Betsy Kimmel

Student ID: 000750757

Program Mentor: Rachel Rowe
Assessment Code: JOT2 Task 2
July 9, 2018
 Students construct knowledge
 Hands on activities
 Not teacher centered learning
 Time consuming
 Factual data being presented
 Teacher centered
 Transfer knowledge
 Stimulus/Response
 Behaviors need to be observable and measurable
 Attempting to shape behaviors through the use of
reinforcements
 Scripted
 Teacher led
 Models
 Change to Constructivism
 Less teacher involvement
 More student centered
 Trial and error
 Modification discussed in Section C
 Self discovery
 Using background knowledge
 Focuses on the end goal of instruction
 Provides a framework to plan instruction
 Supports maximum learning opportunity
 Begin with the end in mind
 Focus on the end goal of instruction
 Time consuming
 Teach to the test
 Assessment driven
 Loss of teachable moments
 Organization of instruction
 Framework to encourage student success
 Focuses on a single, measurable learning goal
 Only focuses on one measurable learning goal
 Planning process is lengthy
 Teaching focuses on student performance on
assessment
 Limited background knowledge
 Limited life experiences
 Social status limitations
 Collaborative
 Focuses on understanding
 Student engagement
 Supports various learning styles
 Constructivism
 Unique learners
 Instruction is easily differentiated
 Promotes community learning
 Student engagement
 Grade 3 Mathematics. (2013). Retrieved April 4, 2018,
from https://www.engageny.org/resource/grade-3-
mathematics-module-1-topic-lesson-1.

 Fusaro, M. (2008, May 29). What is Teaching for

Understanding. Retrieved April 04, 2018, from
https://www.gse.harvard.edu/news/uk/08/05/what-
teaching-understanding.
 JOT2 Module. Learning Theories and Instructional
Strategies.
 Perkins, D. (fall 1993). Teaching for
Understanding. American National Biography
Online, 17(3), 8,28-35.
doi:10.1093/anb/9780198606697.article.0900329.