Synthesis Web Research Assignment on Four Theories

No Master’s Degree in education should be given without a thorough understanding of these theories.

Complete the Web Research assignment below by doing the following:

1. Download 3-5 articles on the WWW that provide information for each of the four theories.

2. Complete your part of the Presentation for the one theory you have been assigned to present (see the
assignment below for this Presentation).

3. For the other three theories (besides your power point theory) read the articles you have downloaded
and highlight (w/highlighter pen) the main points that provide the information of this chart.

4. Add your notes to the appropriate chart for each theory below as you read. These charts are in a table
format so they will expand according to your input.

5. Submit only your highlighted articles and the corresponding chart for each theory at the appropriate
time according to the syllabus. Group responses in the charts are acceptable. However, each student
needs to submit their own articles.

6. You may collaborate with a colleague if you wish. Your responsibility it to come to know this information
very well and to be fluent in the discussion of each theory before the presentations.

***********************************************************************************************************

NOTE: This first yellow chart is the master chart for all four theories to provide an
overview. Do not write in this chart. Use the individual charts following this chart for
each theory to provide more writing space.
Add to this chart as you study the theories and hear the presentations.
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 This is your study guide for the Final Exam.
Make your notes succinct but full of information.

Comparative Chart of all Four Views of Learning (FYI)

Behavioral, Information Processing, Constructivist, and Social Learning
(Chart adapted by R. Timmons from H. Marshall, 1992 as cited in Woolfolk, 2004)

Theory/ Behavioral Information Constructivist/Individual Constructivist/Social Social Cognitive

Family of
Models
Processing Situated

Theoretical Behavioral Information Processing Psychological Individual Social Situated Social Cognitive
Basis
Cognitive/Psychological Cognitive Cognitive/Psychological Social/Constructivist Cognitive/intellectual
(Thinking/Self-Talk, (Metacognition, Process Constructivist (Includes: Beliefs, Self development linked with skill in
Metacognition) and Product (Concerned with Individual Perceptions, Expectations of social process
Orientation) Cognitive Development) Society)

Theorists Skinner, Watson, Pavlov, Anderson, Bruner, Piaget, Dewey Vygotsky, Dewey Bandura, Dewey
Ausubel, Gagne, Taba, Suchman, Bruner, Sternberg, Suchman, Bruner, Sternberg,
Gordon, Craik & Slavin Slavin Johnson and Johnson, Slavin,
Lockhart Johnson – Cooperative Johnson – Cooperative Lerning Shlomo Sharan , Thelen
Lerning

Knowledge New behaviors are learned,
Fixed body of knowledge to
acquire,
Stimulated from outside
Learning Acquisition of facts, skills,
concepts
Fixed body of Changing body of Socially constructed knowledge Knowledge constructed and
knowledge to acquire, knowledge, continuously reconstructed by
Built on what participants individuals/ groups
Stimulated from Individually contribute, construct together
outside, constructed in Students operate on experience
social world, to produce knowledge
Prior knowledge
influences how Built on what learner Knowledge has a personal
information is processed brings quality and is unique for each
individual
Acquisition of facts, Active construction, Collaborative construction of Cooperative vs competitive,
skills, concepts, and Restructuring prior socially defined knowledge and Synergistic,
strategies knowledge values
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 Dea Kulumbegashvili Occurs through socially Cognition as well as social
Occurs through the Occurs through multiple constructed opportunities complexity key to increased
effective application of opportunities and diverse learning
strategies processes to connect to what Learning is active construction
is already known kwl. Based on observation of
others in a more advanced stage
Occurs through drill and of development or skill level,
guided practice Experienced based learning
Teaching Transmission, Transmission, Challenge, Participant Modeling, Observation is
important
Presentation (Telling), Guide students toward Guide thinking toward more Co-construct knowledge with Model democratic processes,
Demonstration more “accurate” and complete understanding students Experience-based learning,
complete knowledge Inquiry and knowledge are
central
Assessment Explain the type of
Type assessment that is most
appropriate for each
theoretical view of learning
Role of Manager, supervisor Teach and model Facilitator, guide Facilitator, Guide, Co- Facilitator, Encouraging ,
Teacher effective strategies participant flexible supervisor, Co-
Correct wrong answers participant,
Correct misconceptions Listen for student’s current Co-construct different Requires high level of
conceptions, ideas, thinking interpretation of knowledge; interpersonal and instructional
Listen to socially constructed skill
conceptions Responsive to student
needs/Student centered
Role of Not usually considered Not necessary but can Not necessary but can Ordinary part of process of Peers /role models are primary
Peers influence information stimulate thinking, raise knowledge construction part of process of knowledge
processing questions construction.
Role of Passive reception of Active processor of Active construction (within Active co-construction with Participation is of primary
student information information , mind) others and self, importance,

Active listener, direction-
follower
Strategy user Active thinker, explainer, Active thinker, explainer, Cooperation with peers in a
interpreter, questioner democratic learning
Organizer and Interpreter, environment is necessary
reorganizer of
information Questioner,
Active social participator
Rememberer

Woolfolk, A. (Ed.). (2005). Educational Psychology. (9th ed.). New York: Pearson Education Inc.

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 Complete the Following Chart for Each Theory
(Except the theory you are making the group presentation on as your Ppt. is adequate)

Complete the Following Chart for Each Theory

(Except the theory you are making the group presentation on as your Ppt. is adequate)

Theory Traits Behavioral Theory Facts/Ideas Personal Evaluation

Provide your personal evaluation and
experience for each category
applicable. Explain how learning
happens through reflecting on theory
traits.
Theoretical Basis Behavioral I don’t believe in the purely blank
Theory based on the idea that behavior is something that can be conditioned and slate ideology as genetic expression
acquired through external conditioning. As such behaviors can be trained or altered, likely plays a role in what a student
either through operant or classical conditioning. tends to, and what they may or may
not pick up on, how quickly, and
Cognitive/Psychological how often. However, given the
nature/nurture debate, it is clear
Behavioral theory views pupils are blank slates upon which distinct personalities can be there is a good evidence to support
molded the core ideas behind the behavioral
Personalities are influenced by their surroundings, shaped by culture, environment, theory impact from environment.
and home life.

(Thinking/Self-Talk, Metacognition)

Using this theory, there is a link between the observation and the behavior directly
Theorists and relevant Skinner – operant conditioning The classical conditioning of Pavlov’s
dates of contributions Watson – nature vs. nurture dogs is world famous and
Pavlov – classical conditioning consistently mentioned in
Edward Thorndike – law/effect strengthening of certain behaviors over others psychological classes. It may be an
overwrought idea to some extent
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 when applied to humans.

View of Knowledge New behaviors are learned, How does this look in school setting?

Fixed body of knowledge to acquire Methods of using behavioral theory

in the classroom setting including the
Stimulated from outside presentation of desired behaviors,
the reinforcement of those behaviors
In operant conditioning, behaviors are carried out through a rewards system. This can often and with clear benefits or
be used when working with pupils who are not incentivized naturally or through their drawbacks made to undesirable
own doing. behaviors, and an overall
unwavering classroom consistency in
this.
Belief about Learning Acquisition of facts, skills, concepts Repetitive and coordinated
classroom activities may instill or
“drill” modes of behaving into
Occurs through drill and guided practice students.
Teaching: How is teaching Transmission, Heavy on demonstrations and
done? “working” through a problem –
Presentation (Telling), Demonstration helpful in classroom memory.
Role of Teacher Manager, supervisor Immediate feedback and appraisal of
activity seems like a functional
Correct wrong answers methodology to go by as an
instructor using this theory
A teacher may further incentivize the classroom through verbal reinforcement,
participation credit, immediate feedback and encouragement, rewards-based system,
drawing from simple to complex tasks
Role of Peers Not usually considered. Students can respond to one
another’s ideas and provide their
own mini forms of appraisal and
immediate feedback
Role of student Passive reception of information Students can be incentivized to le arn
on their own, broaden their learning
Active listener, direction-follower for reward, reinforcement during
process for clarity

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3-5 Big ideas in theory List several Big Ideas that inform your instructional planning you have developed Rewards based systems and constant
concerning teaching and based on this theory. feedback suggests that my classroom
learning that you will environment would have to revolve
apply in your professional 1. Learning environment is important around conditioning a good mode of
practice. 2. Rewards based systems are essential in this theory implementation behavior for the learning process to
3. Constant feedback is needed take place.
4. Outcomes and payoffs must be clear and incentives must be laid out
Lesson Plan you Describe the focus/use/intent of this lesson model and how it met the learning objective This lesson model holds that if I give
developed/used rooted in of your students constant feedback to my students,
this theoretical view of assessing them as they go, they will
learning. be conditioned into a mode of
learning and knowledge acquisition.
This could be done through positive
or negative feedback means, and
may best be achieved through both
oral encouragement and also regular
assessment.
List and briefly describe 1. Inductive Inquiry Model – Ask Questions, gather organize info, interpret analyze, Inductive-Inquiry Models are
2-5 other lesson models communicate findings – a PROCESS is lined-up for students to follow. efficient for this type of learning —
that fit this theory. 2. Problem-Based Science Model – testing theories, carrying out trial/error, whereas the students follow a
experiments -- Similarly, a PROCESS is defined to follow – get conditioned into “formula” to get results.
3. Direct Instruction model – lectures are presentational, demonstrative, students
passively acquire information

Growth Mindset: Explain How does/does not growth mindset develop in this theoretical view? There is limited growth mindset, as it
in this theory requires a “conditioning” – but the
Growth mindset may not grow in this theoretical view as the repetition comes from students may learn to condition
conditioning rather than inspiring further inquiry. themselves.
Long Term Learning How does learning get into long term memory through the use of this theory? Long-term memory is acquired
almost unconsciously through recall
Stimulus hits sensory memory – repetition of action can help store from short term strategies associated with being
memory to long-term memory. conditioned
Assessment Type Explain the type of assessment that is most appropriate for each theoretical view of The perfect assignment would have
learning students learn through doing once
something is demonstrated, and
-The best type of assessment is one in which a learned process is put to the test – using learn to imbibe the process.
the same framework or guidelines to help accomplish a task – such as breaking down a
text through a particular methodology.

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Design a perfect assignment
for this theoretical
perspective. It must also be
brain compatible for long
term memory.
Design a perfect assessment
for this theory for long term
memory.
Personal Application
(Provide 3 or more
examples)
Add web links for articles.
Theory Information Processing
Traits
Theoretical Basis Information Processing
Cognitive
(Metacognition, Process and Product Orientation)
Perfect Assignment: Teacher does full demonstration – on
overhead projector. Teacher’s
Do a passage reading of Shakespeare soliliquy – Break down sentences by circling demonstration is the core of the
words that are unknown or unfamiliar. Use Problem-solving model to work way classtime as stuents are expected to
through an exegesis of the lines. Look for similes/metaphors and jot them down. Look pay attention and be guided by the
for personification and/or allegory. Jot this down. class session.
Work way through entire passage attempting to understand all the nuance and
translate into modern English.
Teach demonstrates how to use the breakdown method for analyzing a part of the play.
Perfect Assessment: Teacher guides students through this
breakdown methodology via guided
Do this on a Shakespeare sonnet. Do same breakdown and re-translation using learned instruction after demonstration.
methodology of breakdown – first scan for unknown words, look up words, look for
similes/metaphors, translate possibilities, look for allegory as a whole.
How do/could you apply this theory for teaching learning?
In teaching, one could incorporate positive reinforcement, negative reinforcement, positive and negative punishments, and the
ultimate removal of bad behavior and replacement with different behavior. A very Draconian teaching style may ultimately
arise if not done with nuance and care.
https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html
https://www.teflcourse.net/blog/behavioral-and-cognitive-development-theory-in-teaching-ittt-tefl-blog/
Personal Evaluation
Provide your personal evaluation and
experience for each category
applicable. Explain how learning
happens through reflecting on theory
traits.
Information processing theory
examines the human mind not unlike
a computer – able to receive and
process without other human factors
needed.
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Theorists Anderson, Bruner, Ausubel, Gagne, Taba, Gordon, Craik & Lockhart

View of Knowledge Fixed body of knowledge to acquire, How does this look in school setting?
Stimulated from outside,
In information processing theory, the student
takes in the information briefly stores it in
Prior knowledge influences how information is processed
short term memory and then either a) forgets
it or b) conceptualizes it into long term
memory or semantic memory, which can
then be retrieve during assessment or in
times of strategic need

Learning Acquisition of facts, skills, concepts, and strategies This model is based on the idea of
“fact-finding” and austere
Occurs through the effective application of strategies
presentation to the student for
“processing.”
Teaching Transmission, Rely on the process. Teach the
objective material, to be imbibed by
Guide students toward more “accurate” and complete knowledge
the students.
Role of Teacher Teach and model effective strategies The role of the teacher is to the be
purveyor of information – to collect
Correct misconceptions
it and deliver it in digestible means
to the student.
Role of Peers Not necessary but can influence information processing The peers are irrelevant in this
model’s dynamic.
Role of student Active processor of information , Perfect student participation is quiet
listening and note-taking. The
Strategy user
student is a passive in-taker and
Organizer and reorganizer of information processors of information as it flows.
Rememberer
3-5 Big ideas in List several Big Ideas that inform your instructional planning you have developed based on this theory. Big Ideas refers to the larger-scope and more
theory concerning “powerful” learning approach of developing
teaching and learning an understanding of grander concepts rather
that you will apply in One Big Idea that would inform my teaching plan is the emphasis of summarizing the “MAIN POINTS” in a reading, than of smaller ideas or facts.
your professional so as not to get bogged down in the minutia of literary device usage or character analysis. Though analyzing a
practice. character for motivation and personal inner conflict may help in understanding how to perform that character or
how to read them in the context of the text, it can also lead students to become hyper-vigilant of a character’s
“manner of talking” or “manner of being” and not connect the character to the larger point/theme/message of the
literary work. All things touch upon theme. The dialogue isn’t about mere words being spoken in a particular syntax
– it is always touching upon the subtext and meaning of a play or dramatic work.

The second Big Idea that would inform my teaching plan with regard to the Information Processing theory would be
to look at the universalist archetypes that inhabit plays, dramas, and literary writings. The knowledge of the base
core of what makes up a dramatic narrative or a dramatic literary approach succeeds in allowing the student to
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 “teach” themselves as they grow, as explicated below:
Growth Mindset: How does Growth Mindset develop in this theory? A Growth Mindset is one where the students
Explain in this theory understands they are limited in their
By teaching students to look for big concepts, meaning, and thematic or allegorical relevance, this will train them to knowledge base and must constantly be re-
always try to aim for a core idea in what they read and what they analyze. The approach to get there via the upping and updating this store of
informational processing theory is to commit the component parts and signs to long-term memory, so that this can be information to be retrieved and used for
retrieved and used to help develop a “Big Idea” regarding what they are reading. greater purpose during the next analytical
reading.
Assessment Type Explain the type of assessment that is most appropriate for each theoretical view of learning Dramaturgical breakdowns require
knowledge of context, time period,
Dramaturgical breakdowns of plays/pieces are the best because they themselves rely on a store of prior knowledge economics, and social/cultural aspects of the
and information regarding the history of dramatic narrative and playwriting. era in which the play was written and
performed.
Perfect Assignment Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long term memory. Full breakdowns of information, testing for
retention and understanding.
An assignment could be the analysis of a play by the same author whose background, motivations, and style were
already discussed earlier in the class via the analysis of their more popular or more well-known writing piece,
production, or play.
Perfect Assessment Design a perfect assessment for this theory for long term memory. Rigid testing for retrieval is the best means of
assessment. Standardized testing is helpful.
A good assessment would be to give a similar written exam shortly after a classroom lesson is first engaged with and
then again at the end of the class upon a “semester review” or an “exit exam.”
Long Term Learning How does learning get into long term memory through the use of this theory? If every class, students are tasked with a new
passage to analyze but within a similar
People don’t pay attention to boring things—this is a signature rule. Therefore a great way to burn something into environmental, social, or cultural context –
long-term memory is make it part of a daily classroom routine. then certain “big concepts” about the time
and people are given to long-term memory.
Lesson Model/long How does a specific lesson model in this theory get learning into long term memory? Assessments are cumulative and continually
term learning test on growing knowledge base and
A lesson model that involves analysis like the assure model of lesson planning may help convince students to always information is processed.
engage with breaking down the motivations and characters of the sources, and help develop critical thinking.

Theory Constructivist/ Constructivist/Social Situated Personal Evaluation

Provide your personal evaluation and
Traits Individual experience for each category
applicable. Explain how learning
happens through reflecting on theory
traits.
Theoretical Psychological Individual Social Situated A student must bring their
Basis background, cultural viewpoints,
Cognitive/Psychological Constructivist Social/Constructivist
(Concerned with Individual Cognitive Development) (Includes: Beliefs, Self Perceptions,Expectations of Society) and psychological history to the
classroom – without this knowledge
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 Knowledge is constructed in the mind of the receiver
– and given this – needs to be “constructed” by a
two-way system – the giver of the information and
the receiver. Information as knowledge does not exist
separate this interaction.
Theorists Piaget, Dewey
Suchman, Bruner, Sternberg, Slavin
Johnson – Cooperative Lerning
Piaget’s theory of organizing, structutring, and
restructuring experience in light of the current
schemes of thought. These schemes of thought
expand and modify over time.
Dewey proposed a new method of education that
world involve world practical workshops by which
students could demonstrate their knowledge through
collaboration.
Knowledge Changing body of
knowledge,
Individually
constructed in
social world,
Built on what learner
Brings
Learners strives to organize experiencesin terms of
pre-existing mental structures and schemes.
Scaffolding refers to the shared endeavors between a
professional and an apprentice.
Learning Active construction, Restructuring prior knowledge
Occurs through multiple opportunities and diverse
processes to connect to what is already known
Teaching Challenge,
Guide thinking toward more complete understanding
Role of Facilitator, guide
Teacher
Listen for student’s current conceptions, ideas,
Students can be placed in “social situations” that requisitet problem- attainment may not take place.
solving, and are forced tto draw upon past experience to “situate” with
new knowledge.
Knowledge attainment occurs when students engage with the real
world, contextualize, and problem solve rather than take in by
traditionalist transmission from teacher to student in a classroom
setting.
Vygotsky, Dewey These theories seem to suggest that
Suchman, Bruner, Sternberg, Slavin a carefully constructed curriculum
Johnson – Cooperative Lerning
is absolutely vital in the
constructive creation of a good
Vygotsky’s zone of proximal development claims every function in a learning environment as a
child’s development appears twice, first on a social level and then on a curriculum should be designed to
personal level. Higher-level functiosn originate as relationships between
individuals.
engage with learning as a social
process.
Bruner builds on a Socratic method of learning through competing
dialogues and believes that learning emerges through reflection on
these dialogues.
Socially constructed knowledge Such a Constructivist model would
work against the testing or
Built on what participants contribute, construct together.
assessment strategies that involve
The constructive model has learners construct understanding, not rote memorization or fill-in-the-
mirror and reflect but rather dissect and analyze. Learners look for blank question styles.
meaning and try to find regularity and order. To make learning
meaningful, individuals relate new learning to concepts and
propositions known from past experience.
Collaborative construction of socially defined knowledge and values Proximal development is essential a
Occurs through socially constructed opportunities teaching model that encompasses
Cultural and social immersion helps to establish and constructivist thought. Attention to
the facts contributes little to overall
development as contextualization is
vital for long-term learning.
Participant
Co-construct knowledge with students
Facilitator, Guide, Co-participant The teacher should serve as a guide
and leader, but delegate specific
Co-construct different interpretation of knowledge;
Listen to socially constructed conceptions roles of important to others as well.
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 thinking
Role of Not necessary but can stimulate thinking, raise Ordinary part of process of knowledge construction As learning is seen as a social
Peers questions activity where “constructions” can
only happen from multiple sources
of input, the role of peers is not only
important but vital. Collaborations
and group projects should be used
to create active social participation.
Role of Active construction (within mind) Active co-construction with others and self, The student is as is the peer – both
student gain from one another in this
Active thinker, explainer, interpreter, questioner Active thinker, explainer,
Interpreter, context.

Questioner,
Active social participator
3-5 Big ideas List several Big Ideas that inform your instructional planning you have developed based on this theory. Explain Big Ideas and how you
applied them.
Learning is an active process using sensory input and constructing meaning from it
Learning takes time and long-term involvement and participation
Learning cannot take place without a bank of past experience or past knowledge, including world views or weltanschaungs to Students draw meaning from their
build upon attempts to draw meaning through
People learning as they go, through active constructions the acquisition of multiple sources
of information – one from social
interaction, another from past
worldview, and the third from
direction instruction. A classroom
environment and a curriculum that
takes this all into mind is vitalistic
for such a model.
Growth Motivation and student participation is key in constructivism. It is essential as learning must take place in the “zone of proximal Growth mindset must exist when
Mindset: development” Constructivism approaches are
Explain in
this theory The entire point of this model is to help instill a growth mindset as constructivism IS growth in learning. employed.

Perfect Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long term memory. Specifically, assigning multiple
Assignment: methods of interpreting a play
Open-ended questions are always great for giving assignments. Providing students with “big questions” that they can tackle in a
group of social setting would be ideal, as each student can come back with their own renditions, adding to what they already passage, or a literary passage, is
know and how they already see the world. perfect for the Constructivist
model.
Assessment Explain the type of assessment that is most appropriate for this theoretical view of learning. It is very likely that this style of
Type learning is not immediate and
Constructivism makes it so that assessment is formative not summative. Grading is harder with such assignments as what
should be graded is how that knowledge is used, not the end result necessarily. rather long-term.
Long Term How does learning get into long term memory through the use of this theory? Reviews should be given at the end
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Learning of class and students should present
Learning takes place in the PROCESS of engaging with the ideas presented, not immediately, and not even necessarily by time “what they learned” as the class
of assessment. This is a long-term and cumulative process, it is not summative.
draws near its end.
Lesson How does a specific lesson model in this theory get learning into long term memory? This model makes it so that the
Model/long long-term memory intake is PART
term As a cumulative-type model, students are regularly testing out what they learned throughout the semester/period, but also
learning acting out their learning process in everyday social situations. The “learning” does not necessarily stay in the classroom, and of the process, and learning will not
more than likely, actually takes place OUTSIDE of the classroom as the students are challenged by their everyday experiences. take place if students have no bank
of knowledge to draw on from
previous instances of learning or
social adaptation.
Personal How would you apply this theory for teaching
Application students how to learn? (Provide 3 or more examples)

Web links http://www.instructionaldesign.org/theories/construc http://livernspleen.com/wp-content/uploads/2013/08/piaget- http://www.ucdoer.ie/index.php/Ed

for articles tivist/ constructivist.pdf ucation_Theory/Constructivism_an
https://www.researchgate.net/publication/261287220
_Social_constructivism d_Social_Constructivism

Theory Social Learning

Address each area
according to the
views of this theory.
Theoretical Basis Social Learning Personal Evaluation
Provide your personal evaluation and
Cognitive/intellectual development linked with skill in social process experience for each category
applicable. Explain how learning
Learning is not unidirectional but multidirectional, and pupils may learn from one another via imitation,
observation, mimicry. The development comes from social processes which help happens through reflecting on theory
traits.
Theorists Bandura, Dewey Social learning exists through the
Bobo the doll experiment – showcasing socialization and learned behavior process of imitation of behavioral
Dewey – makes sure interaction is part of class mimicry. It takes into account the fact
tthat experiences alter and augment the
Johnson and Johnson, Slavin, Shlomo, Sharan , Thelen ability or willingness to learn in certain
situations.
View of Knowledge Knowledge constructed and continuously reconstructed by individuals/ groups Have classroom discussions shape what
happens next in a lesson plan. Provide
Students operate on experience to produce knowledge content that generates interest in future

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 studies, link to past discussions, build
Knowledge has a personal quality and is unique for each individual cumulatively on top of one another
How does learning Cooperative vs competitive, Observational learning – make
happen in this Synergistic, environment conducive to this type of
theoretical view? Cognition as well as social complexity key to increased learning learning. The students of that
Learning from observation of others in a more advanced stage of development or skill level, classroom are important in observing
Experienced based learning others and student behavior is more
self-directed than not.
Teaching Modeling, Observation is important Debates and “open questions” are good
Model democratic processes, Experience-based learning, Inquiry and knowledge are central ways of exploring this theory’s efficacy.
Debates can be conducted when one
group of students are assigned an issue
or idea and the other group the
opposing idea/or issue. Sometimes
discussions can be used to have students
reach a sort of compromise – learning
from one another in the process.

Students may also be asked to roleplay,

especially in a drama-literature class.
Take a position or take a stance on an
issue one might not in real life but
assume the role.
Role of Teacher Facilitator, Encouraging , flexible supervisor, Co-participant, The teacher’s role is to be the conduit
Requires high level of interpersonal and instructional skill or the guide for discussion and
Responsive to student needs/Student centered interaction that learns to self-directed
educational outcomes.
Role of Peers Peers /role models are primary part of process of knowledge construction. The role of the peer is the most
important role in this particular
framework as it helps adjust, augment,
entirely change, or add to a particular
learning outcome for the student. The
peer exists to be learned from and
coordinated with socially.
Role of student Participation is of primary importance, The student’s most important role is
openness and willingly to participate
Cooperation with peers in a democratic learning environment is necessary and engage. Without this first step,
learning is not capable of taking place.
A student must be challenge and built
up by the instructor but should carry
with them the dire to self-learn as well.
Growth Mindset: Growth mindset is present because the students are learning how social experience can build a
Explain in this knowledge base and a skillset.
theory

13
3-5 Big ideas List several Big Ideas that inform your instructional planning you have developed based on this Explain Big Ideas and how you
theory. applied them.

One big idea is that learning is multi-directed and successfully achieved only through active participation Building off prior lesson and
in the learning environment and process. curriculum goalpoasts helps unite
Another big idea is Learning can only happen through participation and not passivity knowledge cumulatively
Finally the best learning is the one that relates to learning of the past – showing a continuity Creating and maintaining many
discussion forums and opportunities for
classroom participation in analysis
Incentivizing participation – making it
entertaining through role-playing
Perfect Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long Long term memory can be exercised
Assignment: term memory. through the use of line
memorization for a role-play –
inducing “improv” where the
student can pontificate through
something – enhancing learning
Assessment Type Explain the type of assessment that is most appropriate for this theoretical view of learning. Group-based assessments in which
a test is given and student
cooperation can help everyone pass
it.
Design a perfect Perfect Assessment: A Perfect Assignment would be to
assessment for this assign roles to students for a debate
theory for long term on a topic of interest that connects
memory. back to topics learned earlier in the
class.
Long Term Learning How does learning get into long term memory through the use of this theory? Attention, Retention,
Reprodcutions, Motivation -
Lesson Model/long How does a specific lesson model in this theory get learning into long term memory? Encouraging collaboration and sticking
term learning to “partners” for periods of the class
time that can culminate in tandem
work being submitted

Personal Application How would you apply this theory for teaching students how to learn? Giving more freedom the students to
take hold of their learning by allowing
(Provide 3 or more them to discussion the next topic to be
examples) covered, utilization of their creative
freedom to produce something
cumulative. Peers share their desires
and hopes for learning outcomes.
Web links for articles https://www.wgu.edu/blog/guide-social-learning-theory-education2005.html
https://courses.lumenlearning.com/edpsy/chapter/social-cognitive-learning-theory/

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 EDU 542 - Additional Theories
Please add to this chart as we encounter other theories/theorists throughout the course.
Here are a few examples that we will likely discuss in class. Please add to this list as a means of collecting information and making it useful. Feel
free to add charts or pictures to your notes pages as a means of helping you remember what you have learned. After the name add a few
remarks to help you remember key points.

Robert Sternberg: Creativity, Wisdom, UDL

Carol Dweck: Growth Mindset
Video speaker
Book Report Authors
Dufours: PLC
Cooperative Learning: Kagen
Brain theory /Learning Sciences
Text Book Researchers: Lesson models /theories

E-Presentation on Theory and Learning

Essential Question: How does learning happen (specifically in this theory)?
Group Members:
15
 • Get to know your group members names and contact information.
• Develop a means of communication so you can work collaboratively without meeting face to face. Names and cell phones/e-mail are usually
exchanged.
Essential Question for this presentation: How does long term learning happen in this (the theory you are assigned) theoretical view?
• Use ideas in the sample Power Point I have posted in BB as the main content areas to include for this project.
• Feel free to include other valuable points from your professional study.

Presentation Skills: DO NOT just read the presentation notes:

• Talk in professional and expert voice to your colleagues using your e-format/tools to enhance the presentation and deepen the learning.
• Always face the audience and make eye contact.
• The Ppt. is a reference point but you will add more information as a professional.
• Speaking skills will be noted.
• Appropriate understanding and use of vocabulary related to presentation topic is important.
• Technology is appropriate and engaging
Purpose:
1. This presentation, using technological recourses, will be the main source of information shared in class concerning this theory. Therefore it is
very important that it is complete and that the information is correct.
2. The presentation will be shared on Blackboard so that all students will have access to it for study purposes.
3. This presentation should be appropriate for your faculty in-service meetings or team meetings. It should be informative and practical providing
useful information and samples for the participants. Keep in mind that the participants will include K-12 teachers as well as administrators.
Directions:
• You must use the Ppt. posted in BB as a guide for the content that must be included in your presentation.
• Prepare a presentation of about 45 minutes using current technological tools. If there are interactive demonstrations it is acceptable to use a
longer time period.
• This will be a group project so divide the tasks in an appropriate manner so that all members participate equally.
• Each group member will submit the whole presentation (or their part) with clear indications of their exact contribution to the presentation.
• Note other resources used that would indicate your participation. (tools or curriculum from our school)
• Use engaging and cutting edge technology.
• Include Video, web links, and shared www space such as Voice Thread, WIKI, Google docs, or Live Text
• Be prepared to share a lesson model that goes to support your presentation. Explain what works well and what you would change to make
improvements. You are accountable for the information in the related text chapters of your lesson models so come prepared to be experts on the
text material.

EDU 542: Professional Presentation Rubric

16
 Points Possible 0 Points 50% of Points 80% of Points 100% of Points Total
Audience cannot Audience has difficulty Information is in logical 10 Points
10 Points understand following presentation sequence which audience Information is presented in logical, interesting
presentation because because of lack of can follow and take notes. sequence which audience can easily follow and
Organization there is no sequence of organization. take notes.
information.
Presenters do not have Presenter is Presenter is at ease with 20 points
20 Points grasp of information; uncomfortable with expected answers to all Presenters demonstrate full knowledge (more
cannot answer information and is able to questions, but fails to than required) by answering all class questions
Subject Knowledge questions about subject answer only rudimentary elaborate. with explanations and elaboration.
and Mechanics or spell or pronounce questions. Some
words correctly. misspellings.

20 Points Superfluous graphics or Some graphics that Graphics relate to text and 20 Points
no graphics support text and presentation. Graphics explain and reinforce screen text and
Graphics presentation minimally. presentation.
Presentation has Presentation has several Presentation includes use of 25 Points
minimal use of different uses of a variety of tools to add Presentation has a WOW effect using various
technology beyond use technology. interest and understanding. new types of (technology/videos/fresh new ideas)
25 points of a Power Point. Presenters have a good that add interest and support for learning the
Technology command of the tools they material. Presenters use the tech tools effectively
are using. and efficiently and can explain to others how to
use the new tech tools.

15 Points Student reads all of Student occasionally Presenter(s) introduces 15 Points

report with no eye uses eye contact, but still themselves and maintain Presenters introduce themselves and respect
Engagement of
contact. reads most of report and eye contact most of the time audience. All presenters maintain eye contact
Audience and Student does not seem seems to contribute less but frequently returns to with audience, seldom returning to notes.
Participation & to contribute much to than fair share to project. notes. Students contribute Students obviously contribute to the project and
Professional the group work. fairly to project. to the presentation in a professional manner.
Appearance Professional attire noted.
10 Points Student mumbles, Student's voice is low. Student's voice is clear. 10 Points
incorrectly pronounces Student incorrectly Student pronounces most Student(s) uses a clear voice and correct,
Elocution and Eye terms, and speaks too pronounces terms. words correctly. Most precise pronunciation of terms so that all
Contact quietly for students in Audience members have audience members can hear audience members can hear and understand
Look and act like a the back of class to difficulty hearing presentation. presentation. Actions denote confidence.
professional hear. presentation.
Total Points:

17