JOT2 Task 2: Learning

Theories
Mikayla Rypkema
Task A: Learning Theories
and Learners
1. 1. Constructivism
2. 2. Cognitivism
3. 3. Behaviorism
 o Students are more actively involved.
o It teachers students how to learn to
think.
A. When o It is transferable, can take principals
Constructivism with them to other learning settings.

is Beneficial for o Gives students ownership of what they

learn.
Learners o Learning activities that are authentic,
real-world context, stimulates and
engages students.
 o Improves learning by learning through

A. When physical objects and mental symbols.

o Enhances concentration
Cognitivism is
o Students learn from senses.
Beneficial for
o Students learn from reasoning and
Learners problem solving.
 o Students learn based on the standards

for expected response.

A. When
o Uses teaching tools to shape expected
Behaviorism is behaviors from teachers.
Beneficial for o Combines both constructivism and
Learners cognitivism.

o Changes operant learning behaviors.

Learning Theory Used
in a Lesson Plan
Constructivism
-Learning by doing!
 Goal: Students will be able to identify and
describe the basic parts of a plant.
Objective: Given a variety of tools,
students will be able to identify parts of a
plant.

Materials: pencils, ground coffee, paper

Constructivism flowers, straws, construction paper, glue,
Lesson scissors, colored pencils, sticky notes,
Plan and computers.

Standards: 1.L.2. Summarize the needs of

living organisms for energy and growth.

Assessment: Grade the parts of a plant

worksheet completed by students.
Constructivism
 Students are participating with
hands on activities. B. Learning
 Having students acting out Theory
parts of the plant.
 Using of coffee grounds, fake
Reflected in
flowers, scissors, Lesson Plan
 Each student gets to create
their own flower.
  Constructivism to cognitivism.

C. Explain how you would  Instead of learning by doing, I would

adapt the original lesson have the students memorize the parts
plan (e.g., activities,
assessment) to reflect a of the plant from the anchor chart.
different learning theory.
 Goals would remain the same, but

objective would become

memorization.
 ● For students that need a
challenge I would have
those students complete
a worksheet about the
life cycle of a plant.
C. Adapted Lesson ● For students with
Plan
disabilities I would
reteach the lesson and
have them re-label each
part of the plant.
  For some students I would leave
the lesson the same, but for
D. Special some of my students, I would
modify it to re-teach and to have
Education them re-label and make the
Resource making of the plant a little
Setting easier for them by helping them
through the steps.
 Preferred plan: Constructivism
 • Students learn
by doing.
• Students can
use different
learning
Why styles.
• Scaffolding of
Constructivism? instruction.
• Students get
to learn at
their own
learning style.
E. Effective Learning Instruction through the use
of design theories.

Instructional Design Theory:

-How to best design the
instructon so that the best
learning can take place.
 ● Connect: able to
connect with peers
around you.
● Engage: learning comes
E. Benefits of with engagement.
Following a Design ● Scale: learning
Theory experiences that are
scaled globally.
● Enhance: blended
learning.
 F. Design Theories:

Gagne: Nine Events of

Instruction
Harvard Model: Teaching
for understanding
Wiggins: The backward
Design
  Makes you think what you
want your end goal to be
first.
 All apart of a big idea.
F. Strengths of  Conveys main ideas to
Backwards Design transfer learning.
 Helps instructors become
learning coaches.
 Requires a lot of
assessment
activities

Requires a lot of
F. Limitations of
Backwards Design time to be able to
design, implement,
and manage.
  States the learning goals.

 Builds up prior knowledge

F. Strengths of  Big ideas of engaging

Gagne’s Events learners attention.

 Gets understanding
before final assessment.
  Structure of the design
isn’t very flexible.

 Learning goals always

don’t connect with the
F. Limitations of process of the lesson.
Gagne’s Events
 Not very much gain on
applying previous
knowledge.
  Meaningful learning

 Active learning

 Encourages collaboration
F. Strengths of and diversity.
Teaching for
Understanding
  Takes awhile to see full
results.
 Does not take account for
students coming and
going throughout the
F. Weaknesses of school year.
Teaching for  Students are pulled
Understanding towards subjects or topics
that they may not feel is
enjoyable.
G. Most Suitable Design Process

 Backwards Design
 ● Backwards design is
most suitable for my
special education
students because it
G. Most
allows me to see what I
Appropriate Design
Theory for My want the end goal to be
Instructional Setting for each student and
and Justification allows me to design
something different for
each student.
 ● Each of my students
have their own personal
goals. I can now design
a plan for each of them
G. Example(s) of with their goal in mine
Backwards Design in before I start teaching
My Instructional them, which then helps
Setting reach their goals quicker
and easier.
 References:
What are the benefits of constructivism? (2004). Retrieved
from
https://www.thirteen.org/edonline/concept2class/construc
tivism/index_sub6.html

Daniel, H. (2011, June 15). Benefits Of Cognitive Learning.

Retrieved from http://benefitof.net/benefits-of-cognitive-
learning/

Nebel, C. (2017, August 10). Behaviorism in the Classroom.

Retrieved from
http://www.learningscientists.org/blog/2017/8/10-1
 References:
Sohail, S. (2015, October 5). Parts of a Plant. Retrieved from
https://www.education.com/download/lesson-plan/parts-
of-a-plant/parts-of-a-plant.pdf

Pros & Cons. (n.d.). Retrieved from

http://activelearningtheories.weebly.com/pros--cons.html