Critique of Teaching and Learning

Learning and Development Critique

Because of the complexity of the human mind and brain function, teaching and learning can be a complicated process. For this reason, it is often better to use a combination of approaches to ensure that teaching and learning occurs in an optimal way. The modified approach that has been suggested is the Intel-Hybridism theory, which combines Skinner's behaviorism theory and Piaget's cognitive development theory in order to provide a balanced basis for teaching and learning within a very deamnding environment. The combination of these two theories into a type of hybridism ensures that the strengths of both theories complement each other while also eliminating the individual weaknesses of each. As such, a stronger approach is developed by using what is best about both theories.

Skinner's beahviorism, for example, concerns the perfection of concepts that have been previously learned, whereas Piaget relies on powerful syntax for the promotion of his theory. Piaget, as such, is concerned with stages of development and the way in which children construct for themselves a vision and concept of the world. In this way, his theory can be combined with Skinner's behaviorism to arrive at teaching strategies that are most appropriate for learners at certain stages of their lives, ensuring that cognitive processing and learned behavior work in tandem for an optimal learning experience. Hence, volumes of information and cognitive processing of such information are combined in the hybrid modified learning approach suggested. As such, cognition is used to manipulate mental data banks that are generated by means of constant repetition. As such, the premise is that rapid behaviorism theory and cognitive development theory both have advantages that can affect learning outcomes better in combination than either theory when applied on its own. When critiquing the modified approach according to the biological basis for learning and memory, as well as the motivation and self-regulation approach to learning, it becomes clear that the Intel-Hybridism theory works equally well on both platforms, being both a biological and psychological approach to the learning process.

According to Hull (n.d.), the biological basis for learning and memory begins with Pavlov's theory of biological conditioning, where repetitive actions are used as a basis for learning new tasks. This correlates well with both the behaviorism-based tasks suggested by Skinner and the developmental steps identified by Piaget. At a certain stage of development, for example, a learner will respond best to repetitive learning tasks. It must also be recognized, however, that later cognitive development stages would warrant higher-level types of learning behaviors.

Hull also suggests, for example, that memory may be increased or stimulated by the addition of emotional events. In a learning environment, adding an emotional component may then increase the learning and memory that occurs. In addition, sensory stimuli in addition to visual material can also increase recall when it comes to learning material. Again the entire Intel-Hybridism theory applies to this approach, since the brain at a certain maturity level of development responds best to this type of conditioning stimulus. Furthermore, behaviorism is influenced, by association, in terms of increasing recall and actions that are used in tandem to enhance the learning experience.

Specifically, Hull mentions the stimulation of synapses with repeated stimulation. This creates a platform for both the stimulation of desired behaviors that are associated with the learning processes, as well as with cognitive development, which is based upon the learned behaviors.

When applied in terms of motivation and self-regulation, the maturity level of cognition is again applicable. A very young learner would not have as high an ability as an older learner towards motivation and self-regulation. Indeed, motivation would be the general responsibility of the teacher for young learners. The foundations of teaching strategies will determine the ability of more mature students to indeed become self-motivated and self-regulated in their activities. Paris and Paris (2001), for example, mention a differentiation among students of the same maturity level in terms of motivation and self-regulation; not all students have these skills in the same amounts. The authors suggest various methods of stimulating motivation and self-regulation in students. When they are required, for example, to be reflective and metacognitive when performing certain tasks, they will be stimulated towards greater maturity in their motivation and self-regulation.