JOT – 2 Learning Theories

1. JOT – 2 Learning Theories Kimberly Walker, Visual Arts Instructor WGU MEDLT 00056196

2. Task A-Learning Theories Behaviorism - to acquire knowledge (Pavlov, Skinner) Cognitivism - to organize knowledge (Gagne, Keller, Gardiner, Bruner) Constructivism: to build knowledge (Vygotsky, Lave & Wagner, Piaget)

3. Behaviorism is beneficial for learners when: • Class routine and structure is being established and students work on same material at the same pace in small pieces; simple to complex • Learning or memorizing knowledge or skills which are concrete, sequential, step by step and become an automatic or mechanical response over time • Focus is on external student responses in same conditions after being given specific instructions and feedback (positive and negative) • When an observable, predictable and measurable result is desired through repetition and specific practice • (Strictly Academic, 2015)

4. Cognitivism is beneficial for learners when Students need help organizing new information and linking it to prior learning Students need a system of encouragement and cues to be active in the learning process Students need help selecting and using learning strategies to learn: demonstrations, examples, modeling, chunking, mapping, summarizing Students need assistance to process their own thinking and reflection, including self-assessment (Strictly Academic, 2015)

5. Constructivism is beneficial for learners when Social interaction and diverse authentic tasks help students learn more effectively and personally Movement, individual experience, and “hands on” learning with concrete projects and activities promotes students’ learning The opportunity to make their own meaning and relate to what they are learning helps students to retain it, benefit from it, and transfer what they’ve learned to future contexts ( Cooperstein, Kooever-Weidinger 2004)

6. Constructivist Learning Constructivist Theory Used in the Lesson Plan-Task B Native American Coil Vessels Grades 9-12 (Walker, Kimberly 2012) Modeled using Wiggins Backwards Design Frameworks, as well as WCBPA for the Arts, OSPI

7. How this Coil Vessel Lesson Reflects the Constructivist Theory Engagement in the authentic task of creating through building their own Native American inspired clay vessel Scaffolded, learner-centered, active, multisensory; students manipulate and construct an original art work based on cultural history Research, planning, working independently and collaboratively; linking to prior knowledge Students are critically thinking, problem solving, reflecting and communicating

8. Adaptation of the Learning Plan- Task C

9. Constructivism modified to Behaviorism Lesson presented in logical, limited steps Students are prompted to perform observable skills to move toward goal Specific “how to” steps are given vs. presenting the desired final product and allowing students to problem solve Emphasis placed on specific skills, correct procedures with specific outcomes (mastery of clay techniques and form) with little variance, student control or originality Teacher prompts (prepared worksheets of required components, demonstrations) student practice, repetition, verbal cues and positive and negative feedback are offered

10. TASK D: Lesson Plan Discussion

11. Constructivism fits…. because: ….my population of of low income, high risk alternative education students (9-12) Because: They learn best with authentic, hands on activities which are engaging and relevant Resent too much teacher control, do well with freedom of choice and a manageable challenge Need opportunities to build positive social relationships Often lack resiliency, life skills, intrapersonal (soft skills) and creative problem solving skills Can transfer this positive experience into other aspects of school, work and personal life

12. Task E: Effective Instruction Through the Use of Design Theories

13. All Design Theories: Provide a framework to improve teaching and learning through structure, continuity and engagement Promotes effective understanding of learning standards and goals for student achievement Develop multiple assessments to measure student understanding of complex tasks Establish a concrete process to design instruction to provide necessary conditions for learning, and select appropriate media (AuthenticEducation.org)

14. Design Theories: Task F Strengths and Limitations: Wiggins-Backward Design Theory Gagne-Nine Events of Instruction The Harvard Model-Teaching for Understanding

15. Strengths of Backwards Design-Wiggins Alignment of lesson design to core teaching standards, planned backwards; from end results, what evidence demonstrates learning, creation of the learning plan Deepens student understanding and retention through authentic performance: explain, interpret, apply, shift perspective, problem solve, empathize, and self-assess Extends learning beyond the textbook or lesson Uses end products and assessments as tools to collect and examine learning to revise and adapt the design of instruction

16. Limitations of Backwards Design Theory-Wiggins The focus and weight is centered on the end goal or assessment aligned to standards, not necessarily smaller formative steps Requires more teacher analysis and planning, as school texts and curricula do not drive the learning Does not address remediation or individual learning styles or teaching preferences Does not allow for design modification or integrating other models

17. Strengths of Gagne’s 9 Events of Instruction All parts of the instructional design are included: pre-instruction-retention/transfer of knowledge Considers 5 categories of learning and utilizes best strategies for each Considers learners’ needs: provides for ways to engage, remember prior learning, elicit their performance and provide feedback Uses learning hierarchies to define intellectual skills to be learned by complexity, and proper sequencing of design (Instructionaldesign.org)

18. Limitation of Gagne’s 9 Events: Formulaic, does not allow for many variables in learning: most students are involved in same task at the same time Also is time consuming to determine what category the learning fits into and design for that specific category Doesn’t address overlaps or multiple categories as learning doesn’t always occur in a linear way Considered “old-school” and better for beginning designers who need a step by step planned framework

19. Strengths of Teaching for Understanding Allows students to be fully engaged in authentic learning tasks and assessments Supports the constructivist theory with learning that is relevant across curriculum to real life contexts Students gain in-depth individual understanding through modeling and encouraging cognitive strategies Integrates social interaction, ownership of learning, open communication, and diverse perspectives (Bremer & Morocco, 2003)

20. Weaknesses of Teaching for Understanding Very time consuming for instructors, requires extensive planning and understanding Requires whole school participation, as it can cross content areas to achieve larger learning Challenges teachers to present lessons in non-traditional, engaging ways to achieve in depth understanding for students with different ability levels Requires students to remember and keep building on previous experience and knowledge Is focused on the big picture and doesn’t address smaller steps of designing instruction

21. Most Suitable Design Process- Task G Teaching for Understanding- The most suitable design for my Native American Coil Vessel Lesson (grade 9 – 12)

22. Learners, Instructional Setting and Contentin my classroom: The majority of my students are white, low socio- economic, low reading and writing abilities, and have very little exposure to the arts or other cultures The instructional setting is a small alternative school, grades 9-12 where most students are “at risk” These students are motivated to graduate and need a full credit in both art and occupational education, and this class fulfills either, but often they don’t finish what they start My students do not exhibit effective goal setting, work habits, social skills and resent too much structure and authoritative adult influences and often are disengaged

23. Teaching for Understanding - The best model for my alternative (9-12) at risk students: Engages students with authentic tasks while they create new learning about regional Native American cultures Strengthens students’ writing and communication skills with reflections regarding their process, problem solving and explaining how their product fits the theme Creates a framework for students to construct their own meaning and understanding while building a 3-D product Develops cognitive strategies: explores methods of inquiry, organizing ideas around a theme, generalizing, interpreting synthesizing, manipulating materials, and elaborating Extends learning outside the classroom, honoring diversity, cultures, teamwork, patience, work ethic and responsibility

24. References Cooperstein Susan E, Kooever-Weidinger, Elizabeth (2004). Beyond Active Learning: A Constructivist Approach to Learning, Reference Services Review, Vol. 32 Iss; 2. pp. 141-148 Internet Sources www.k12.wa.us/Arts/PerformanceAssessments/ Abstract Research to Practice Brief, Christine B. Bremer, Catherine C. Morocco, 2003. Retrieved from: http://www.ncset.org/publications/viewdesc.asp?id=1309 http://www.AuthenticEducation.org/ubd/ubd.lasso http://www.instructionaldesign.org/theories/condtions-learning.html Strictly Academic, 2015. Retrieved from: http://www.victusoriginal.blogspot.com/2015/06/the-three-main-teaching-and-learning.html