Running

Head: LESSON PLAN CRITIQUE 1

ETEC 512
Applications of Learning Theories to the Analysis of Instructional Settings

Final Assignment: Lesson Plan Critique
Instructor: Janet Mccracken

By: Alexis Handford
December 2016
























LESSON PLAN CRITIQUE 2

Introduction

Historica Canada is a Canadian organization that works to provide materials, resources,

and information to enhance people’s understanding of Canadian history. This critique will focus

on the lesson “Inukshuk,” a Historica lesson plan designed to teach intermediate students

(grades 7-8) about the Inuit way of life as well as cultural expression through a focus on the

Inukshuk. This lesson is largely based on the Inukshuk Heritage Minute video from the Heritage

Minutes Collection (Available at: https://youtu.be/JD7rAD_S-fE). The critique will focus on the

lesson plan’s use of educational theories including: constructivism, information processing,

situated and distributed cognition, and the Zone of Proximal Development.

Constructivism

The theory of constructivism focuses on constructing knowledge through activity and

interaction. Constructivists believe that knowledge is built from experience (Glasersfeld, 2008, p.

38). Constructivist theory focuses on problem solving, rather than information replication (p. 42).

The Inukshuk lesson plan does utilize some aspects of constructivist learning, however, there is

room for improvement. The lesson does allow students the opportunity to discuss the Heritage

Minute and work through their initial thoughts and ideas, and it also gives students the

opportunity to look through Inuit artwork that they consider to reflect traditional Inuit life. To

critique, there could be more clarity around the questioning portions of the lesson, as it is

unclear whether or not the prompted questions are meant to be engaged with individually,

within small groups, or within a class discussion, as each of these could alter the level of

constructivist engagement. Nonetheless, the lesson does provide students with the opportunity

to reflect on their own ideas and to explore art, myths, and beliefs which provides variety within
LESSON PLAN CRITIQUE 3

learning as “constructivism is a philosophy that offers an appreciation of many ways of knowing

and understanding the world” (Gulati, 2008, p. 183). The lesson lacks some opportunities to

tackle previous conceptions and assumptions (prior to watching the Heritage Minute). Tackling

pre-conceived conceptions and assumptions is an important aspect of constructivism, as there is

importance in accounting for each person’s individual experience and cognition (Hyslop-

Margison and Strobel, 2007, p. 74).

Information Processing

The study and theories of information processing focus on how people retain

information and how connections are built within our memory. There are three main memory

components highlighted in this theory: sensory memory, short-term memory, and long-term

memory (Orey, 2002). There are pieces of the Inukshuk lesson that have elements of

information processing theory, however, the major issue is the lack of well-conceived

connection building. The lesson does offer a video to help initiate discussion, however, the

lesson lacks room for discussion and exploration of how students’ pre-existing knowledge

connects, or doesn’t connect, to the new information being presented. The lesson does provide

questions to students to prompt them to think through what they have seen in the video which

helps to send information from the sensory memory into the short-term memory; however, the

lesson is lacking in feedback to help retain information in the long-term memory. The lesson is

relatively scattered as it veers off topic at numerous points. Inukshuks have a long history, yet,

it seems as though the lesson is struggling for content; this could lead to gaps in the scaffolding

process of building knowledge. For example, the following question/section is related to Inuit

life, but moving off topic from the Inukshuk, which could lead to confusion: “Look closely at the
LESSON PLAN CRITIQUE 4

clothes the Inuit are wearing. What do you think they are made of? Is there any evidence of skill

in their workmanship or of artistry in their decoration?” This question would probably be better

suited in a separate lesson or in a later section of the lesson aside from Inukshuks. Within

information processing theory, it has been argued that memory relies on hierarchy as a method

of organization. Lutz and Huitt suggest:

“each person’s nodes would be individualized by the experiences and knowledge

that person [has] gained throughout his or her lifetime. Because this suggests a

hierarchical system at work in the mind, integration of new information is shown

as a process of moving stimulus to tab to separate pieces filed behind the tab, a

very linear progression.” (Lutz and Huitt, 2003, p. 6).

This also connects closely to Blooms Taxonomy, which involves increasingly more difficult

levels of elaboration, which allows for information to be processed in varying levels of

memory aiming for greater retention (Lutz and Huitt, 2003, p. 11). The Inukshuk lesson

starts on a decent foundation, but it lacks increasing difficulty and it steers off topic at

times when there could be greater emphasis given specifically to Inukshuks and more

connection builders in relation to Inukshuks, as “the more connections to a single idea or

concept, the more likely it is to be remembered” (Huitt, 2003, p. 8). It also lacks some

variety in the way the presented questions are delivered and analyzed.

Situated and Distributed Cognition

Situated and Distributed Cognition theories focus on how learning should involve

authentic activities and interactions (Brown et al., 1989, p. 33). Similar to constructivism,

situated cognition sees the value in “learning by doing” and by problem solving and
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analyzing tools and activities through analyzing the context in which they were created

(p. 36). Essentially, we must understand context before we truly gain knowledge, as

“…knowledge is situated, being in part a product of the activity, context, and culture in

which it is developed and used,” simply reading definitions isn’t enough (p. 32). This is

where the Inukshuk lesson plan falls short as it has very little (if any) authentic

connections.

Distributed cognition looks at “cognitive processes that are distributed across the

members of a social group” (Hutchins, 2000, p. 2). This means that distributed cognition

describes a collective consciousness and the connections that groups build between

ideas, definitions, tools, ways of life, etc., connecting closely to Vygotsky’s sociocultural

theory. The lesson has parts that elude to distributed cognition, as there are (seemingly)

quite a few opportunities for students to engage with their peers (both in discussion and

in activity), however, it is somewhat disorganized and the common lesson goal could be

more concrete to allow for more specific engagement and distributed learning around

Inukshuks. Furthermore, the lesson could better engage students in learning the

distributed cognition of the Inuit people through more authentic and concrete examples,

and thereby gaining a greater understanding of the sociocultural nature of the subject

matter.

Zone of Proximal Development (ZPD)

The Zone of Proximal Development becomes important in connection with distributed

cognition. The Zone of Proximal Development considers the gap between what a child can

do on their own, and what a child can do when involved in collaboration. Sociocultural
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theorists expand the concept by “increasingly conceptualiz[ing] learning as distributed,

interactive, contextual, and the result of the learner’s participation in a community of

practice” (John-Steiner and Mahn, 1996, p. 198). The Inukshuk lesson needs to do a

better job of connecting new concepts to student’s pre-existing ideas, so that as a

collective (where the instructor understands their current understanding, and where their

gaps exist), the class can decrease their ZPD through distributed cognition with greater

success. This is where authentic interactions and activities are so important, to ensure

that new information coming into the group is accurate to the external community’s

(Inuit) knowledge and practices.

Conclusion and Modifications

Although the lesson currently offers some opportunities for engagement

(constructivism), there could be better organization to allow for successful scaffolding of

knowledge for greater retention (information processing). Furthermore, the lesson is

lacking in authentic activities and interactions (situated and distributed cognition). And

finally, the lesson lacks organization and prior knowledge recall in order to have adequate

scaffolding and knowledge building (Zone of Proximal Development). These elements

have been improved and/or implemented into the revised lesson plan. Please refer to

Appendix A.

LESSON PLAN CRITIQUE 7

References

Brown, J. S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18, 32-42.

Gulati, S. (2008). Compulsory participation in online discussions: is this constructivism or
normalisation of learning? Innovations in Education and Teaching International, 45, 183-
192.

Hutchins, E. (2000). Distributed Cognition.

Hyslop-Margison, E. J., & Strobel, J. (2007). Constructivism and education: Misunderstandings
and pedagogical implications. The Teacher Educator, 43(1), 72-86.
doi:10.1080/08878730701728945

John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A
Vygotskian framework, Educational Psychologist, 31, 191-206.

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University

Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology.

Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.

Appendix A: Lesson plan re-write

Inuit History and Inukshuk (Inuksuk, Inunnguaq, Inuksuit)

Grade Level: Grades 7-8

Province/Territory: All

Theme: Aboriginal History / Identity

Note to Teachers
For information about First Nations education, please refer to the following links:
http://www.fnesc.ca/learningfirstpeoples/#

http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-
11x17.pdf

While students and classrooms may differ, it is important to be knowledgeable about the cultures
in which our content originates. These links provide information (and resources) for
understanding First Nations educational needs and for understanding government policies and
initiatives for First Nations education in BC.
______________________________________________________________________________

Overview (lesson 1)
This lesson will provide a brief summary of Inuit culture in Canada

Pre-Work (3-5 minutes)
Have students spend 3 minutes writing down what they currently know about Inuit culture and
how the Inuit people live. Have the students hang onto their written responses until the end of
the lesson.

Activity (20 minutes)
In a computer lab, have students break into groups of 2, and explore the following link: This activity provides an
opportunity for students to
http://icor.ottawainuitchildrens.com/node/48
interact with both their peers,
and with the information at
This link explains the differences between traditional Inuit life, and modern Inuit life. their own pace
(constructivism). And allows
Have the pairs present 3 differences that they found surprising to the class. for students to explore the
content and pick out elements
of interest to share with the
Discussion (15 minutes) class.
As a class, discuss the following questions:

- Is it possible to preserve important traditions under the impact of modernization?
What might the Inuit do to preserve and enhance their traditional customs and This portion allows for
beliefs? students to more critically
reflect on what they have
o Does your family have traditions? Where did the traditions come from? learned, and connect it to their
own experiences
- Nunavut is the name of the Inuit homeland that became a Canadian Territory on (constructivism)
April 1, 1999. How does Inuit self-government contribute to the preservation of their
cultural identity?
o What helps you preserve your cultural identity?

Students spend time reflecting
Feedback (3-5 minutes) on what they have learned,
Have students return to their reflection sheets (from the beginning of the lesson) and record and are able to receive
what they have learned that they didn’t previously know about Inuit culture. feedback from their teacher
(information processing; ie.
Scaffolding to LTM) and as a
Have students hand in their reflections for feedback. result of reflection and
feedback, they will be more
_______________________________________________________________________ successful in decreasing the
Zone of Proximal Development

Overview (lesson 2)
This lesson will focus on the history and cultural significance of Inuit Inukshuks.

Review (5-7 minutes)
* 5 minute summary on last class

Ask if students have any questions about the previous class

Pre-Work (3-5 minutes)
As a pre-activity, have students spend three minutes recording what they currently know
This pre-activity is important
about Inukshuks, and where they have seen Inukshuks before. Then, have the students share for gaining knowledge on what
their responses with the class. You may show them the images (links) below in order to students already know, and
refresh their memory. where the gaps or errors exist
in their understanding. This will

help with scaffolding
https://s-media-cache-ak0.pinimg.com/originals/e5/eb/ce/e5ebce35c936b20c73faf95623ff8552.jpg
knowledge later (info.

processing).
http://www.douglas-mcintyre.com/get/img/book_image/XL-4eiij3hf.jpg

https://s-media-cache-ak0.pinimg.com/originals/79/c7/06/79c7062e0e861831206023571f34dec7.jpg

**Please be aware, the images are copyrighted and may be shown in class, but not distributed
without permission.

Video (15 minutes)
Have students watch the following video (link):
Unlike the original video, this
https://www.youtube.com/watch?v=NKQ97rOwBH0
video has an authentic
representation, an expert
Once students have watched the video, have them break into groups of 2-3 students, and have source (situated cognition).
them discuss what they saw. Have each group share with the class one thing that they learned This will help students connect
from the video. with the Inuit culture more
effectively, and by watching
the video, students are briefly
Activity (5 minutes) transported out of “school
culture”
Referring back to the first three images provided, (as a class) have the students identify which
images are Inukshuks and which images are Inunnguaq.

Activity (30-40 minutes)
Have students work in groups of 2-3 to create a lesson about Inuit living, and their traditional Allowing knowledge to be
scaffolded through varying
practice of building Inukshuks that they can show to a friend that doesn’t know about Inuit life. connection builders. Also
They may be creative and browse the Web for examples of Inuit art, sculpture, etc. Have each allowing for students to
group find one interesting fact/artifact/practice that they can share which was not discussed in problem solve and develop and
class. enhance their own knowledge
(info processing and
constructivism).
A good resource (and place for students to start) is the site previously provided:
http://icor.ottawainuitchildrens.com

This source was accurately developed by the Ottawa Inuit Children’s Centre.

Feedback (30-40 minutes),
**could be moved to additional class day to provide adequate time to students

Have each group present their presentations to the class and provide each group with initial
feedback.


Additional information and activities Having students build an
Inukshuk Building Inukshuk collectively is a good
Have students work together as a class to collect stones and build an Inukshuk. It doesn’t example/display of their
distributed cognition, as well
have to be a full-size model. After completion, display the Inukshuk in the classroom as a as the distributed cognition of
reminder of what the students have learned and accomplished together. the Inuit people they have
learned about. Additionally, it
will serve as a reminder of
what they have learned.

Connected North
Consider bringing in authentic sources and subject matter experts into the classroom to help
enhance the authenticity of learning.

Connected North helps develop cross cultural authentic understanding through projects Connected North helps
between schools across the country. Classrooms in the South and in the North are able to increase authentic activities
and connections (situated and
connect through video conferencing and learn about different cultures and daily living. distributed cognition), and
Connected North believes in meaningful connection building, and they are committed to an allows for constructivist
approach that holds indigenous perspectives and reconciliation at the center of content and learning through interactivity.
process.

Learn more at: http://connectednorth.org/index.html


Historica-Dominion 2016-10-16, 5:16 PM

Appendix B: Original lesson plan

HERITAGE MINUTES
Inukshuk

GRADE LEVEL: Intermediate (Gr. 7-8)

Secondary (Gr. 9-12)
Secondary Cycle I
Secondary Cycle II
PROVINCE/TERRITORY: All
TIME PERIOD: All
THEME: The Arts
Aboriginal History
Identity

Overview

This lesson is based on viewing the Inukshuk Heritage Minute, which depicts an RCMP officer watching a group of Inuit
build an inukshuk in the year 1931.

Aims

Students will learn about the "traditional" Inuit way of life and cultural expression.

These activities are intended to give students an appreciation and understanding of the Inuit culture and "traditional" way
of life, as well as an understanding of how new technologies might alter Inuit culture.

Resources

Heritage Minute: Inukshuk

The Canadian Aboriginal Writing and Arts Challenge
The Canadian Encyclopedia: Inuit
Lesson Plan: Inukshuk - Secondary

Activities

1. Looking at the Minute

Watch the Minute for clues about Inuit life.

- After reading the account of Inuit life and watching the Minute, speculate about what the Inuit family is doing? During
what season does the Minute take place? Describe the location. What might the family be doing at that site? What signs
are there that the Inuit and European Canadians have been in contact with each other for some time?
- Look closely at the clothes the Inuit characters are wearing. What do you think they are made of? Is there any evidence
of skill in their workmanship or of artistry in their decoration?
How does the Minute reinforce the article's statement about Inuit social life?

2. Cultural expression

Inuit prints and sculpture have become famous throughout the world for their beauty and their expressiveness.

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Historica-Dominion 2016-10-16, 5:16 PM

- Collect examples of Inuit art from books and magazines. Discuss the many ways the artwork reflects the traditional life of
the Inuit, as well as the impact of "Southern" culture on that tradition.
- Have students do some research about Inuit myths and spiritual beliefs. Find examples of artwork that reflect religious
beliefs. Students may want to tell some Inuit stories and illustrate them with prints or sculpture.

3. Contact with the south

The Minute takes place in 1931, after the Inuit have had years of contact with Canadians of European ancestry. In fact, it
uses the contact between the Inuit family and the RCMP officer as the means of explaining the custom of building the
inukshuk.
- From reading the story and watching the Minute, what are some of the most obvious differences between "traditional"
Inuit life and the way most of us in "southern Canada" live? Think about some of the basics of shelter, food, clothing, work,
and travel as starting points.
- Imagine what the impact of new technologies might be upon people living the traditional life. What might occur if they
receive snowmobiles? Televisions and satellite dishes? Prefabricated houses? Frozen food?
- Is it possible to preserve important traditions under the impact of modernization? What might the Inuit do to keep the best
of their ancestral customs and beliefs, while still benefiting from what the modern world has to offer?
- Learn more about the actual impact that "westernization" has had on Inuit life. One interesting source is the National Film
Board documentary, Magic in the Sky, which shows the effects of television on the Inuit communities and the
establishment of the Inuit's own television network.
- Nunavut is the name of the Inuit homeland that became a Canadian Territory on April 1, 1999. How might this recognition
of the Inuit self-government contribute to the preservation of their cultural identity.
- What similar cultural crises have occurred with other aboriginal groups in Canada? What means might they take to
preserve and enhance their traditional cultures? What changes have occurred in the government's position toward
aboriginal people and in the public's appreciation of their history?
- As another extension, look at the conditions of indigenous cultures all over the world.

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