JOT 2 LEARNING THEORIES Cheryl Denny Task A

JOT 2 – LEARNING THEORIES Cheryl Denny

Task A: Learning Theories & Learners • Behaviorism • Cognitivism • Constructivism

When Behaviorism is Beneficial for Learners �Teacher directed instruction �Basic skill acquistion �Automaticity of Math facts �Drill and practice �Classroom management �Positive reinforcement

When Cognitivism is Beneficial for Learners �Problem solving �Reasoning �Guided learning �Scaffolding �Collaborative groups �Modeling

When Constructivism is Beneficial for Learners �Advanced knowledge �Group projects �Hands on exploration �Class discussions �Experiments �Research projects

Task B: Learning Theory Used in Lesson Plan • Behaviorism Lesson Plan: “Seven Fat Cats” (Utah Lesson. Plans, 2003) • Teacher reads “Seven Fat Cats” • Students identify rhyming words •

Learning Theory – Lesson Plan �Lesson Plan for “Seven Fat Cats” (Utah Lesson. Plans, 2003) �Behaviorism • Teacher directed instruction • Teacher directed activities • Basic rhyming skills • Sound matching • Drill and practice

Task C: Adaptation of Lesson Plan • Cognitivism

Lesson Plan in Cognitivism �Add brain storming map �Students identify additional rhyming words �Follow up activity �Collaborative groups � Rhyming word fill in �Group discussion �Share collaborative group work

Task D: Lesson Plan Discussion • Behaviorism or Cognitivism

Behaviorism or Cognitivism for Lesson Plan �Cognitivism �Begin with original lesson �Expand lesson: include Cognitivism components �Encourages � Student involvement � Reasoning and thinking skills � Cooperative learning skills

Task E: Effective Instruction Through the Use of Design Theories • Wiggins Backward Design

Wiggins Backward Design �Identify desired results • Individualizes instruction for audience • Ensures instruction is viable �Acceptable evidence for assessment �Verifies learning occurs �Plans learning and instruction �Hones and drives writing of instruction

Task F: Wiggins & Gagne • Strengths and Limitations

Strengths of Wiggins Theory �Identifies desired results �Goals and objectives � Established � Ensures before writing instruction addresses goals and objectives �Identifies assessment process �Tailors and directs instruction �Planning instruction �Maximizes effective learning

Limitations of Wiggins �State standards �Big idea might not include all standards �Goals �Subject to vagueness �Student feedback �None required

Strengths of Gagne’s Events �Gaining attention �Engages brain activity �Objectives �Prepares learner �Prior learning �Builds on established brain pathways �Learner guidance and feedback �Encourages students

Limitations of Gagne’s Events �Instructional planning �No step included in model for planning �Nine step model �Lengthy �Laborious

Strengths of Teaching for Understanding �Generative topics �Correlates to students’ interests �Understanding goals �Can span over a school year �Performance of understanding �Students demonstrate new knowledge �Assessment is ongoing �Designer can begin in any order

Weaknesses of Teaching for Understanding �Design is not extraordinarily structured �Guidelines are vague �Learner audience �More suitable for upper grades

Task G: Most Suitable Design Process • Gagne’s Design

Gagne’s Design �Engages learners �Catches attention �Directs instruction by objectives �Prepares learners �Provides learner guidance �Necessary for young learners �Elicits practice �Crucial for acquisition of basic skills

References �Utah Lesson. Plans. (2003, August 8). Seven Fat Cats. Retrieved from http: //www. uen. org/Lessonplan/preview. cgi? LPi d =5640