Kenneth Guzman

Questions for Lesson Plan Assignment

EDF.619

Bloom’s Taxonomy

In our first lesson plan, Special Right Triangles by Victoria Stewart, only the application level of

the cognitive domain is reached because the objectives only require the student to apply

previously learned information to answer a question/problem. The learner uses rules, definitions,

and directions to solve a problem with a specific answer, and the learner can also use the learning

in a new situation. It is also possible for Victoria Stewart to reach the valuing level of the

affective domain using this lesson plan, since students can demonstrate the worth or value they

place on an activity, behavior or trait based on their own internal set of values. Furthermore,

student should reach the guided response level of the psychomotor domain while using

Victoria’s lesson plan, since students are using imitation and trial and error in the early stages of

learning a complex skill.

In the second lesson plan Rockin’ Right Triangle Ratios by Annetta Green, the objectives reach

the application level of the cognitive domain since the objectives require students to use previous

knowledge to solve problems, while learning rules, definitions, and receiving direction. I believe

Annetta can reach the responding level of the affective domain because students must be willing

to respond or participate in the classroom and may show interest and enjoy the activities

attempted. Furthermore, I believe the guided response level is reached within the psychomotor

domain because students may use imitation and trial and error in the early stages of learning a

complex skill.

In the third lesson plan, Special Right Triangles by Virginia Lynch, the analysis level of the

cognitive domain can be reach because students must use the three kinds of cognitive processes

to prove ratios algebraically. However, in the affective domain, I believe only the responding
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Questions for Lesson Plan Assignment
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level can be reached with Virginia’s lesson plan. Finally, the mechanism level of the

psychomotor domain should be reached since students could perform moderately complex acts

habitually, confidently and proficiently.

Psychological Constructivism

“It is a position often associated with Piaget that urges educators to look to scientific theories of

development and learning to inform teaching”, says an Australian educational researcher.

Diversity amid the background of the learners, forces teachers to adapt to different learning

styles in a classroom environment. The many experiences and motivations vary amongst the

crowd of learners, so it is important to realize that learner’s new knowledge is often constructed

by considering current knowledge. In her journal article, Penny attempts to distinguish between

moderate and strong versions of psychological constructivism. In the moderate version, students

are expected to use their vastly different backgrounds, experiences and motivations to approach

new knowledge in different ways. However, in the stronger version of psychological

constructivism, two common iterations occur, first because it is suggested students construct

their own knowledge then they must also be given the opportunity to direct their own knowledge.

Secondly, it is suggested, teachers should avoid the use of direct instructions, that is where the

teacher is explicitly told new knowledge or shown new skills. Thus, because of the descriptions

suggested about psychological constructivism, I believe the Rockin’ Right Triangle Ratios by

Annetta Green can be best described as the lesson plan following a moderate level of

psychological constructivism, as it is focused around prior knowledge and experiences. (Penny,

2018)
Kenneth Guzman
Questions for Lesson Plan Assignment
EDF.619
Social Constructivism

“Between the extremes of radical and psychological constructivism lies social constructivism.

This position is most often associated with Vygotsky.”, states Penny. It can be interpreted as

claiming that knowledge is relative to social groups, but these claims must be grounded in

evidence. It should be obvious that social interactions have some effect on student learning in the

classroom, whether positive or negative. As an educator, we must observe common social

interactions and use these interactions to lead open-discussions in the classroom environment.

Advanced social skills can be developed in classroom environments, but we must first identify

which activities related to social interactions yield the best results. Students can gain confidence,

verbal, critical thinking skills on behalf of a lesson plan using concepts from social

constructivism. I believe through analyzing the characteristics of social constructivism, the

Special Right Triangles by Victoria Stewart, lesson plan best incorporates these characteristics

since it is the only one of the three lesson plans that uses social interactions as part of the lesson

plan. (Penny, 2018)

Behaviorism

“The portrayal of Skinner’s version of behaviorism (known sometimes as radical behaviorism) is

also given “short shrift” in textbooks and classroom discussions. Perhaps the most entertaining

example of this can be found in a collection of his seminal papers with commentary [36]. What is

unique about this volume of collected papers is that he is given the opportunity to respond to the

commentaries. His commentaries on the commentaries are interesting because he spends a large

portion of his time correcting the inaccuracies the commentators have on his positions. It is well

worth reading and incorporating his comments into student reading lists. Texts and reading lists
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Questions for Lesson Plan Assignment
EDF.619
are not enough. Students must be provided hands-on inquiry-based activities designed for the

behaviorist perspective.”, says Charles. I agree, texts and reading lists are not enough, with

advancements in technological software, student learning at the primary and secondary level,

should not be restricted to only texts and reading lists. There are hands-on and visually

stimulating resources available today for all levels of education, which allows educators to

observe student behavior in many different scenarios. Furthermore, the lesson plan, Special Right

Triangles by Virginia Lynch, follows the idea of behaviorism best, as the lesson is centered

around student behaviors and responses to the material covered. Virginia Lynch attempts to

include various amounts of activities which may appeal to all types of learning styles. Through

the variety of activities, multiple opportunities will be available to observe student behaviors and

student responses to activities and lesson plan content. (Abramson,2013)

Aligning with the Unit Plan

In the lesson plan, Special Right Triangles by Victoria Stewart, the objectives stated clearly align

with my unit plan objectives. Students will use trigonometric functions to solver for an unknown

length of a side of a right triangle, given an angle and a length of a side. Students will also know

and should be able to use angle and side relationships in problems with special right triangles,

such as 30,60,90 and 45,45,90 triangles. Therefore, not only will the objectives from Victoria’s

lesson plan be covered in my unit plan, but the logical reasoning behind these concepts is what

learners should be taking away from my unit plan. Victoria’s lesson plan provided great ideas for

activities and brought about questions that should be asked while observing the students. The

open-class discussion in Victoria’s lesson is most appealing, as this form of social interaction can

fuel motivation and confidence within students.

Kenneth Guzman
Questions for Lesson Plan Assignment
EDF.619

In the second lesson plan, Rockin’ Right Triangle Ratios by Annetta Green, Annetta provides the

most in depth look at the content out of the three lesson plans. In the lesson plan, Annetta

carefully details the form in which students must be presented the unit plan material. The

objectives used in her lesson plan, already describe the material better than the objectives found

in the other two lessons. Overall, an excellent lesson plan for beginner teachers, as it provides

detailed descriptions of skills learners should gain. I particularly like the guiding questions

portion of her lesson plan, as it highlights the important concepts in the form of questions, which

can be openly discussed in the classroom setting. I was able to incorporate her lesson plan into

helping me pinpoint what students will know, understand, and be able to do.

In the third lesson plan, Special Right Triangles by Virginia Lynch, her objectives are short but

concise. All her objectives are covered within my unit plan, and it is important to distinguish her

directness in her objectives when compared to the other two lesson plans. Virginia is clear about

student achievements in her objectives, and her word usage in her objectives is appealing. Her

objectives and activities and related to standards directly taught in my unit plan and can be

incorporated into other aspects of my unit plan as well. The objectives and activities used in

Virginia’s lesson plan, help me identify what students need to know, understand, and be able to

do; and the unit summary, type of assessments, and criteria for success in my unit plan was

developed by analyzing Virginia’s, daily lesson plan and reflection section of her lesson.
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Questions for Lesson Plan Assignment
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References

Abramson, C. I. (2013). Problems of teaching the behaviorist perspective in the cognitive

revolution. Behavioral Sciences, 3(1), 55-71. doi:

http://dx.doi.org.marshall.idm.oclc.org/10.3390/bs3010055

Penny, V. B., & Parsell, M. (2018). Comparing radical, social and psychological constructivism

in australian higher education: A psycho-philosophical perspective. Australian

Educational Researcher, 1-18. doi:

http://dx.doi.org.marshall.idm.oclc.org/10.1007/s13384-018-0285-8