1. JOT2 – LEARNING THEORIES
Candace Pattman

2. Task A: Learning Theories & Learners
Constructivism
Cognitivism
Behaviorism

3. In this task the writer will discuss three distinct learning theories
In this task the writer will discuss three distinct learning theories. These learning theories are listed as follows: constructivism, cognitivism, behaviorism. These theories will be discussed in regards to how beneficial they are to learners. The writer will elaborate on a lesson plan in which these theories are used. The writer will conclude with which process better suits the learners in the classroom.
Constructivism is how people view the world through their experiences. When in the classroom constructivism promotes students learning through hands on experiments and inquiry. Cognitivism is through interaction and self cognition people gain knowledge and process it. Behaviorism is a learning theory that is based mainly on stimulus. In this theory, behavior is based on external stimulus.

4. When Constructivism is Beneficial for Learners
Constructivism is beneficial for learners because it elicits a student centered environment.
Allows teachers and students to share responsibility and decision making.
Example, conducting inquiry and hands on lab activities. Students are able to construct thoughts and opinions while learning.
When learners transforms information and constructs hypothesis.
When learners utilize mental models and schema to access prior learning.
Based on the principles of Piaget, Dewey, and Vygotsky. These contributors stated that learning worked in conjunction with the learners social environment.

5. When Cognitivism is Beneficial for Learners
When learning is passive
When learning is student directed.
An example would be a study review session. The students would complete their study guides and quiz each other in cooperative learning groups.
When learning is processed and stored and recalled at a later date to enhance learning.
Based on the principles established by Lewin, Gagne, and Bloom. This learning theory focuses on the learner response to stimuli and eight levels of intellectual understanding.

6. When Behaviorism is Beneficial for Learners
When learners need to absorb information in small units or sections.
When observing student response to different stimuli.
When encouraging student response to new rules or direction.
When given praise for positive behavior and consequences for negative behavior.
Example, applying bonus points to lowest grades for following classroom rules.
Established by Pavlov and Skinner. This learning theory states that students respond to their environment. Learners who are in a positive environment will strive to be positive and perform well as opposed to students in a negative environment. In this theory reinforcement is constantly utilized and motivation takes precedent.

7. Task B: Learning Theory Used in Lesson Plan
Behaviorist Theory—Introduction to Cells Lesson

8. Screenshot of Lesson Plan

9. Screenshot of Lesson Plan

10. Screenshot of Lesson Plan

11. Learning Theory – Lesson Plan
The learning theory used in the current lesson plan was the behaviorist theory. This learning theory is based solely on question and answer platform.
The teacher teaches the information and then ask the students questions about the information taught.
These questions gradually increase in difficulty as they build on from previous information taught.
Students are then rewarded for attempting by verbal praise, good grades, or prizes.
Some of the methods used for this learning theory was modeling, shaping, and cueing. These additional methods help to secure student attention and track progress. You need to find a lesson plan for this discussion. You can either use one of your own lessons or find a lesson plan. You may submit this lesson plan as a separate document but you will need to include your lesson plan with this assessment task.
This slide asks you to discuss what learning theory was used for this lesson plan

12. Task C: Adaptation of Lesson Plan
Constructivist Theory

13. The introduction to cells lesson plan can be adapted to align with the constructivist learning theory by making a few changes.
One change that would need to be made is to remove the question answer section. In this theory learners construct their thoughts about how cell are formed and their purpose by reading the text.
Another change would be to change the lesson from direct instruction to a read pair share or cooperative learning group strategy.
The assessment would also be changed to include open ended questions and allow for higher level thinking.

14. Task D: Lesson Plan Discussion

15. In the teacher’s setting the lesson plan that would be most beneficial is the behaviorist theory (Task C). This is the original lesson plan modified. The reason the teacher feels this is the best plan is because in order for learners to do well they must received praise or acknowledgement on some level. With the modifications in place the writer feels that several positive things will be achieved. One of which is the learners eagerness to understand the material and absorb it.
For the group of students observed verbal praise, good grades, and other rewards would increase the chances a student has in excelling in science.

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

17. Design theories help identify the problem and find ways to rectify it.
Theories of design help to produce effective instruction by acting as a compass for further learning.
These many design theories provide the teacher with different methods that address many different learning styles.
Design theories help identify the problem and find ways to rectify it.
These design models help to visualize the problem and break in to smaller pieces in efforts to find solutions .
How can instructional design theories increase effective instruction? Design theories allow the teacher and student the ability to find what methods work and improve knowledge comprehension. Instructional design theories help teachers make sense of the information in textbook and make it more understandable. Design theories give more flexibility to instruction since it provides the foundation and structure for learning.

18. Task F: Design Theories
Strengths and Limitations: Wiggins; Gagne;
Teaching for Understand (The Harvard model)

19. Strengths of Wiggins Theory
Assessment is designed before lesson plan.
All lesson are driven towards what students need to know to understand assessment.
Lessons are created to concentrate on the overall take home from the lesson not just one specific point.
Allows teachers to ensure students understand material before assessment, since lessons are around the assessment.
Students have a better chance at recalling and applying the information taught in a realistic perspective.

20. Limitations of Wiggins
Promotes “teaching to the test”.
Only focuses on six facets.
Restricts what the teacher can teach.
Teacher only teaches content related to assessment.
Limitations causes students and teachers to be affected. By teaching to the test the teacher misses important concepts that would be addressed if a format or textbook was the foundation. The six facets that are concentrated on explaining, interpreting, applying, empathizing, self knowledge, and more.

21. Strengths of Gagne’s Events
Presenting the knowledge.
Demonstrating the skills.
Providing practice with feedback.
Leaner receives guidance from teacher
Allows the teacher to promote stronger foundation and structure in objectives.
Allows the teacher to see what type of learning is expected from their students.
Gagne’s ideas are broken down into internal and external conditions. These conditions are based on the following five categories: learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills.

22. Limitations of Gagne’s Events
The approach does not allow for step planning.
The model is long and drawn out.
Goals are not easy to classify as outcomes.
Constant repetition can become draining and not accepted well by students.
By having these limitations the events are not as effective. With a few modifications, lessons can be very effective and goal oriented.

23. Strengths of Teaching for Understanding
By including more open ended questions as designated by the this method the testing rubric becomes stronger.
Emphasis knowledge-recall learning.
Allows students the ability to develop a concrete understanding of information.
By identifying the desired results the teacher is able to predict the concepts and student outcomes.
Meaningful assessments allow the teacher construct quality task situations.
This method gives teachers a narrative outlook for teaching. It provides teachers and student alike to put the information being learned into context, so that they can absorb it and possibly transfer it. By Ubd being research based it provides concrete evidience to prove that the design works. Ubd also allows teachers to self assess. This provides them with the understanding and feedback need to be effective teachers.

24. Weaknesses of Teaching for Understanding
The amount of time spent in stage one.
The design method is very complex.
Numerous training sessions is needed to fully understand the process.
The teacher must predict the student knowledge level before assessing them
Since this method of design is a very complex process, the teacher and the student must utilize all tools avaible to ensure the best outcome. Many times as educators we resist change. This process requires that many changes be made to the current teaching process so that more effective results are produced.

25. Task G: Most Suitable Design Process
Wiggins Backward Design Process

26. In the writers opinion the design that would be most effective in the writers’ 10th -12th grade science classroom is Wiggins Backward Design. The reason this design process would be most effective is because it would ensure that each student learned the information needed to master the test. This method also ensures that the students understand the information needed to be successful in other science courses

27. Wiggins method best suits the content being taught because science is a subject that requires students to use the information throughout life.
Wiggins method allows the teacher to position the lesson in terms of “What will they remember about this topic in five years?”
Wiggins focuses on six facets that are important to the way in which the teacher presents their lesson.
Specifically, in science class explaining, interpreting, and applying are very key concepts that ensures that experiments are done correctly.

28. As stated on the previous slide the instructional setting that this design is used in is a science classroom.
The writer feels that this design allows the students as well as the teacher the ability to a understand the information presented thoroughly.
By working backward, the students learn all the information need to be successful and the teacher has a guide for lesson plans and lab activities.

29. References
Brown, J. L. (2004). Making the Most of Understanding by Design. Chicago: Association for Supervision & Curriculum Deve.
Culatta, R. (2011). Behaviorist Learning Theory. Retrieved 02 09, 2013, from Innovative Learning:
Kearsley, G. (2011). Constructivist Theory (Jerome Bruner). Retrieved 02 09, 2013, from Instructional Design:
Wiggins, G., & McTighe, J. (2005). Why "backward" is best. Retrieved 02 09, 2013, from Ubdexchange: