JOT 2 TASK 2 LEARNING THEORIES Shannon L

JOT 2 – TASK 2 LEARNING THEORIES Shannon L. Monaco Student ID# 000471498 6/16/15 Mentor: Mineta Wilde

TASK A: LEARNING THEORIES AND LEARNERS Constructivism Cognitivism Behaviorism

When Constructivism is Beneficial for Learners For students who are grouped to work in a collaborative setting. For students who have a broad range of backgrounds that can apply what they know to a hands-on situation. In a multi-sensory environment For students who struggle with rote memorization because learning has a meaning or connection to them. For learners who like the teacher to move around the room and act as a facilitator helping to promote learning by using real-world applications.

When Cognitivism is Beneficial for Learners Who use learning, intelligence, problem solving skills, and memory to change their knowledge. Who take in information, process this new information, and store it for retrieval at a later stage in their learning. Whose learning needs to occur in a structured environment that is teacher-centered. Who use previous experiences to influence their learning.

When Behaviorism is Beneficial for Learners Who are passive in their learning and need a reinforcement to perform a new behavior. See positive and negative reinforcement as a way of knowing whether to repeat a behavior. For students that are comfortable with routines once they are established.

TASK B: LEARNING THEORY USED IN LESSON PLAN USE OF THE CONSTRUCTIVISM LEARNING THEORY I created this lesson last year and used it on a weekly basis in my 3 rd grade classroom.

Objective: by the end of the lesson, the SWBAT use models to solve division problems involving sharing and record solutions using division number sentences. Materials: EV Topic 7 -1, multiplication chart, computers, Problem of the Day card, D. O. M. Procedure: Students will take notes in their math journals on the fact that some real-world problems involving joining or separating equal groups or comparison can be solved using division. Sharing involves separating equal groups and is one way to think about division. TW help student learn that when you want to share equally you divide. Student Friendly Learning Target: How many are in each group? After instruction, students will break into four differentiated math groups. Each group will rotate every 12 minutes. Centers will consist of the following: 1. Independent Work 2. Teacher table 3. Technology Table (focus skill on division) 4. Collaboration Table/Problem of the Day Week 9 of P. O. D. focuses on the following skills in Math: place value, area, addition/subtraction, place value modeling, fact families, money, patterns, number order, mass or weight, math words, graphing, algebra, and estimating All students will take a 3 min fact test on multiplication respective to their level. Assessment: Teacher observation, Quick Check 7 -1 (Friday)

WHY IS MY LESSON PLAN AN EXAMPLE OF CONSTRUCTIVISM? After instruction, students break into 4 groups which allow them to work in a collaborative and multi-sensory setting. One center (teacher table) allows students to bring their individual skills and apply them to hands-on situations. One of the centers allows students to work on a computer on the daily skill. The computer program allows them to work at their own level while applying their skills to problems that have a connection or meaning to them. The teacher walks around acts as a facilitator guiding students toward goals vs. lecturing.

TASK C: ADAPTATION OF LESSON PLAN

CONSTRUCTIVISM LESSON PLAN MODIFIED TO BEHAVIORISM Teacher would serve as a delivery system of how to perform a division problem while student would use rote memorization. Teacher uses a behavior modification program called Class Dojo during independent practice. As teacher rotates around the room, she uses Dojo points for students using correct division modeling. At the end of the day or week, students who have a certain number of Dojo points can pick out of treasure box. Teacher continues this practice weekly so students know established routines and know what to expect.

TASK D: LESSON PLAN DISCUSSION CONSTRUCTIVISM

THE 3 RD GRADERS WOULD BENEFIT MOST FROM THE CONSTRUCTIVISM APPROACH Students enjoy working in a collaborative setting with the ability to rotate every 12 minutes. It holds their interest and they enjoy the chance to work with peers. All students are good at something. At each station students are given the opportunity to not only work at their own pace, but show what they know. Students don’t have to sit for long periods of time and listen to a teacher lecture which most students will tune out to after 15 minutes. Teacher uses software programs at computer station and real-world applications at collaboration table to encourage memorization through application.

TASK E: EFFECTIVE INSTRUCTION THROUGH THE USE OF DESIGN THEORIES Teachers and students receive a familiar and structured environment. Teacher and student are on the same page as students know what is expected of them. As teacher enters planning stages, design theories provide time for reflection. Students are evaluated and feedback is provided on an ongoing basis. Teachers are able to scaffold instruction on previous knowledge of students.

Allows teacher to differentiate their instruction based on the needs of varying student levels. Allows teacher to integrate learning cross- curriculum. Instruction aligns with CCSS. (Common Core State Standards) _________________ Effective instruction can best be produced by Gagne’s Nine Events because students are most successful in an environment where they know what is expected of them, can build upon past knowledge, and receive feedback along the way.

TASK F: DESIGN THEORIES STRENGTHS AND LIMITATIONS: WIGGINS – THE BACKWARD DESIGN GAGNE’S NINE EVENTS OF INSTRUCTION THE HARVARD MODEL – TEACHING FOR UNDERSTANDING

STRENGTHS OF WIGGINS THEORY Teacher has something measurable to work with so the goal stays achievable. Understanding is rooted in a purposeful way. Students are assessed based on completing performance tasks and that is what drives their instruction. Students are able to clearly understand what objectives are.

LIMITATIONS OF WIGGINS THEORY Teachers find lesson planning time consuming. Achieving all standards difficult within the school year. Not many teachers have been trained in this model of testing. Difficult model to follow for rote memorization concepts. Model does not work effectively for leveled learners or self-exploration.

STRENGTHS OF GAGNE’S EVENTS By using post-assessments, students are able to show mastery. Teachers are able to use a wide range of content forms or multimedia. Teachers try to start lesson by gaining student attention and maintaining engagement. Teachers then hold attention by tapping into students’ prior experiences and knowledge. Students know what the objectives are for the day. This lets teacher approach objectives in a structured way. Students undergo continual practice with feedback from teacher.

LIMITATIONS OF GAGNE’S EVENTS All events in Gagne’s theory are sometimes hard for teachers to fit in each lesson plan. Leveled or differentiated learning is limited. Students may get bored with repetitive feel of lessons. Teachers may not have access to wide range of multimedia. Delivery of information is more teacher-centered than teacher acting as facilitator.

STRENGTHS OF TEACHING FOR UNDERSTANDING Teachers have a more flexible approach to instruction. As with Gagne, students can build on previous experiences and knowledge. Best learning theory to provide differentiated learning for leveled learners. Students are provided feedback throughout the learning process. Allows for easier cross-curriculum instruction and alignment with CCSS.

WEAKNESSES OF TEACHING FOR UNDERSTANDING Teachers may find planning and delivery too time consuming. May be difficult for lower level learners who have no previous knowledge with which to build upon. Standards that students are assessed on lack a focus for overall outcome. Students who need repetition may falter.

TASK G: MOST SUITABLE DESIGN PROCESS Gagne’s Nine Events of Instruction would be most effective in my instructional setting and for my 3 rd grade learner population.

GAGNE’S NINE EVENTS WORK BEST IN MY MATH PERIOD I start every math lesson by using an attention grabber and immediately relate it to a real world situation. Math lends itself naturally to have an objective in mind and to scaffold upon previous lessons. My centers allow for continuous feedback to all students. I use different forms of multimedia such as video, software programs, and tangible materials to present content. With 75 minutes for my math period, I have enough time to fit in all aspects of this learning theory.

APA Harvard Graduate School of Education. (2009). What is Teaching for Understanding? . Retrieved from: http: //www. uknow. gse. harvard. edu/teaching/TC 3 -1. html Dick, W. , & Carey, L. & J. (2009). The Systematic Design of Instruction. Retrieved from: https: //academic. cuesta. edu/acasupp/as/264. htm. SSC Standridge, M. (2002). Behaviorism. What is Behaviorism. Retrieved from: http: //epltt. coe. uga. edu/index. php? title=Behaviorism Wiggin’s Theory of Backwards Design. (2013) Kathy Foust. Retrieved from: http: //mywguindiana. blogspot. com/2013/07/wiggins-theory-of-backwards -design. html