JOT2 – LEARNING THEORIES

Cheryl Denny

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

When Behaviorism is Beneficial for LearnersTeacher directed instructionBasic skill acquistionAutomaticity of Math factsDrill and practiceClassroom managementPositive reinforcement

When Cognitivism is Beneficial for LearnersProblem solvingReasoningGuided learningScaffoldingCollaborative groupsModeling

When Constructivism is Beneficial for LearnersAdvanced knowledgeGroup projectsHands on explorationClass discussionsExperimentsResearch projects

Task B: Learning Theory Used in Lesson Plan• Behaviorism

• Lesson Plan: “Seven Fat Cats” (Utah LessonPlans, 2003)

• Teacher reads “Seven Fat Cats”• Students identify rhyming words

Learning Theory – Lesson PlanLesson Plan for “Seven Fat Cats” (Utah

LessonPlans, 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 CognitivismAdd brain storming map

Students identify additional rhyming wordsFollow up activity

Collaborative groups Rhyming word fill in

Group discussionShare collaborative group work

Task D: Lesson Plan Discussion• Behaviorism or Cognitivism

Behaviorism or Cognitivism for Lesson PlanCognitivism

Begin with original lessonExpand lesson: include Cognitivism

componentsEncourages

Student involvement Reasoning and thinking skills Cooperative learning skills

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

Wiggins Backward DesignIdentify desired results• Individualizes instruction for audience• Ensures instruction is viable

Acceptable evidence for assessmentVerifies learning occurs

Plans learning and instructionHones and drives writing of instruction

Task F: Wiggins & Gagne• Strengths and Limitations

Strengths of Wiggins TheoryIdentifies desired results

Goals and objectives Established before writing instruction

Ensures instruction addresses goals and objectives

Identifies assessment processTailors and directs instruction

Planning instructionMaximizes effective learning

Limitations of WigginsState standards

Big idea might not include all standardsGoals

Subject to vaguenessStudent feedback

None required

Strengths of Gagne’s EventsGaining attention

Engages brain activityObjectives

Prepares learnerPrior learning

Builds on established brain pathways Learner guidance and feedback

Encourages students

Limitations of Gagne’s EventsInstructional planning

No step included in model for planningNine step model

LengthyLaborious

Strengths of Teaching for UnderstandingGenerative topics

Correlates to students’ interestsUnderstanding goals

Can span over a school yearPerformance of understanding

Students demonstrate new knowledgeAssessment is ongoingDesigner can begin in any order

Weaknesses of Teaching for UnderstandingDesign is not extraordinarily structured

Guidelines are vagueLearner audience

More suitable for upper grades

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

Gagne’s DesignEngages learners

Catches attentionDirects instruction by objectives

Prepares learnersProvides learner guidance

Necessary for young learnersElicits practice

Crucial for acquisition of basic skills

ReferencesUtah LessonPlans. (2003, August 8). Seven

Fat Cats. Retrieved from http://www.uen.org/Lessonplan/preview.cgi?LPid=5640