JOT2-Learning theory PowerPoint: JOT2 Task 2
JOT2 – Learning theories
Master of Education,
Instructional Design
Western Governors University
Task A: Learning Theories & Learners
Constructivism
Cognitivism
Behaviorism
Constructivism is Beneficial for Learners Who…
Need to learn to work collaboratively.
Have an understanding of a subject but need independent opportunities to apply their skills.
Need a multi-sensory approach to learning.
Would benefit from scaffolding their learning.
Learn better by “doing” rather than “listening”.
Cognitivism is Beneficial for Learners Who…
Need to create categories, analogies or cues for memory recall.
Lack fundamental knowledge and need to learn new concepts.
Need to learn problem solving skills.
Struggle to build mental maps for understanding.
Behaviorism is Beneficial for Learners Who…
Need positive and negative reinforcement to help shape their learning behavior.
Learn from “grouped “ information to aid in memorization.
Need help learning ritual routines and class structure.
Respond to continuous feedback of learning and behavior.
Task B: Learning Theory Used in Lesson Plan
Constructivism
This lesson plan (Healy, 2012) uses the
Constructivism learning theory
with a
Wiggins- Backwards Design theory model.
Reasons why this lesson plan (Healy, 2012) is an example of a Constructivism lesson…
Focuses on students “doing” and “creating” during instruction time.
Focuses on scaffolding learning from previous work and extending new learning into future learning.
Essential Questions focus on identifying and extending foundational learning skills.
Provides student with opportunities to work collaboratively.
Provides learning in a multi-sensory format.
Task C: Adaptation of Lesson Plan
Lesson Plan Adapted to Behaviorism
Constructivism modified to Behaviorism
Before the weather activities students would be instructed in “how” to complete the activity and what is expected of them.
Student weather experiments would be more teacher directed and structured with worksheets or modeled experiments by the teacher.
During weather work activities students would be guided by their teacher’s verbally with either a positive or negative verbal response to students’ answers and/or actions.
During work activities teacher will organize information into a graphic organizer to provide students with already formatted information that is easy to memorize.
After work activities the teacher would provide student with both a positive and negative feedback of their learning performance.
Task D: Lesson Plan Discussion
Constructivism
Constructivism lesson plan would be the most beneficial…
Due to this group of students’ needs (English Language Learners, lack of educational experience, and low socio-economic status).
My 1st grade students…
Need to learn to work collaboratively.
Need a multi-sensory approach to learning.
Would benefit from scaffolding their learning.
Learn better by “doing” rather than “listening”.
Task E: Effective Instruction Through the Use of Design Theories
Effectiveness Of All Design Theories…
Provide learning structure and continuity to instructors and students.
Encourage clear and concrete expectations for instructor and student.
Promote instructor reflection and planning.
Provides consistent feedback and evaluation of students.
Builds on students’ previous knowledge.
Allows for differentiation for individual learners.
Provides a continuum of learning from one subject of learning to another.
Aligns with Common Core Standards
Then you can use either Wiggins backward design, Harvard’s teaching for understanding, or Gagne’s nine events of instruction to discuss this topic as an example to help support your discussion.
Task F: Design Theories
Strengths and Limitations:
Wiggins-The Backward Design
Gagne-Nine Events of Instruction
The Harvard Model-Teaching for Understanding
Strengths of Wiggins Theory
Provides clear and defined results and objectives.
Limits “extra” learning and focuses on achieving defined objectives.
Condenses large amounts of learning into achievable objectives .
Uses students’ achievement data to drive instruction.
Limitations of Wiggins Theory
Does not provide opportunities for students’ own discovery or exploration.
Time consuming planning process for teachers.
Focuses too much on results of learning instead of the process.
Not flexible enough to allow for individual student differentiation.
Strengths of Gagne’s Events
Provides scaffolding for students to learn new information and integrate it into existing knowledge.
Gives teachers a structured and systematic approach to teaching objectives.
Encourages modeling in instruction for students.
Provides feedback to students.
Focuses on learner engagement.
Limitations of Gagne’s Events
Time consuming process for teachers to organize learning process into Gagne’s categories.
May not provide enough individual student differentiation within the categories.
Provides little opportunity for “teachable moment” activities.
May limit a learner’s ability to differentiate their own learning.
Strengths of Teaching for Understanding
Most flexible of learning design theories.
Provides consistent feedback and evaluation of students.
Builds on students’ previous knowledge.
Allows for differentiation for individual learners.
Provides a continuum of learning from one subject of learning to another.
Aligns with Common Core Standards
Weaknesses of Teaching for Understanding
May not provide the best structure for specific short-term learning.
Outcomes are often large and encompassing and can be vague for specific learning outcomes.
Relies on student’s ability to continually build upon previous knowledge which may be difficult for some learners.
Time prohibitive for teachers when preparing lesson activities.
Task G: Most Suitable Design Process
Teaching for Understanding-The best design theory for my 1st Grade Mathematicians.
My classroom’s Learners, Instructional Setting and Content.
My 1st Grade students are struggling to identify and complete math operations within a word problem. They are being assessed with the PARCC system (PARCC, 2012) which was developed to assess the Common Core Standards (CCSI, 2010). Most of my students are learning English as a second language and are motivated by a desire to overcome their current socio-economic and cultural barriers.
Teaching For Understanding (TfU)-The Best Design Theory For My 1st Grade Class.
TfU is aligned with Common Core Standards (CCS I, 2010) which my class and school system utilizes.
Provides students with the deepest understanding of a concept, while providing opportunities for individual learning and discovery. This is important as each of my students need to be able to have a full foundational education due to their limited environmental exposure to education.
Provides a long term structure for learning through all concepts and subjects that assists my students in their long term schooling goals.
Provides frequent student feedback which helps my students take ownership of their learning,
References
Common Core Standards Initiative (2010).
Georgia Common Core Standards (2012).
Healy, E. (2013). Lesson Plan: Air and Weather Unit . Retrieved from https://etown.digication.com
PARCC (2012). “About PARCC.” Partnership for Assessment of Readiness for College and Careers.
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