In the past year, I have been using behavioural, cognitive, and constructivism theories in my teaching. I would argue that the application of these theories in teachings must be suitable for the learners according to situations.
Analyzation of the learners must take place before instructors choose which teaching theory to apply. Taking the example of my student Sam, who was having a hard time completing his homework at school, reading was the primary difficulty for him. I used behavioural theory in my teaching; I first explained to Sam how to skim read, then I showed him how to skim read by reading his social science reading homework. Afterwards, I invited Sam to skim read with me. After two weeks, Sam was able to skim read on his own. Behavioural theory focuses on the completion of the task, and it helps learners to acquire new skills and learning materials through repetitions; however. Behavioural teaching theory is teacher-centred, and it may not adapt to changes. My groupmate Yi also shared her learning experience as a behaviourist.
Adaptations of teaching theories are needed according to the learner and environment. Although skim-reading may help Sam in the short term, his competency hasn’t been improved; therefore, I taught Sam how to memorize vocabulary efficiently. While memorizing new vocabulary, I suggested Sam write down synonyms and antonyms besides the new vocabulary to consolidate his memorization. As a result, Sam developed his comprehension of vocabulary and long-term memory. Language learning can hardly be learned through a behavioural methodology, and even if the behavioural theory is applied, it would always result in improving only the passive competency of language learning, namely reading and listening. Active language learning(e.g. writing and speaking) often requires the learners to organize their knowledge and properly express them.
The acquisition of a language involves not only learning its semantic meaning but also learning its cultural context. I always encouraged Sam to utilize the new vocabulary that he just learned in conversation and composition. Every once in a while, Sam would mention that he used some new vocabulary, but people didn’t get it, then I would help him out. The application of language challenges the learners’ existing knowledge, which sometimes is false, and it helps learners acquire the right knowledge.
In my future teaching career, I hope that I can incorporate teaching theories and tips that I learned in EDCI 335. I didn’t realize that online learning can be so important before COVID-19. Learning how to utilize interactive learning resources can help me in my online course designing in special circumstances. Another crucial take away for me is to recognize barriers in teaching and resolve these barriers by listening and communicating with students. Whatever the teaching approach is or how it is delivered, barriers always exist. In our blue print project, the considerations of the potential obstacles helped us to create a more inclusive and practical learning design. Moreover, I learned that learning outcomes shouldn’t be the ultimate objectives of teaching design. As the designer of a curriculum, it is easy to fall into the trap of treating students as mere means to achieve learning goals. Courses that focus on promoting students’ learning interests may often result in better learning outcomes compared to those that stress on assignments and grades.