human behaviour (Gray & MacBlain, 2012). He argued that the optimal approach to comprehending behaviour is to investigate the antecedents and consequences of an action, which he termed operant conditioning (Mcleod, 2023c). For example, a child sitting quietly, listening during mat time with the teacher, is rewarded with a gold star for positive behaviour. This would encourage the behaviour to repeat without the teacher asking and reinforces the ideal behaviour from the student through a motivator, being the sticker, creating a smoothly run classroom. The work undertaken by B.F Skinner and his colleagues has resulted in a heightened emphasis on the role of the teacher in managing observable behaviour, which is considered to be the primary factor in achieving successful education and classroom management (Hayes & O’Toole, 2020a). Behaviourism supports teachers with strategies they can implement such as, a sticker (motivator), and is helpful with understanding why behaviours may occur in the classroom and ways to improve the learning environment. pg. 3 of 6

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EDU10004 – Theories of Teaching and Learning Due Date - September 4, 2023 Student – Donna Starick ID – 104618915 eLA – Sarah Donald Assignment 2 Essay – Learning Modes Word count - 1969 Learning Mode: Motivation Motivation can be defined as the inclination, purpose, and conduct of a student aimed at acquiring knowledge and attaining their highest educational potential when seen in an educational setting (Nagel, 2019). Reinforcements, either positive or negative, are used as motivating devices to help the children learn desired behaviours while also, unlearning unwanted behaviours (Duchesne & McMaugh, 2018). Motivating devices can include reward charts that help children who are visual learners to see their progression or an opportunity for a student to be the special helper for a day, linking with kinesthetic learners who enjoy hands on activities. B.F Skinner promoted using motivating devices when he developed operant conditioning, as he found them to strengthen a behaviour or weaken one (Gray & MacBlain, 2012). Students need support with being motivated and encouraged as Touhil states, “Through our interactions with children we provide support, encouragement and motivation” (Touhill, 2012, p.1). Motivators can help create regular routines for transitions like play time to pack up time and can support teachers when trying to eliminate particular behaviours they may find challenging in the classroom or positive they want to encourage. Benefits vs Limitations of Behaviourism One important benefit to Behaviourism in the classroom is meeting the needs of children with additional needs, such as Autism or ADHD, maintaining consistency with operations in the classroom setting (Hayes & O’Toole, 2020a) and assisting with spontaneous behaviours to be minimised. A child that may only be interested in learning due to the motivator in place, rather than genuinely having the desire to learn (Duchesne & McMaugh, 2018) is seen as a limitation because children are developing the want for learning and only because they get “something” out of it. This can be seen negatively as the child isn’t developing critical thinking skills and the understanding to why they should learn the positive behaviour other than because they want the reward. Furthermore, another benefit to support behaviourism is that the perspective of children is seen as all the same and there is no such thing as a “good” or “bad” student (Hayes & O’Toole, 2020a). B.F Skinner believed it is the teacher’s responsibility to create the learning environment to promote positive behaviour, including reinforcements (Hayes & O’Toole, 2020a) which links back to why the theory believes children respond to the environment around them and the behaviours can be shaped to the teacher’s desire. Despite the limitation listed, Behaviourism overall can assist teachers with strategies to implement based on what motivates a child to learn, as well as providing continuous reinforcement. The Place of Theory Understanding the benefits and limitations of learning theories supports teachers to make informed choices on strategies that will work for the individual needs they have in the classroom. The Humanistic theory suggests it would be suited for children who are able to communicate their needs and then be ready to be fully invested in learning with no distractions whereas, a child on the spectrum of Autism would benefit from an approach to behaviourism. Behaviourism theorist B.F Skinner developed operant conditioning (Gray & pg. 4 of 6

EDU10004 – Theories of Teaching and Learning Due Date - September 4, 2023 Student – Donna Starick ID – 104618915 eLA – Sarah Donald Assignment 2 Essay – Learning Modes Word count - 1969 MacBlain, 2012), as a tool to encourage or discourage particular behaviours that children may display. This theory supports teachers to understand how children can behave in a positive manner, so that the teacher can achieve results for learning in the classroom. Maslow’s hierarchy of needs assists teachers with understanding the importance of basic needs for their students and provides insight that a negative behaviour means a basic need is unfulfilled (Hayes & O’Toole, 2020b). Theories support different types of learning for all individual children and gives teachers the insight to make informed choices for strategies to implement in the classroom. Conclusion In conclusion, humanism and behaviourism remain influential for the work of teachers as they depend on strategies and insight for managing unwanted behaviours and ensuring desired behaviours reoccur in the classroom. Looking over the points made towards the benefits and limitations of both theories, it is evident to advise that most students would benefit from either one, as students needs may not be met due to different families’ circumstances, or simply a child may have some challenges towards learning because of an additional need, like Autism. Problem-solving encourages children to develop the confidence to make their own choices and develop self-help skills, which is supported with the humanistic approach for promoting collaborative learning and independency. Motivation in a behaviouristic approach, can promote positive behaviours from an individual, which is facilitated by the teacher and remains the responsibility of the teacher. Each view provides two different perspectives to why a particular behaviour is occurring, including how teachers can best address the undesired behaviour and therefore, both should be considered for teaching students in either Early Childhood or Primary Education, to inform teachers and give them understanding of individual circumstances when it comes to learning. Reference List Australian Institute for Teaching and School Leadership. (n.d.). Australian professional standards for teachers . https://www.aitsl.edu.au/standards Campana, T. (2011, May 22). Humanism and Maslow [video file]. Retrieved from https://www.youtube.com/watch?v=OPRHLZTVVwQ De Graaff, E., & Kolmos, A., (2003) Characteristics of Problem-based learning , in International Journal of Engineering Education (vol 19, no.5, pp. 657-662) Tempus Publications, Great Britain. Retrieved from https://www.ijee.ie/articles/Vol19-5/IJEE1450.pdf Duchesne, S., & McMaugh, A., (2018). Educational psychology for learning and teaching (5th ed.). South Melbourne, Victoria: Cengage Learning. Gray, C., & MacBlain, S. (2012). Learning theories in childhood . London: Sage Publications Ltd. Retrieved from https://commons.swinburne.edu.au/file/2fa2dea0-ee5d-4ce7-bb89- c69fe85e669a/1/99331940088.pdf pg. 5 of 6

EDU10004 – Theories of Teaching and Learning Due Date - September 4, 2023 Student – Donna Starick ID – 104618915 eLA – Sarah Donald Assignment 2 Essay – Learning Modes Word count - 1969 Hayes, N., & O’Toole, L., (2020a) Chapter 3: Behaviourist perspectives and strategies for positive behaviour, in Supporting positive behaviour in Early childhood settings and primary schools: Relationships, reciprocity and reflection, Taylor and Francis Group, UK. Hayes, N., & O'Toole, L., (2020b) Chapter 5: Humanist perspective and strategies for positive behaviour , in Supporting positive behaviour in Early childhood settings and primary schools: Relationships, reciprocity and reflection, Taylor and Francis Group, UK. Hmelo-Silver, C., (2004) Problem-based learning: What and How do students learn? , in Educational Psychology Review (vol 16, no.3, pp. 235-266) Plenum Publishing Corporation. Retrieved from https://rb.gy/1d82l Mcleod, S. (2023a). Maslow’s Hierarchy of Needs. Simply Psychology. Retrieved from https://www.simplypsychology.org/maslow.html Mcleod, S. (2023b). Behaviorist Approach to Psychology: Definition, History, Concepts, And Impact . Simply Psychology. Retrieved from https://www.simplypsychology.org/behaviorism.html Mcleod, S. (2023c). Operant Conditioning: What Is It, How It Works, And Examples. Simply Psychology. Retrieved from https://www.simplypsychology.org/operant-conditioning.html Nagel, M. (2019). Student learning. In R. Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie..., W. Letts...,Vick, M (Eds.), Teaching making a difference (vol. 2, pp. 80-109). Milton, QLD: Wiley Publishing. Touhill, L. (2012). Sustained shared thinking. NQS PLP e-newsletter , 42. Retrieved from http://www.earlychildhoodaustralia.org.au/nqsplp/wp- content/uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf pg. 6 of 6

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