Theories and Models of Learning and Instruction

1. Chapters in this section discuss three contrasting epistemic (the study of what and how we come to know) stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict. How was the situation resolved by you (effectively or ineffectively), and what could/can be done?

 After researching the three epistemic stances, I would lean more towards being a relativist.  Isn't it all relative??  I believe that knowledge is subject to perception.  We all come from different walks of life...this  has to have an impact on individual's knowledge.  While it is not my personality to have conflict with anyone (especially not a teacher), I believe that many of my teachers from back in high school took a positivist stance.  They were strictly by the book!  I see where opposing stances could affect a teacher's ability to reach a student.  But, as a student, I always just did what I was told and never questioned assignments. :)

 2. Various theories/models of learning and instruction are discussed in multiple chapters in this section. Which theories/models of learning or instruction are the primary one(s) you apply to your teaching or you can relate the best, and why? Then, please pick one project or instructional unit (briefly describe title, target audience, and learning goals/objectives) where your designing/teaching or learning was most  successful (or less than successful), and describe which theory/model or principle(s) from these chapters can be applied to improve design/teaching or learning.

I have learned about the different theories and models throughout my graduate classes.  I would say that I relate to constructivism.  Constructivism allows students to produce knowledge based on experiences.  It helps students gain confidence to discover answers for themselves.  

As I discussed in week 1, I designed a lesson that integrated Quick Response Codes and Sight Words.  For this lesson, I had assigned QR Codes that each had an audio clips with 1 sight word.  This was primarily for Kindergarten but, the idea could be used for all ages.  Each Kindergartener had an iPad with a QR Code reader app.  They would go around the classroom and scan the QR codes with the iPad and write the word they hear on the handout.  Sight words are learned through repetition which is an example of behaviorism.  I do not know if a theory or model could improve the design but, applying constructivism to the lesson would change it up a little.  For example, the class could be divided up into groups and make it a group assignment.  Then, the students could help one another to determine the answers and get an immediate response versus waiting for the teacher to grade the papers.