Authentic Learning and Behaviorism Theory of Learning - Essay Example

? Authentic Learning Authentic Learning Authentic learning is structured to associate the concepts learnt in with activities, experiences, and facts in the real-world. In authentic learning, students develop concepts and undertake discussions and other learning activities that explore the relationships that exist between the knowledge acquired and the reality in the external world. Authentic learning differs from the other forms of conventional learning in the sense that it is based on the element of realism (Slavkin, 2004; Burke, 2009). An important characteristic of authentic learning is that it is essentially learner-centered. The role of the teacher in authentic learning basically revolves around the facilitation and guidance of the learning process. In many cases authentic learning incorporates a multiplicity of styles that are basically meant to enhance the quality of the learning process (Herrington & Herrington, 2006). The learning environment in authentic learning stretches beyond the classroom to include other aspects of learning that may lie beyond the school compound to the wider community. The resources of the learning process are obtained both from the school and the community around where the authentic learning takes place (Herrington, Reeves & Oliver, 2010). The students often engage in social discourses in order to make it possible for the learning process to proceed in a manner that is both resourceful and meaningful within the understanding of knowledge development. Studies on the effectiveness of authentic learning have argued that it enhances the process of cognitive development more than the traditional learning systems. The learning process is distinguished through a hands-on approach. This approach allows the students to participate in the learning process in a manner that is consistent with the need to develop a learner-centered strategy. One characteristic of authentic learning system is that it allows students to develop products that are meant for the benefit of a real audience (Mishan, 2004). For example students in a history may make use of authentic learning by developing an oral product that narrates some details of the learning product. The importance of authentic learning revolves around the aspect of the development of the learning process. It might be argued that the process of cognitive development is largely controlled by a combination of different experiences. Authentic learning usually involves the processing of knowledge from factors that are determined by the society and other forces often included within the element of learning. It might be argued that learning in such situations often involves a combination of social, individual and academic factors. A concise understanding of the authentic learning process must begin with an appreciation of some of the factors that relate to the aspect of social development. Precisely, theories that emphasize on the social dimension of the learning process have been used to develop structures on which authentic learning takes place. The curriculum that supports authentic learning must involve some specific structures and operational mechanics that foster the element of social interactions throughout the learning process (Magliaro, Lockee & Burton, 2005). This kind of learning is results-oriented and tailored on specific needs of the society. In usual cases learning takes place within an open environment that allows for flexible participation of students in group activities. The goal of authentic learning is to develop a body of knowledge and skills that is responsive to the actual needs of the society. It derives from the philosophy that knowledge must address the needs of the society. It is precisely because of this factor that it departs from the tradition of abstract learning. Authentic Learning Experience Plan Brief guided interactive discussion on authentic learning and behaviorism theory of learning, (10 minutes). Questions to be administered (10 minutes) 1. Apart from chalk and the writing board, what other tools and implements do you use in the classroom? 2. How often do you let your students demonstrate what they have learnt in class, and at which point of learning do you allow these demonstrations? 3. Do you believe in interactive discussion groups in the classroom? 4. When do you think it is appropriate to engage your students in field work activities? General discussion, (10 minutes) Rationale of the questions The rationale of these questions is based on the need to determine the value that teachers place in authentic learning. The first question is meant to assess the level of appreciation that teachers attach to instructional tools and implements. Studies have established that authentic learning requires the use of actual tools that would help the students relate to the actual knowledge as it is practiced by professionals. The second question is based on the emphasis of the student-centred approaches as understood within the framework of authentic learning. The third and fourth questions stress on the value of critical inquiry within an interactive community as often encouraged in authentic learning. Analysis of Responses From the responses obtained a significant majority of teachers, representing 80 percent of the sample, agreed that they regularly used the recommended tools for the purposes of instructions within the classroom. Only a slim minority of 20 percent thought that theoretical methods were sufficient for the purposes of instruction. However, nearly all the teachers who participated in the experience opined that the tools available were not sufficient for the purposes of instruction. There seemed to be a consensus that the tools available were not sufficient for the cognitive development of the students. On the matter of class demonstrations, a majority of the teachers representing 70 percent of the group were of the opinion that class demonstrations were of value. Their arguments were consistent with behaviorism theory of learning which stresses that cognitive development happens within interactive environments. Class demonstrations of acquired knowledge and skills provide the forum for this kind of development. Regarding the question of interactive discussion groups in the classroom, a majority of the respondents argued that discussions allowed the students to participate actively in the learning process. Half of the respondents demonstrated their understanding of interactive sessions within the framework of authentic learning and behaviorism theory of learning. Nearly all the respondents in this experience argued in favor of filed activities at some point in the learning process. Many of them thought that these experiences provided platforms for the students to engage with real life systems of knowledge. In this manner, the respondents argued that the students developed retained the knowledge acquired and could use it to engage in activities that actually responded to the needs of the society. However, some of the respondents argued that the kind of theoretical knowledge in the curriculum did not match appropriately with the realities in the external world. Recommendations There is need to revise the teaching curriculum by replacing the traditional methods of teaching with authentic learning activities. Authentic learning is basically a learner-centered approach. It encourages the learner to engage with real life situations in order to develop the kind of knowledge and skills that will be responsive to the needs of the society. Teachers should receive additional training on ways of instructions in order to apply the methods of authentic learning for effective learning. Traditional forms of teaching are largely teacher centered and examinations-oriented. There is need for the development of an authentic system of knowledge development in which the role of the teacher should be limited to providing basic guidance and general frameworks in order to allow the students the opportunity to engage with practical knowledge. Behaviorism Theory This theory is structures on the argument that behavior is often generated by external stimuli. This theory if often linked to arguments of logical positivism, which are based on the assumptions that the learning activity often develops out of the positive and negative experiences that relate to various activities (Duignan, 2007). Logical positivism is one of the fundamental building blocks of activities that are essentially designed to represent various aspects of life. The individual, according to this theory is basically a product of the interactions that take place within his area of work. It has often been argued that behaviorism theory is based on matters that operate that condition the preferences and responses of the individual to environmental factors. In usual cases, it has often been assumed that behaviorism theory is based on the various aspects of life that are shaped on the sum total of external reality (Lasry, 2006). The external conditions usually determine the shape of reality by creating conditions that determine the manner in which individuals respond to various aspects of reality. Essentially, it might be argued that the generation of behavior results from the kind of patterns that are generated from external reality. Repetitive patterns of behavior have to be understood in light of the general patterns of reality that are conditioned by the external factors. In this sense, the behaviorism theory of learning has to be considered in light of the various forces that determine the manner in which people respond to activities that determine the cognitive development of the mind. Cognitive development of an individual is often shaped by factors that are based on the intercourse between multiple factors within the framework of external conditions. A demonstration of behaviorism theory within the context of authentic learning must incorporate the influence of social factors on the general learning process. For instance it might be necessary to create certain external conditions that would be used to control the behavior of students. Such a situation could be in terms of the manner in which students respond to matters of stimuli and external realities around their areas of study. This demonstration is anchored on the fact that learning must necessarily revolve around issues that engage the social interest of the learner. Some of the issues that have been brought forward to explain behaviorism theory of learning are generally anchored on the argument that learning often involves a sequential movement from a point of knowledge to another. Essentially, this form of learning is primarily based on the realization that learning is progressive in nature. It is driven by the movement from a point of knowledge to a point of higher knowledge. Usually, this aspect of knowing is primarily determined by the manner in which various discourses compete within the process of learning. The Hegelian concept of moving from an existing thesis to an antithesis and finally to a synthesis might suffice to explain the concept of learning within this general framework. It might be assumed that learning takes place in an environment that involves various aspects of existence. For example, the very nature of learning must involve the active participation of various processes that operate within the general framework of cognitive development. The social realities that tie around the concept of learning have to be considered as some of the building blocks of authentic learning. Behaviorism theory supports the kind of learning that recognizes the unique abilities of humans to develop knowledge basing on the combination of perceptions and experiences. Generally, the manifestations of this theory might be understood within the gradual processes that determine the cognitive development of children. Usually, children begin to respond to external realities that shape the world in which they live. The kind of inaugural experiences that they receive is largely determined by the way in which they associate with the immediate environment. In theory, it might be argued that the development of the cognitive processes of learners is largely controlled by the interplay between the rational processes and social realities. Studies have shown that humans often develop depending on the kind of interactions that they engage in the formative stages of their cognitive development. The development of cognitive processes in children is often determined by the different forces that regulate character and behavior. Character development often happens alongside the development of theories and processes of knowledge. The interaction between humans in a social environment often takes the form of struggle of mental processes (Herrington, Reeves & Oliver, 2010). There is the external pressure of the individual to conform to the social forces and processes. On the other hand, there is the effort of the individual’s own personality to define the individual as a unique being that seeks to articulate his sense of selfhood within the social environment. This means that the individual being and the social being participate actively in the creation of the individual. This struggle often determines the kind of personality that eventually emerges. In some sense, the struggle determines the nature of cognitive development that shapes up within the individual. For instance, studies have observed that people who grow up in different social environments will tend to manifest varying levels of intelligence. An individual who grows up in a supportive and calm environment will tend to develop some level of confidence and belief in the self than as compared to another individual who grows up in suppressive environments. Basing on this reality, it becomes necessary to explore the strengths of the theory of this reality from the dimension of the relativity in social realities. The private self and the public self must unite in a seamless continuum for the purposes of cognitive development. The reality of social maladjustment often results from the mismatch that occurs between the two aspects of the self (Herrington & Herrington, 2006). It might be important to observe these differences in light of the tensions that precede the acquisition of knowledge. Usually, this tension occurs due to the inability of the private individual to adjust to the greater realities as defined to the systems of knowledge that transcend the bounds of private interests, initial systems of knowledge, and personal prejudices. Within an interactive community, the individual is compelled to set aside his or her private interests when he or she confronts the overwhelming systems of knowledge. Such systems could be in the form of dominant ideologies and any other systems that make up the super-structure of knowledge. It might be argued that the demonstration of these forms of knowledge is basically determined by the kind of growth that takes place at the individual level. Insisting on the private interests usually places the individual in situations that encourage conquests from the dominant forms of reality. The development of mental processes is often determined by the kind of association that the individual maintains with peers and greater systems of knowledge. Behavior, according to this theory is not innate, but resultant from the forces that mediate between the individual and the environment. The consequence of this struggle is the creation of a mental universe within which the acquired systems of knowledge morphs into one singular and dominant system of knowledge. These processes are usually determined by the degree to which individuals are willing to cede their private concerns in exchange for the dominant systems of knowledge. When this happens, learners begin to adjust to certain truths that are conditioned from the point of view of the society. Mental shifts and adjustments often take place in different ways among different people (Mishan, 2004). The learning processes are not uniform in any class of learners. Classes by their very nature do not bear homogenous qualities. Some individuals may prove to be fast learners while others will tend to be slow in adjusting to new forms of knowledge. Whereas some studies argue that these variations are conditioned by the differences in intelligence, other studies have sought to illustrate the fact that the differences may be products of personality differences. Behaviorism theory attempts to explain the different ways in which individuals adjust to systems of knowledge (Duignan, 2007). Learning is an aspect of behavior according to this theory. It is possible, therefore, to create environments that support the form of learning that is consistent with the development of character and personality. Generally, efforts to represent the behavior of individuals within the context of cognitive development has yielded various results and assumptions For instance, this theory might be appropriated to determine the reasons behind the preference of some subjects in a classroom. Behaviorism theory tends to mirror some of the basic tenets that are upheld within the context of the philosophy of the mind. Precisely, the development of mental schema explains some of the variations that have been explored to explain the various aspects of behaviorism schema. For instance, it might be important to consider the manifestation of this theory in line with the complex processes that are involved in knowledge acquisition and the development of human intelligence. Ultimately, embracing the core arguments in behaviorism theory implies an acceptance of learner-centered approaches in education. This theory makes the case for adoption of authentic learning processes. It emphasizes on the need to offer students the opportunity to interact with the learning environment in order to enhance their capacity to create knowledge and utilize it appropriately. References Burke, K. (2009). How to Assess Authentic Learning. London: Corwin Press. Duignan, P. (2007). Educational Leadership: Key Challenges and Ethical Tensions. Cambridge: Cambridge University Press. Herrington, A., & Herrington, J. (2006). Authentic Learning Environments In Higher Education. New York: Information Science Publishers. Herrington, J., Reeves, T., C., & Oliver, R. (2010). A Guide to Authentic E-Learning. New York: Taylor & Francis. Lasry, N. (2006). Understanding Authentic Learning: A Quasi-experimental Test of Learning Paradigms. Toronto: McGill University. Magliaro, S., Lockee, B. & Burton, J. (2005). Direct instruction revisited: a key model of instructional technology. Educational technologyresearch & development, 53(4), 41-55. Retrieved 19 October, 2007 from EBSCOhost Academic Search Premier. Mishan, F. (2004). Designing Authenticity into Language Learning Materials. New York: Intellect Books. Slavkin, M., L. (2004). Authentic Learning: How Learning About the Brain Can Shape the Development of Students. London: R&L Education. Read More