JOT2 – LEARNING THEORIES Becky LaBarre NOTE: Please be sure to download the actual assessment task and rubric from TaskStream and carefully read what each task requires.

Learning Theories & Learners Constructivism, Cognitivism, Behaviorism http://etad.usask.ca/802papers/mergel/brenda.htm There are three learning theories we will be discussing. They are Constructivism, Cognitivism and Behaviorism.

When Constructivism is Beneficial for Learners In order to understand a difficult concept When working with groups When working on projects The first learning theory we will discuss is constructivism. This is where learners are in charge of their own learning. They are “constructing” their knowledge. This type of learning is great for students who do not need a lot of assistance from the teacher. Constructivism is good for learners trying to understand a difficult concept or big idea such as integrity. It also works well when students can work with a collaborative group and discuss their learning and creating their own projects.

When Cognitivism is Beneficial for Learners When students need to be guided When students are using graphic organizers or templates When students are using strategies Cognitivism is focused more on using strategies and organization to guide the learner. Teachers in this learning theory will use more modeling, graphic organizers, and examples to impart knowledge on their students. Some common cognitivism learning strategies would be using Mnemonics, analogies, outlines, and modeling.

When Behaviorism is Beneficial for Learners When students need repetition When students have behavior problems When students need reinforcement Behaviorism is very teacher centered. This requires the teacher to be very involved with the learner. This learning theory works well when teaching facts and gives immediate feedback. Behaviorism uses cues and consequences to reinforce learning. Teachers using this theory would use a lot of repetition and they would reinforce correct responses. Behaviorism provides a lot of practice for learners.

Learning Theory Used in Lesson Plan Cognitivism Theory I am going to use an example lesson plan to demonstrate the difference between cognitivism and constructivism learning theories. The first learning theory I will use is cognitivism.

Cognitivism Lesson Plan Teach Point of View using Cognitivism Learning Theory Venn Diagram http://lessonplans.theteacherscorner.net/reading/activeies/ The point of this lesson is to teach students point of view. To do that I would first read The Three Little Pigs stopping to discuss the story along the way as you would do with any read aloud. After reading the story I would ask the students who had heard that story before. I would then introduce the students to the book the True Story of the Three Little Pigs. I would read this story in the same way I had read the original version. For those of you unfamiliar with this story it is written from the wolf's point of view and differs from the traditional story. I would then do a Venn Diagram to compare and contrast the stories. I would focus the discussion on point of view and the differences in the story based on the point of view.

Adaptation of Lesson Plan Constructivism Theory For the adapted lesson I will use the constructivism theory.

Constructivism Lesson Plan Collaborate with group Write a third story from a different point of view I would start the lesson much the same as I did the cognitivism lesson, by reading both stories out loud to the class. After reading the two stories, students would break into their collaborative groups and discuss the differences in the stories. They would then discuss if their was any other point of view the story could be told from. Finally as a group they would write a third story from a different point of view that could be presented to the class in multiple different ways.

Lesson Plan Discussion Which lesson makes the most sense for your students?

Constructivism Lesson Plan Accessible to whole class Engaging Deep understanding For my students the constructivism lesson plan shows a deeper understanding of point of view. It can be leveled for the different learners in your classroom. The constructivism lesson is a great extension for students to go deeper into point of view. Although, the use of the Venn Diagram in the first lesson is a more organized method of teaching and assessing point of view, it is not as engaging as the constructivism approach through collaboration and discussion.

Effective Instruction Through the Use of Design Theories How do theories of design help produce effective instruction?

Use of Design Theories Theories of design help teachers clarify learning goals devise revealing assessments of student understanding craft effective and engaging learning activities http://www.authenticeducation.org/ubd/ubd.lasso Design theories help teachers create more focused, engaging, and effective lesson plans. For example, in backwards design you first determine what you want students to learn, then create the assessment, and then you design the lesson. By knowing exactly what standards you are trying to assess, it gives the teacher clear learning goals. This allows the teacher to use the curriculum as a tool to create lessons that are engaging and focused on the learning goals.

Design Theories Wiggins’ Understanding by Design Gagne’s Events of Instruction Teaching for Understanding (The Harvard model) There are three theories of design we will discuss which are Wiggins theory of Understanding by Design, Gagnes Nine Events of Instruction, and Teaching for Understanding-The Harvard Model.

Strengths of Wiggins Theory It helps create focused learning Focuses on understanding Prioritizes student learning http://www.authenticeducation.org/ubd/ubd.lasso https://web5.wgu.edu/aap/content/introduction%20to%20ubd.pdf First is Wiggins theory of Understanding by Design. In Wiggins theory you plan with the end in mind, it is referred to as backwards design. The first thing you ask yourself is what is the essential learning for the student. What do they need to learn and understand. Then you create an assessment from the answer to that question. After you have done that you can create a focused and engaging lesson. Using this theory creates focused learning and understanding on a goal and it prioritizes what is most essential for students to learn.

Limitations of Wiggins Takes a very long time Not appropriate for all standards The drawback to Wiggins theory is that planning every lesson this way takes a very long time and it is not appropriate for every standard that students need to meet. For example counting objects to 30.

Strengths of Gagne’s Events Events for each lesson Supports the process of learning As students become independent learners they can do some of these independently http://wgu.libguides.com.wgu.idm.oclc.org/ld.php?er_attachment_id=54778 Gagne’s theory lists nine events of learning. They are 1. Gaining Attention 2. Inform of Objective 3. Prior Learning 4. Presenting the Stimulus Material 5. Provide Learning Guidance 6. Elicit Performance 7. Provide Feedback 8. Assess 9. Enhance Retention transfer. Gagne explains that these nine events need to happen for learning to occur. If a teacher plans using these nine events the learning process will be supported. Some of these events happen naturally and as the students become more independent learners they will do these on their own.

Limitations of Gagne’s Events Supplied by external sources Not always in order Not all events are needed for every lesson The limitations to Gagne’s Events are that they are supplied by the teacher and although the order stated is common not all learning will take place in that order. In addition, not all the events are needed for every lesson and it is up to the teacher to determine that.

Strengths of Teaching for Understanding Flexible Teachers can use own style Teaching for Understanding was developed as guideline for creating lessons. The lessons teachers create using these guidelines need to include 1. Generative topics-a concept worth teaching 2. Understanding Goals-these are unit sized goals that help reach the overall goal. 3. Performances of Understanding-these are activities that demonstrate their understanding that get progressively more complex as the school year goes on. 4. Ongoing Assessment-students need to be provided with ongoing feedback and opportunities for self reflection throughout a unit and not just at the end of a unit. The good thing about these guidelines is that they are very flexible and allow for the teacher to use their own style when creating a lesson. http://www.uknow.gse.harvard.edu/teaching/TC3-1.html http://www.gse.harvard.edu/news/uk/08/05/what-teaching-understanding

Weaknesses of Teaching for Understanding Not very detailed The main weakness of this style is that it is not detailed. This really leaves it up to the teacher to determine if they are creating a quality lesson plan.

Task G: Most Suitable Design Process Understanding by Design What do I feel is the most suitable design process? Understanding by Design.

Understanding by Design Backwards Design Focused on learning targets Prioritizes student learning Understanding by Design is the most suitable design theory for my purposes because it is focused on learning targets and it prioritizes learning targets. When teachers design their lessons around exactly what they want the students to learn and what is most crucial to their understanding, teachers arrive at more clear concise lessons that will be more valuable to the students. This will keep the teachers and students more focused.

References Fusaro, M. (2008) What is Teaching for Understanding. Retrieved from http://www.gse.harvard.edu/news/uk/08/05/what-teaching-understanding Gagne, R. (1988) The Events of Instruction. Principles of Instructional Design. Retrieved from http://wgu.libguides.com.wgu.idm.oclc.org/ld.php?er_ attachment_id=54778 Lovtobeurs, S.(n.d.) Teaching Point of View. Retrieved from http://lessonplans.theteacherscorner.net/reading/activeies/ Mergel, B. (1998) Instructional Design and Learning Theory. Retrieved from http://etad.usask.ca/802papers/mergel/brenda.htm Wiggins (n.d.) Authentic Education. Retrieved from http://www.authenticeducation.org/ubd/ubd.lasso Wiggins, McTighe (n.d.) Understanding by design. Retrieved from https://web5.wgu.edu/aap/content/introduction%20to%20ubd.pdf All websites are referenced on the pages that I talk about them.