Traditional Theories of LearningBehaviorism, as an approach taken in teaching students, is referred to a direct instruction. The behavioral theory deals with observable indicators that students are learning. In contrast, cognitive theorists equate learning with a mental process in the mind. It is important to note that, while behaviorists do not deny that learning is a mental process, they classify it as an unobservable indicator. Therefore, behaviorism primarily focuses on conditioning of observable human behavior (Gagne & Briggs, 1974). Watson, the father of behaviorism defined it as a sequence of stimulus and response occurrences in an observable manner where cause and effects are analyzed. Skinner argued that automatic or voluntary behavior is either weakened or strengthened by the immediate presence of a punishment or reward (1968). Belkin and Gray asserted that The learning principle behind operant conditioning is that new learning occurs as a result of positive reinforcement, and old patterns are abandoned as a result of negative reinforcement (1977, p.59). For learning to occur, teachers must continuously create contingencies and reinforcements which hasten the natural process of learning as it usually does not occur in the natural setting.Traditional learning was through direct instructions by teachers. Here, the teacher provides knowledge to the students by direct means or by creating a set of contingencies that stimulate behavior. Another example of traditional teaching is the use of exams as a method of measuring observable behavior. Additionally, the use of rewards or punishments to stimulate learning is one of the most familiar ways in which teaching was conducted in the traditional classroom setting.Constructivist learning theory grew from the realization that behaviorism had served its purpose and needed improvement. It mainly focuses on the ability of human beings to construct their own learning experiences. Constructivists believe in the ability of all human beings to construct their own knowledge through discovery and problem solving. The defining factor amongst advocates of this theory is how far an individual can naturally learn without teaching or structure. Most psychologists supporting constructivism believe in the inherent nature of human beings to construct meaning to situations in the world through curiosity and necessity. Critics of the behaviorism model of learning cite that the model turns learners into passive participants in the process of learning. Constructivism, however, allows learners to be active in the construction of their own learning. Papert asserts that the constructionist attitude to teaching is not at all dismissive because it is minimalist the goal is to teach in such a way as to produce the most learning for the least teaching (1993, p.139). This theory does not therefore mean that learners are left to their own devices; on the contrary, it advocates that teachers give minimal guidance to the learners so that learning occurs within given parameters in an organized manner. The model is equated to the African proverb which advocates for giving a hungry man a fishing line so that he can fish for himself rather than giving him fish.Computers have made constructivism a reality. Learning has shifted from being teacher-centered to being learner-centered. The teacher is not regarded as a transmitter of knowledge but is referred to as a facilitator. Learners operate in groups that stimulate their thinking and expedite the learning process. Teachers do not practice the one-size-fits-all model but instead customize their teaching process for individual students. The mode of learning in constructivism is fun rather than torturous.Cognitive theory of learning focuses on the unobservable changes in the mental knowledge of learners. Cognitive psychologists believe that there are some learning processes that are unique to human beings. They believe that new information acquired is usually related to previously learned information. There are several stages in which information passes before it can be permanently stored in the brain. Once it is acquired through the senses, it is transferred into the short-term working memory. Here, if it is rehearsed and practiced repeatedly through elaboration, it is stored in the long-term memory (Pitler et al., 2007). This is the final storage place from where the information can be retrieved by the learner if required. On the contrary, when the information is in the short term memory, and it is not rehearsed or practiced, it is forgotten and has to be relearned in the future. Long-term memory is grouped into three distinct clusters: procedural which entails how things are done, declarative which entails facts and episodic which is a chronology of events that have occurred in ones life.Teachers use questions, cues and advanced organizers in order to stimulate learning in students. These models of learning have to be pertinent and use high-level questioning to ensure that they stimulate deeper learning. Teachers are advised not to use unusual or tricky cues that have the capability of confusing students and leading them in the wrong direction. Cues and questions are important as they have the capacity to tap into the episodic memories of students and tap into prior knowledge. This ensures that students focus on essential ideas throughout the lesson. From establishment of useful ideas, students can then use advanced organizers in order to categorize the acquired information in a meaningful way that has defined concepts.ReferencesBelkin, G.S. & Gray J.L., (1977). Dubuque Iowa: Wm. C. Brown Company PublishersGagne, R.M. & Briggs, L.J..,(1974). . New York: Holt, Rinehart and Winston IncPapert, S., (1993). New York: BasicBooks, a division of HarperCollins Publishers.Pitler, H. et al., (2007). . Alexandria, VA: ASCDSkinner, B. F., (1968). . New York: Meredith Corporation