MODELS IN BEHAVIOUR MODELS IN BEHAVIOUR FOR LEARNINGFOR LEARNING

Models in Learning Models in Learning

Kolb learning stylesKolb learning styles Proctor's (1984) Proctor's (1984) Cruickshank's Model Cruickshank's Model Huitt's Model Huitt's Model Deborah A. McIlrath and William G. Deborah A. McIlrath and William G.

HuittHuitt

Proctor's (1984)Proctor's (1984)

teacher and student behaviors as predictors of student achievement teacher and student behaviors as predictors of student achievement emphasize teacher expectationsemphasize teacher expectations This model begins with the factor of the This model begins with the factor of the School's Social ClimateSchool's Social Climate.. student characteristicsstudent characteristics as race, gender, economic level, and past academic as race, gender, economic level, and past academic

performance.performance. The student characteristics also influence The student characteristics also influence teacher attitudesteacher attitudes and and teacher teacher

efficacyefficacy.. student self-image and behavior are affected by teacher efficacy.student self-image and behavior are affected by teacher efficacy. The next category of variables is the The next category of variables is the interactioninteraction among the individuals among the individuals

involved in the schooling process. This includes the input of administrators as involved in the schooling process. This includes the input of administrators as well as that of teachers and students. If expectations of learning are high (i.e., well as that of teachers and students. If expectations of learning are high (i.e., the school has good, qualified teachers and students who can learn) and there is the school has good, qualified teachers and students who can learn) and there is high quality instructional input, corrective feedback, and good communication high quality instructional input, corrective feedback, and good communication among students, parents, and educators, then the intermediate outcomes of among students, parents, and educators, then the intermediate outcomes of student learning and student self-expectation goes up. On the other hand, student learning and student self-expectation goes up. On the other hand, adverse or negative attitudes on the part of instructors and administrators will adverse or negative attitudes on the part of instructors and administrators will cause student self-esteem, and consequently, student achievement to spiral cause student self-esteem, and consequently, student achievement to spiral downwards.downwards.

The interactions model include the school's overall policy on allowing time for The interactions model include the school's overall policy on allowing time for children to learn or promoting other forms of student-based help when needed. children to learn or promoting other forms of student-based help when needed. This could include This could include quality of instructionquality of instruction or or teacher classroom teacher classroom behaviorsbehaviors.These behaviors have an effect on student classroom performance .These behaviors have an effect on student classroom performance (especially academic learning time and curriculum coverage) and self-(especially academic learning time and curriculum coverage) and self-expectations.expectations.

the the student's achievement levelstudent's achievement level in this model is an outcome of all previous in this model is an outcome of all previous factors and variables. It is hypothesized that there is a cyclical relationship factors and variables. It is hypothesized that there is a cyclical relationship among the variables. The main concept of this model is that achievement in a among the variables. The main concept of this model is that achievement in a specific classroom during a particular school year is not an end in itself. It is specific classroom during a particular school year is not an end in itself. It is refiltered into the social climate of the school image and the entire process refiltered into the social climate of the school image and the entire process begins all over again. Proctor's model implies that change can be made at any begins all over again. Proctor's model implies that change can be made at any point along the way. These changes will affect school achievement, which will point along the way. These changes will affect school achievement, which will continue to affect the social climate of the school. continue to affect the social climate of the school.

Cruickshank's ModelCruickshank's Model

Product is learning on the part of the student (change in Product is learning on the part of the student (change in behavior or behavior potential) whilebehavior or behavior potential) while process involves process involves interaction between student and teacher. Presage is the interaction between student and teacher. Presage is the teacher's intelligence, level of experience, success and other teacher's intelligence, level of experience, success and other teacher characteristics. teacher characteristics.

Presage is supposed to affect process and then, of course, Presage is supposed to affect process and then, of course, process will affect the product. process will affect the product.

Biddle (as cited in Biddle & Ellena, 1964) showed a relationship Biddle (as cited in Biddle & Ellena, 1964) showed a relationship between specific learning activities and teacher effects. In his between specific learning activities and teacher effects. In his model, Biddle offers seven categories of variables related to model, Biddle offers seven categories of variables related to schooling and student achievement: school and community schooling and student achievement: school and community contents, formative experiences, classroom situations, teacher contents, formative experiences, classroom situations, teacher properties, teacher behaviors, intermediate effects, and long-properties, teacher behaviors, intermediate effects, and long-term consequences. This provides the foundation for term consequences. This provides the foundation for Cruickshank's (1985) model.Cruickshank's (1985) model.

Biddle also contributed a model of the transactional process of Biddle also contributed a model of the transactional process of the classroom by analyzing the structure and function of the the classroom by analyzing the structure and function of the communication process. This is reflected in Cruickshank's communication process. This is reflected in Cruickshank's model through the use of arrows depicting the interaction model through the use of arrows depicting the interaction between teacher and pupil classroom behavior. between teacher and pupil classroom behavior.

Huitt's ModelHuitt's Model

This model shows Input and Output This model shows Input and Output as the beginning and end of the as the beginning and end of the teaching/learning process teaching/learning process

educators must first identify or educators must first identify or propose an end result propose an end result

Huitt's (1995) model adds variables related to Huitt's (1995) model adds variables related to contextcontext and and student and teacher characteristicsstudent and teacher characteristics,,

Huitt advocates that important context variables must be Huitt advocates that important context variables must be considered because our society is rapidly changing from an considered because our society is rapidly changing from an agricultural/industrial base to an information base. From this agricultural/industrial base to an information base. From this perspective, children are members of a multi-faceted society, perspective, children are members of a multi-faceted society, which influences and modifies the way they process learning which influences and modifies the way they process learning as well as defines the important knowledge and skills that as well as defines the important knowledge and skills that must be acquired to be successful in that society. Huitt's must be acquired to be successful in that society. Huitt's model shows a relationship among the categories of model shows a relationship among the categories of Context Context (family, home, school, and community environments), (family, home, school, and community environments), InputInput (what students and teachers bring to the classroom process), (what students and teachers bring to the classroom process), Classroom ProcessesClassroom Processes (what is going on in the (what is going on in the classroom),and classroom),and OutputOutput (measures of learning done outside of (measures of learning done outside of the classroom). These categories appear superimposed in the the classroom). These categories appear superimposed in the model since it is proposed they are essentially intertwined in model since it is proposed they are essentially intertwined in the learning process. the learning process.

Deborah A. McIlrath and William Deborah A. McIlrath and William G. HuittG. Huitt

The size and region of the community combine The size and region of the community combine with family characteristics and processes to with family characteristics and processes to impact teacher and student characteristicsimpact teacher and student characteristics

School and state policies combine with teacher School and state policies combine with teacher

and student characteristics to impact teacher and student characteristics to impact teacher behavior, while student characteristics and behavior, while student characteristics and teacher behavior influence student behavior.teacher behavior influence student behavior.

Student classroom behavior then influences Student classroom behavior then influences

teacher classroom behavior in an interactive teacher classroom behavior in an interactive pattern that eventually results in student pattern that eventually results in student achievement as measured by instruments achievement as measured by instruments influenced by state policies.influenced by state policies.

Student achievement at the end of one school Student achievement at the end of one school

year then becomes a student characteristic at year then becomes a student characteristic at the beginning of the next.the beginning of the next.

Reference Reference

http://www.businessballs.com/kolblearningstyles.http://www.businessballs.com/kolblearningstyles.htmhtm (kolb’s model) (kolb’s model)

Proctor, C. (1984). Teacher expectations: A model Proctor, C. (1984). Teacher expectations: A model for school improvement. for school improvement. The Elementary School The Elementary School JournalJournal, 469-481. , 469-481.

Cruickshank, D. (1985). Profile of an effective teaCruickshank, D. (1985). Profile of an effective teacher. cher. Educational HorizonsEducational Horizons, 90-92., 90-92.

Huitt, W. (1995). A systems model of the Huitt, W. (1995). A systems model of the teaching/learning process. Valdosta, GA: teaching/learning process. Valdosta, GA: College of Education, Valdosta State College of Education, Valdosta State University.University.

chiron.valdosta.edu/whuitt/papers/chiron.valdosta.edu/whuitt/papers/modeltch.htmlmodeltch.html