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JOT2 – Learning Theories
Julie Hill
Task A: Learning Theories&Learners
Constructivism
Cognitivism
Behaviorism
Constructivism
• Students learn by doing rather than passively listening
• information is scaffold to build new knowledge upon old knowledge
• Concentrates on learning HOW to think and understand
• Gives students ownership of their learning
When Constructivism is Beneficial for
Learners
• When learning is difficult; ex. special education students
• For students needing a multi-sensory approach to learning
• When deep understanding is necessary
• When exploring new concepts through experimentation
Congitivism
• Schema- opens the “black box” of the human mind to understand how people learn
• Symbol manipulation for mental mapping
• Exploration of mental processes such as memory and problem solving skills
When Cognitivism is Beneficial for
Learners
• When processing information for memory recall
• When creating analogies and cues for information
• When problem solving
• To build mental maps for understanding, and responding to learning and the environment
• For students who lack preliminary knowledge and struggle to learn new concepts
Behaviorism
• Behavior conditioning; consequences and rewards for learned behavior
• “stimulus-response” - association of specific reinforcement for correct responses/incorrect responses
• Teacher centered instruction via lecturing and demonstration
• Chunks information into smaller units for learning and memorization
• Provides regular feedback and is easily assessed
When Behaviorism is Beneficial for
Learners
• When setting learning standards for expected response
• When used as a teaching tool to shape expected behavior
• When combined with constructivism and cognitivism
• To change operant learning behaviors
Task B: Learning Theory Used in Lesson Plan
Constructivism
~learning by doing
Learning Theory – Lesson Plan
Goal: Students will recognize and name all upper and lowercase letters in the alphabet.
Objective: Given a variety of tools, students will name, write,and match lowercase letters to uppercase letters.
Materials: Alphabet strips, A-Z/a-z flashcards, white boards/erasers/markers, sand trays, Oh No! game with letters
Standard: Common Core Language Arts Standard K.RF.1d
Assessment: District assessment and progress monitoring tools
Task C: Adaptation of Lesson Plan
Constuctivist Plan to Cognitivist Plan
Learning by doing
to
Memorization
Adapted Lesson Plan
• Goal remains the same
• Objective becomes “memorize” letters through repetitive practice using flashcards instead of playing games or using manipulating tools to match letters
• Standard and assessment tools remain the same
Task D: Lesson Plan Discussion
Instructional Setting:
Special Education – Kindergarten
Preferred Plan:
Constructivism
Why Constructivism?
• Students learn better by doing
• Different learning styles are used
• Differentiation is easily achieved
• Instruction is scaffold
• Students use learning tools that suit their style
Task E: Effective Instruction Through the Use of Design TheoriesInstructional Design Theory
~The study of how to best design instruction so that learning will take place
Instructional Design Theory
1. Target Audience and Prerequisites
2. Identify Instructional Goal 3. Identify Enabling Objectives
4. Plan Instructional Activities 5. Choose Instructional Media
6. Develop Assessment Tools 7. Implement Instruction
8. Revise Plan
1. Target Audience and Prerequisites
(Smith, 2012)
Task F: DesignTheories
Strengths and Limitations
Wiggins – The Backward Design
Gagne – Nine Events of Instruction
Teaching for Understanding (The Harvard Model)
Strengths of Wiggins Theory
• Assessment is central to curriculum design
• Frequent feedback is given and received
• “Backward Design” • identifies desired results • determines validity of assessments• Plans learning experiences and
instruction based on that information• Aligns with the Common Core
Limitations of Wiggins Theory
• Assessing becomes a big part of instruction since data drives the instruction
• Takes extra time to dissect standards and create goals for instruction based on data results
Strengths of Gagne’s Events
• Systematic approach to teaching and learning
• Recipe-like for new teachers to follow
• Builds on prior knowledge - scaffolding
• Provides modeling for observational learning
• Organized and structured learning objectives
Limitations of Gagne’s Events
• Little creativity - rigid
• Need to organize and break down goals to fit within Gagne’s categories
• Time consuming process
• Learning objectives don’t always fit within Gagne’s categories
Strengths of Teaching for
Understanding
• Integrates pre-existing knowledge with new information
• Builds cognitive strategies
• Socially mediated learning
• Engagement in constructive conversation
(Bremer, Morocco)
Weaknesses of Teaching for
Understanding
• Requires acute knowledge of content area – suitable for middle and high school levels
• Requires nontraditional teaching styles
• Can be time consuming to prepare
• Not accessible to a wide variety of learners
Task G: Most Suitable Design ProcessThe most suitable design process for my
special education kindergarten classroom:
Constructivism
Why Constructivism?
• Hands-on approach to learning can fit all special education learning styles; multi-sensory
• Students learn at their own pace and build new knowledge upon old knowledge; scaffold
• Students demonstrate ability to recognize and name letters in different ways; individual goals and objectives
• Students take ownership of their learning
• Easily measured and assessed via observation and varied progress monitoring tools
References Smith, Kenneth J. 2012. Instructional Design Theory. www.ic.arizona.edu/ic/edp511/isd1.html
Wiggins, Grant. 2004. Understanding By Design. www.grantwiggins.org/documents/mtuniontalk.pdf
Cunningham, Donald, Corry, Michael. 1996. Gagne’s Theory of Instruction. home.gwu.edu/~mcorry/corry1.htm
Bremer, Christine D., Morocco, Catherine Cobb. 2003. Teaching for Understanding. www.ncset.org/publications/viewsc.asp?id=1309