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JOT2: Task 2 . Candice Taravella. Discuss situation in which the three learning theories (Constructivism, Behaviorism, Cognitivism) would be appropriate and beneficial for learners. A. When Constructivism is Beneficial for Learners. When you want learners to work together and problem solve.
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JOT2: Task 2 Candice Taravella
Discuss situation in which the three learning theories (Constructivism, Behaviorism, Cognitivism) would be appropriate and beneficial for learners.
A. When Constructivism is Beneficial for Learners • When you want learners to work together and problem solve. • When learners are constructing their own learning. • When you want learners to learn by using more hands on methods. • When you want to encourage more real world application skills.
A. When Cognitivism is Beneficial for Learners • When you are providing information to learners that you want them to remember. • Learners are encouraged to use different strategies. • When learners need to be guided through their learning. • When you want to encourage learners to make connections to previously learned material.
A. When Behaviorism is Beneficial for Learners • When you want to reward behavior or provide positive reinforcement. • It promotes rewards for learning basic skills. • Focuses on repetition or memorization until the learner reaches mastery of that specific skill or content area.
B. Discuss the learning theory used in the original lesson plan. Cognitivism Learning Theory Lesson Plan: Making Change and Understanding Money
Lesson PlanMaking Change & Understanding Money Topic: Making change (subtraction) and understanding money Summary: Students will use artificial money to make change for items that they purchase. Goals & Objectives: Students will work in pairs to assist each other in making change based on the money card that they pull out of their pile. Instructional Materials: Artificial Money (Each student is given a stack of bills in the form of $1’s, $5’s, $10’s, and $20’s. They will also receive artificial money in the form of coins that consist of quarters, dimes, nickels, and pennies. Each pair will be given a place value chart to assist them with subtraction with ungrouping, as well as ten blocks for extra help if needed. Each pair will also receive a stack of money cards. Each money card contains the amount of money they have (pocket money) and the amount of money they spent. Previous Learning: Students will have previously learned about multi-digit subtraction with ungrouping. They will have also previously learned about money and the value of coins. Pairing: The students may pick a partner, or the teacher can pair students up.
Lesson Plan Continued… Procedures: Step 1: Introduce the project to the students. Students will pair up and gather their materials. Discuss the materials as a class. Step 2: Give class time for students to work through the majority of their money cards. Accommodations: Students with an IEP will be allowed extra time to work on this, they may also be provided with other manipulative’s to assist them with subtraction.
B. Learning Theory Reflected in Original Lesson Plan The learning theory used in this lesson plan is the cognitivism learning theory. Students were allowed to work in pairs/partners to complete this assignment. Students were also encouraged to use other strategies and/or manipulatives such as their place value chart or their ten blocks, ones cubes, etc… to assist with their subtraction. The learning was scaffolded since it was necessary for the students to have had prior learning and information to build up onto this skill.
C. Adapting the Original Lesson Plan This lesson plan could be adapted to reflect the constructivism learning theory.
C. Adapted Lesson Plan To adapt this lesson plan to reflect the constructivism learning theory… • Allow students to complete this assignment individually instead of working as pairs. • The teacher will provide the students with a set of instructions and a computer. Each student will be given a $100 to buy a meal of their choice at Wal-Mart. The students are asked not to spend more than $100 and to subtract each item as they go. Each student will use their computer to pull up the Wal-Mart website and shop for the meal that they want to create. While they are shopping they will keep a running record of the amount that they spend. Each student will be responsible for turning in the amount they have left at the end of the assignment.
D. Most Beneficial Lesson Plan The original lesson plan that reflected the Cognitivism learning theory is the most beneficial lesson plan in my instructional setting.
D. Most Beneficial Lesson Plan and Justification • The original lesson plan would be most beneficial because prior to this lesson the students have been learning about money and how to subtract while ungrouping. This assignment guided the students while using a hands-on approach that combines the two skill sets. • This assignment presented an opportunity for the students to make connections to previous learned content while using strategies and manipulatives to help guide their learning and assist in problem solving.
E. Explain how theories of design can help in the adaptation and development of effective instruction.
E. Benefits of Following a Design Theory • Provides teachers with a guide for effective lesson plans and instruction. • Assists in meeting the needs of all learners. • Provides learners with a clear set of expectations. • Promotes student focused instruction with more relevant activities.
F. Discuss the strengths and limitations of design (Backwards Design, Gagne’s Nine Events of Instruction, and Teaching for Understanding) in your instructional setting.
F. Strengths of Backwards Design • It makes constructing lesson plans less complicated because the learning outcomes have already been determined. • Students aren’t subjected to monotonous assignments. • A more accurate indicator of what your students have learned.
F. Limitations of Backwards Design • Requires a significant amount of time. • Limited student engagement due to lack of voice on content/curriculum. • Focused more on standardized testing.
F. Strengths of Gagne’s Events • Students are more likely to retain the material learned because lessons are structured in a way that the student must master the content before moving on to the next (scaffold). • Teacher led and modeled • Guided practice and immediate feedback is given to all learners. • Lessons promote real-world application.
F. Limitations of Gagne’s Events • Lacks individual involvement from the students. • The nine step model could be tedious. • Could be too demanding for students and teachers.
F. Strengths of Teaching for Understanding • Central to a given discipline or subject area • Connect readily to what is familiar to students, and to other subject matters • Engaging to students and to teachers • Accessible to students through multiple resource and ways of thinking (Maria Fusaro, 2008)
F. Weaknesses of Teaching for Understanding • It takes time to engage students in performances of understanding. • Continual adjustments could hinder learning objectives. • Teachers must gauge the students prior knowledge of the subject before the assessment.
G. Justify which design theory/process best suits your content, learners, and instructional setting. • Discuss either Backwards Design, Gagne’s Nine Events of Instruction, or Teaching for Understanding as most effective/appropriate in your instructional setting (for your content and learner population).
G. Most Appropriate Design Theory for My Instructional Setting and Justification • Wiggins Backward Design is the most appropriate Design Theory for my instructional setting. Pueblo City Schools currently has us follow this theory. • Because this theory is focused primarily on student learning and understanding it encourages educators to be more thoughtful about the materials and activities that they implement into their lessons. There is always a “why” to the information being presented and the task that is to be completed.
G. Example(s) of Most Appropriate Design Theory in My Instructional Setting • The curriculum that we have adopted throughout our district follows the Backward Design Theory. In our lessons we are asked to work through the stages of Backward Design to identify what the students will be able to do and understand. Teachers are also required to record essential questions that require higher level questioning on their lesson plans. Teachers then have to explain how we plan on evaluating the students or how the students will demonstrate their learning of that skill.
H. References • Ertmer, Peggy A. and Newby, Timothy J. (1993) Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instruction Design Perspective (pp50-72). Retrieved December 22, 2018 from http://wgu.libguides.com.wgu.idm.oclc.org/er.php?course_id=862# • Fusaro, Maria (May 29, 2008). What is Teaching for Understanding? Retrieved December 29, 2018 from https://www.gse.harvard.edu/news/uk/08/05/what-teaching-understanding • Hussain, Ayman. Gagne’s 9 Events of Instruction Strategy. Retrieved January 2, 2019 from http://mile.mmu.edu.my/orion/1711/gagnes-9-events-of-instruction-strategy/ • Roblyer, M.D. (2004) Integrating Educational Technology into Teaching (pp62-66). Retrieved January 5, 2019 from http://wgu.libguides.com.wgu.idm.oclc.org/er.php?course_id=862# • Gagne, R.M. (1988). Principles of Instructional Design (pp185-204). New York, NY: Harcourt Brace Jovanovich College Publishers. Retrieved January 7, 2019 from http://wgu.libguides.com.wgu.idm.oclc.org/ld.php?er_attachment_id=54981
