Lang (1987) stated, “‘Theory’ is used in at least three ways; it can refer to a model, a way of perceiving reality that imposes a structure on that reality, it can refer to a prediction that a certain outcome will be achieved and finally as a prescription for action based upon an ideological position” (p. 13). However, theories need to be converted to concrete instructional strategies to bring them into practical use. Following is a brief mapping of the different learning theories introduced earlier to their practical implementation strategies.

Behaviourism: Behaviourism can be used primarily in getting students master techniques through practice. It can also be used in classroom management and shaping up appropriate student behavior. Strategies include –

• Solving worksheets
• Manipulating data
• Computing answers
• Agreeing upon rubrics
• Find it, Prove it

Cognitivism: Can be used primarily in sequencing instructions/experiences, creating interest (hook), sustaining attention, chunking information, connecting different concepts visually. Strategies include –

•  Physically demonstrate the importance of the concept.
•  Create a scenario
• Drama
• Past experience drawings
• Create a dialogue from an image
• List metaphors
• Enhance with music
• Mind-maps
• Summary graphic organizers

Maturationism: Needs to be taken into account while deciding the curriculum and learning outcomes. Also needs to be considered while designing the levels of abstraction demanded by an activity.

Constructivism: Emphasis on creating cognitive dissonance, making meaning, scaffolding, reflection. Strategies include –

• Create an opposite experience
• Share perceptions and perspectives.
• Small group dialogue
• Focus lessons on key questions
•  Experimenting, setting up, observing and recording
• Developing hypotheses
• Predicting
• Visible thinking
•  Interpret
• Question
• What if ?

Constructionism: Emphasis is on creation as opposed to simply analysis and observation. Situated and problem based learning forms the core. Strategies include –

• Build metaphors
•  Collages
•  Dramatic exhibitions
• Story writing
•  Musical/media collages
•  Enter the art
• Project based learning
• Connection to real life and problems
• Data Gathering
•  Experimenting, setting up, observing and recording
• Journal/portfolio
• Social significance
•  Field trips
• Media Presentations
•  Presentations with audience impact ratings
• Portfolios

Connectivism: Emphasis is on sharing, connecting with peers, and already existing sources of information and building on them, distributed in situ learning, and use of social media. Strategies include –

• Data Gathering
• Social reading
• Relate Concepts to the Real World
• Learner-created guided readings.
•  Electronic Journal/portfolio
•  Social significance
• Community celebrations
• Creating digital artifacts
• Collaboration across age groups and schools.

Phenomenology: Emphasis is on using all the senses to feel, make meaning, putting oneself in different roles, being aware of one’s  and others’ actions and emotions, linguistic activity, social interaction etc. Strategies include –

• Drama
• Step into a picture
• Elicit personal reactions
• Share perceptions and perspectives
• Pictures from life
• Build metaphors
• Enhance with music
• Social reading
• Link to effect on you
• Extending the senses
•  Change perspectives
• Visible thinking
• Community celebrations, Gallery walks

Neuroscience: Centered around multimodal teaching, appropriate stress, age appropriate learning practices, subconscious thought, memory, motivation, repetition, rest, nutrition etc. Strategies include –

• Including graphics, animations, voice
• Enhancing instruction by challenge
• Enriched environment
• Early language development

Activity 4: Can you think of more instructional strategies to add to any of the above mentioned theories? Post them in the space provided below. 

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References

Lang, J. (1987). Creating architectural theory: Role of the behavioral sciences in
environmental design. New York, NY: Van Nostrand Reinhold.