Is my current instruction style more behavioralist, cognitivist, or constructivist?

In comparison to cognitivist and constructivist instruction, I consider my style to be behaviourist since I focus on defining observable and measurable outcomes while ensuring that learning is structured and goal-oriented, as described in Ertmer and Newby’s (2018) book. This is the method I prefer, particularly when it comes to breaking down big issues into manageable steps. Additionally, while helping others in making progress.

One thing I point out is achieving measurable results. For example, when working on a group project, I set clear, specific goals, this can include setting a specified deadline or meeting the project’s grading criteria. This allows everyone to keep track of their progress and understand what success looks. I also believe in pre-assessment, whether it’s determining the team’s understanding of a task or reviewing my own knowledge before digging into the subject. For example, while preparing for a study group, I analyze the material ahead of time to identify areas that require clarification. This helps me figure out where to begin and what I need to learn more about.

Another behaviourist idea I apply is learning fundamental processes before tackling more difficult jobs. For example, in a class setting, I ensure that I understand basic calculations or tools before applying them to more complicated situations. Also, when assisting classmates, I encourage them to concentrate on important topics first before moving on to more difficult material, ensuring a solid foundation. Furthermore, reinforcement is key to my instructive approach. I often believe that delivering positive feedback is critical to a group dynamic, such as recognizing a peer’s strong ideas or celebrating when a goal is met. Constructive feedback is also used when necessary; I strive to make clear, concrete ideas to help improve performance.

Finally, I employ clues, practice, and shaping to reinforce learning. For example, while practicing presentations, I begin with simple outlines to gain confidence and then gradually increase the material. Using prompts and repetition ensures that the final performance is successful. Overall, my behaviourist approach contributes to a controlled, supportive environment, where progress, skill proficiency, and motivation are stressed.