LEARNING THEORIESAlecia Baldwin JOT2-Task 2 Dr. Costanza LEARNING THEORIES AND LEARNERS Constructivism Cognitivism Behaviorism LEARNING THEORIES AND LEARNERS Constructivism Learning is an active experience Learners use prior knowledge to help construct their own learning Teachers do not give, but rather guide a student towards learning Learning is targeted towards a real world context Students obtain knowledge through interactive hands-on experiences with a variety of materials, people and settings When constructivism is beneficial for learners… Helps those who lack problem solving skills Caters to students who need/prefer hands-on exploration and manipulation of objects Group setting When attempting to develop a deeper understanding of the subject matter Research projects Advanced learners Early learners Learners with special needs LEARNING THEORIES AND LEARNERS Cognitivism Focuses on internal learning Students learn best when allowed to create their own understanding of the information Learning must be meaningful Thinking, memory and problem solving are emphasized When congnitivism is beneficial to learners… Scaffolding Modeling Reasoning Problem solving Lack of prior knowledge Memory recall LEARNING THEORIES AND LEARNERS Behaviorism Stimulus to response Teacher centered instruction Provides constant and relevant feedback Observable and measurable behaviors When behaviorism is beneficial for learners… Negative and positive reinforcements Drill and skill practice Teacher directed instruction Enhancing class structure Teaching tool for positive behavior LEARNING THEORY USED IN LESSON PLAN Constructivism *Constructing knowledge through experiences (Refer to lesson plan in notes below) ADAPTION OF LESSON PLAN Constructivism to Behaviorism ADAPTION OF LESSON PLAN Teacher will use more direct instruction Teacher will model specific examples of how to write the letter Aa Teacher will list words that begin with the sound of Aa and students will repeat For every correct response, teacher will add a marble to the class reward jar During independent practice, students will be given a sticker for every correct picture labeled and drawn Those who do not finish their independent work or need additional support will miss recess to continue practice LESSON PLAN DISCUSSION Constructivism or Behaviorism? Constructivism is more beneficial for this specific lesson plan because it follows developmentally appropriate practice for young learners. My kindergartners often find success in learning when they can… Use hands on exploration Verbally communicate their ideas with others Explore materials related to the subject matter Focus on process rather than a specific product outcome Feel safe to explore and make mistakes rather than focus on the “correct” answer *Constructivism encompasses all these traits, and therefore leads as the appropriate learning theory to use while teaching the letter names and sounds to kindergarten students. EFFECTIVE INSTRUCTION THROUGH THE USE OF DESIGN THEORIES Guides teacher planning and goals Provides learning structure in the classroom Allows for differentiation Sets expectations for teachers and students Provides ongoing feedback for students and teachers DESIGN THEORIES Wiggins Gagne Teaching for Understanding STRENGTHS OF WIGGINS THEORY Clear objectives are presented Ongoing feedback and assessments Data driven instruction Condenses large quantities of information into specific goals LIMITATIONS OF WIGGINS Time consuming Assessments can override instruction Lacks student exploration and discovery STRENGTHS OF GAGNE’S EVENTS Clearly defined learning objectives Engaging Provides regular student feedback Systematic approach to learning Builds on existing knowledge LIMITATIONS OF GAGNE’S EVENTS Difficult to fit Common Core objectives within Gagne’s learning outcomes Process oriented rather than product oriented Lacks flexibility and teacher creativity Difficult to implement STRENGTHS OF TEACHING FOR UNDERSTANDING Incorporates prior knowledge with new learning Promotes in depth learning Strong focus on practicality Ongoing assessments direct teacher instruction Includes differentiation for all learners WEAKNESSES OF TEACHING FOR UNDERSTANDING Requires subject background knowledge Time consuming Is not always accessible to all learners Demanding on both students and teachers MOST SUITABLE DESIGN PROCESS Teaching for Understanding Provides structure Flexible for teachers Ongoing assessments and feedback Reflective Allows for discovery and student involvement