Wednesday, June 10, 2009

Compare Behaviorist and Constructivist lesson plans

The behaviorist lesson plan and the constructivist lesson plan are set up in the same format but in many ways are different. Both plans are set up with a goal and intention to better the student’s knowledge of the content. However, they both have a form of planning. The behaviorist plan begins with an objective, a goal which is set out for the students to reach. The constructivist plan does not set any goal or expectation before the children are exposed to the material. I believe this here is the biggest and most important difference from the two. Besides the different forms of goal orienting, the two plans differ in examination as well, the behaviorist plan does not construct an examination for the student whereas, the constructivist plan examines the student before they begin the material so that the educator has a clearer picture of what level each student is currently on. I believe it is very important to incorporate examinations to determine what the child has learned or where they begin. Although I am a terrible test taker and do not do well when examinations come around, I still believe that an exam here and there will give the teacher the opportunity to know how their class is doing not just as a whole but also as an individual. In my opinion I believe that both plans have their pros and cons just as anything else would in this world. The behaviorist plan is great because the educator is able to incorporate several types of learning from individual practice to guided practice, independent practice ending at group practice. However, the plan does not include examinations; as I have stated previously, examination is one of the most important ways in determining the student’s progress as an individual. Constructivist plan is great because this plan requires an examination prior to the assignment so the teacher is aware of who is capable and who he or she may have to slow down for. As a student who was not always on the top, I appreciate the examinations which are considered by the teachers once the results come in because they are able to know what your greatness is and what your weaknesses are. For example, is a student enters a math class without prior math classes he or she is now behind the rest of the class. The teacher will never know this unless he or she takes into consideration a full examination. Otherwise, the teacher will fall under the impression that the student is just lazy or not concerned which many times is not the case. However, the constructivist plan does not include different types of learning; it is only concerned of the individual’s achievements independently. This runs into a major problem because not every student learns the same. When the student’s are only being exposed to one learning style then the student is being stripped from the opportunity of several different learning styles which may even be one which the student adapts to or learns better with.

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