Behaviorist Vs. Cognitive By: Brian Carlson, Shylah Bowling, Nicole Fraser
Psychologists
Lev Vygotsky Zone of Proximal Development: refers to the cognitive functioning of the learner from the point where a learner cannot solve a problem alone, but can succeed with guidance (pg 43). Jean Piaget Assimilation-realizing that their prior knowledge may be different from what they learn now Accommodation-accepting new knowledge Jerome Bruner Scaffolding-teachers determine what kinds of help and when to give that help their students.
Does this idea of rewarding / punishing students (conditioned compliance) actually produce significant learning?
Ironically, our system of rewarding students for academic achievement devalues the very thing we say we want: learning. We send an alarmingly clear message, even if it is unintended: `If it werent for the reward we our offering, what we are teaching you would not be worth learning. In short, a system of education based on rewards and punishment is fundamentally anti-educational. (Sullo, B. 2007. Activating the Desire to Learn).
Students are internally motivated, not driven by forces outside of their control. The outside world only provides us with information to be processed, analyzed and responded to. When students feel that their successes or failures are the result of forces outside of themselves they will act in irresponsible ways. Reliance on external control produces a student who is unable/unwilling to accept personal responsibility. Personal power is to be gained though understanding, achievements and competency. A good school environment encourages student participation in a responsible way building community, mutual respect, freedom of choice and personal enjoyment. Students can change their behavior (and abandon unhealthy emotional states) by taking full responsibility for their lives. Once students discover that their behaviors represent a choice they are making, they become free to make more effective, responsible choices and gain more personal power.