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Home > Reflective Teaching in Early Education, 2nd Ed > 1. Becoming a reflective professional > 2. Learning > Reflective Activities > To consider the application of behaviourist, constructivist and social constructivist psychology in practice


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Enquiry [supplementary chapter]
  5.    Techniques of enquiry
       [supplementary chapter]

  6. 2. Creating conditions for learning
  7.    5. Contexts
  8.    6. Relationships
  9.    7. Engagement
  10.    8. Spaces

  11. 3. Teaching for learning
  12.    9. Curriculum
  13.    10. Planning
  14.    11. Pedagogy
  15.    12. Communication
  16.    13. Assessment

  17. 4. Reflecting on consequences
  18.    14. Outcomes
  19.    15. Inclusion

  20. 5. Deepening understanding
  21.    16. Expertise
  22.    17. Professionalism

To consider the application of behaviourist, constructivist and social constructivist psychology in practice

Aim

To consider the application of behaviourist, constructivist and social constructivist psychology in practice.

Evidence and reflection

Review a selection of major learning situations and teaching methods, which you use across the day.

Note each learning situation, each teaching approach and then consider the psychological rationale for its use.

Learning situation Teaching approach used Psychological rationale for the teaching approach
     
     

Consider if you are drawing effectively on the strengths of each approach. Does this activity have any implications for the repertoire of teaching strategies that you use? Are there changes to be made? Might some of your staff team benefit from gaining a deeper understanding of the theories behind the approaches used?

Extension

Consider the influence, strengths and weaknesses of each learning approach on your practice.


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