Month: May 2021

Learning designers are challenged with implementing theory in practical activities. Ertmer & Newby discuss the steps in achieving the daunting task of using theory practically and different instructional styles (2017). After reading about the different instructional styles, I was able to identify what style I currently use and what I would like to use in the future. It seems as though most “traditional” learning environments ustialize a behaviorist instructional style; consequently, since I have been taught from this perspective for most of my life, it is the instructional style I use now. 

In grade four I was tasked with learning the times tables (my worst nightmare). My teacher made everyone make flashcards to go through with each other and then we were tested. This behaviorist instructional style did not work for me and I can confidently say that I still do not know my times tables. Behaviorist instructional style seemed to be standard for the rest of my K-12 schooling and I have continued this trend in many of my teaching experiences. When I worked as a Bike Instructor, I would encourage repetition of skills and then milestone testing with rewards. For example, to teach riders to bike around cones I would first guide them and then let them do it themselves. I would high five them when they completed the cone circt by themselves and then once the whole group completed the skills we would have free time as a reward. This method seemed to work well for teaching biking but my personal experiences made me question how effective it was in the classroom. 

If I could go back and do my K-12 school experience over again I would have preferred to have a more diverse approach to instructional styles because not everyone learns the same. Consequently, I want to shift my current behaviorist instructional style to a constructivist perspective. When educators understand that learning is a two way street, both the educator and student learn something new. Further, when students are actively involved in their learning process a diverse and personal learning experience can be achieved. 

Ertmer, P. A., & Newby, T. (2017). Behaviorism, Cognitivism, Constructivism Comparing Critical Features From an Instructional Design Perspective. In edtechbooks. Retrieved from https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism