BEHAVIOURISTICS

ERLIK WIDIYANI STYATI IKIP PGRI MADIUN

DEFINITION
Behavioristics focuses on studying the behavior and cognitive and mood is too subjective. language behavior is the production of correct responses to stimuli; if the response is reinforced, it then becomes habitual, or conditioned

BEHAVIORISTICS IN THE CLASSROOM

language itself is a group of stimulus - response chain (S - R) language learning is reasoning by analogy, to replace to learn teachers should be strictly controlled, not by the free play of the students. teachers should reject the existence of the mother tongue and used exclusively for the purpose of language instruction, students should have an environment to learn the target language

THE CHARACTERISTICS OF BEHAVIORISTICS

IN GENERAL Breaking down the skills and information to be learned into small units. Checking student's work regularly and providing feedback as well as encouragement (reinforcement). Teaching "out of context Direct or "teacher centered" instruction

THE CHARACTERISTICS OF BEHAVIORISTICS IN LANGUAGE TEACHING

Language is learnt only through use or practice The production of language depends on the situation, which makes its use necessary Producing the correct linguistic response also requires effort Producing the correct response also requires attention.

CONTINUED The spoken language comes earlier than the written, and the receptive (passive) experience of language is necessary before any productive (active) use can begin Learning takes place faster if the correct response toward stimulus is confirmed Learning is still faster if the learner is placed to the situation where he can produce only the correct response Every new item learnt must be reinforced by further practice before further learning begins

CONSTRUCTIVISTICS

Definition it arouses the construction or creation based on the topic that is discussed based on the personal experience.

THE IMPORTANT OF CONSTRUCTIVISM

Constructivist teaching fosters critical thinking and creates active and motivated learners. constructivist theory be incorporated into the curriculum, and advocate that teachers create environments in which children can construct their own understandings. A constructivist approach frees teachers to make decisions that will enhance and enrich students' development" in these areas

THE GOAL OF USING CONSTRUCTIVIST CLASSROOM

Provide experience with the knowledge construction process; Provide experience in and appreciation for multiple perspectives; Embed learning in realistic and relevant contexts; Encourage ownership and voice in the learning process; Embed learning in social experience; Encourage the use of multiple modes of representation; Encourage self-awareness in the knowledge construction process

THE CHARACTERISTICS OF CONSTRUCTIVIST CLASSROOM

Provide multiple representations of reality; Represent the natural complexity of the real world; Focus on knowledge construction, not reproduction; Present authentic tasks (contextualizing rather than abstracting instruction);

CONTINUED
Provide real-world, case-based learning environments, rather than pre-determined instructional sequences; Foster reflective practice; Enable context-and content dependent knowledge construction; Support collaborative construction of knowledge through social negotiation

THE CONSTRUCTIVIST CLASSROOM

A constructivist teacher is able to flexibly and creatively incorporate ongoing experiences in the classroom into the negotiation and construction of lessons with small groups and individuals. The environment is democratic, the activites are interactive and student centered, and the students are empowered by a teacher who operates as a facilitator/consultant

CONTINUED

Constructivist classrooms are structured so that learners are immersed in experiences within which they may engage in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection. In a constructivist classroom, students are encouraged to use prior experiences to help them form and reform interpretations. In a constructivist classroom, teachers create situations in which the students will question their own and each other's assumptions

SHARED OF POWER AND CONTROL IN THE CONSTRUCTIVIST CLASSROOM

A constructivist classroom is, in fact, highly organized. Students are given a lot of choices within the classroom, but those choices may be contained within parameters. Students are able to negotiate themes, but must abide by the range of literature that their curriculum prescribes. Students may design their own assignments, but the assignments must accommodate curriculum variables.

CONSTRUCTIVIST TEACHING INVOLVES NEGOTIATION

Boomer (1992) explains that it is important when negotiating for teachers to talk openly about how new information may be learned and about constraints such as obligatory curriculum. Cook (1992) explains why negotiating the curriculum with students is important: Learners will work harder and better, and what they learn will mean more to them if they are discovering their own ideas, asking their own questions, and fighting hard to answer them for themselves. A constructivist teacher offers his or her students options and choices in their work

THE TEACHER IN A CONSTRUCTIVIST CLASSROOM

Watching and listening may contribute to a teacher's ability to use what the classroom experience provides to help him or her create contextualized and meaningful lessons for small groups and individuals. constructivists distinguish didactic talk, when participants report experiences but no new understanding occurs, from real talk where careful listening creates an environment within which emerging ideas can grow. Consequently, constructivist activities in the classroom that focus on speaking and listening promote not only constructivist thought but also important connections between teacher and students

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