AMY YOUNG

STUDENT MENTOR: DEE CADDIE

ASSESSMENT CODE: JOT2 TASK 2
JANUARY 31, 2018

Learning and Design

Theories
Learning Theories
CONSTRUCTIVISM  COGNITIVISM  BEHAVIORISM
When Constructivism is Beneficial for Learners

• Learning in a constructivist classroom occurs

through creating meaningful experiences
• Constructivism is a student-focused learning
theory
• Student create their own learning through
collaborative learning
• Constructivism is best used for the
acquisition of advanced knowledge in ill
structured or complex problems.
When Cognitivism is Beneficial for Learners

• The cognitive approach of learning focuses

on connecting instruction to learners
attitude, prior knowledge, and beliefs
• Cognitivism is a teacher-focused learning
theory in which the instructor models and
provide steps in solving problems
• Cognitivism is best for situation were
complex learning such as reasoning,
problem-solving, or information processing
are required
When Behaviorism is Beneficial for Learners

• Behaviorism focuses on providing the correct

stimulus so that students have the
opportunity to provide the correct response
• The behaviorist classrooms is a teacher-
center instructional environment in which the
instructor provides reinforcement for correct
behavior
• Behaviorism is most beneficial for learners
when the goal of instruction is recalling facts,
defining and illustrating concepts, or
performing specified procedures
Lesson Plan
THE NUMBER DEVIL TEACHING ACTIVITY: SEATING
ARRANGEMENT PROBLEM
Learning Theory Reflected in Lesson Plan

• This lesson plan uses a constructivist approach to

teaching sample spaces
• Throughout the lesson students are either working as a
whole class or in groups to determine patterns in
arranging people
• Student start by working as a whole class to determine the different ways to arrange
3 people then 4 people and the discuss any patterns they notice
• Students then are placed into groups to explore and experiment with seating
arrangements at a wedding.
• For homework students are given a task that takes the conclusions they found in
their groups and has the student apply that knowledege to determine how many
ways an area can be covered with different size mats.

• The instructors role within this lesson is that of a

facilitator and collector of information
Adapting the
Lesson Plan
Adapted Lesson Plan

● To adapt this lesson plan to a Cognitive Approach you would

change the following aspect of the lesson:
● Instructor would lead a class discussion on the definition on a sample
space and how you would arrange people/things in different orders
developing the idea of a factorial (n!).
● Then student would be given practice problems based on what was
discussed during the lecture such as how many ways could you
arrange 5 people.
● Instructor would then bring back the students to discuss how putting
restrictions on the seating arrangements changes the number of
possible seating combinations
● Again, students would be given the opportunity to practice finding the
sample space for arranging people with some type of restriction
● Homework would be another opportunity for student to practice
finding sample spaces similar to the problem discussed during the
class
Beneficial Lesson
Plan
CONSTRUCTIVISM VS COGNITIVISM
Most Beneficial Lesson Plan

● For this lesson the constructivist approach would

provide a better opportunity for students to develop
their own understanding of sample space as well
extend that knowledge beyond arranging people in
a straight line
● Students would discover through experimenting
what the effect the type of table (round tables vs
seating in a straight line) and seating restrictions
has on the sample space
● This type lesson plan would also assist in future
lesson plans on determining difference between a
Permutations and Combinations
Importance of
Design Theory
Benefits of Following a Design Theory

● Following a design theory can assist in:

● Organizing the lesson to provide the best
learning experience for students
● Allowing for a systematic approach to
lesson design that acknowledges learning
goals, activities, and assessments
● Ensuring instruction is viable and relevant
to learning goals
Design Theory
BACKWARDS DESIGN  GAGNE’S NINE STEPS OF
INSTRUCTION  TEACHING FOR UNDERSTANDING
Strengths of Backwards Design

• Focuses on student learning and

understanding
• Encourages intentionally design by
focusing on learning goals and desired
results
• Instruction is transparent and explicit
based on learning assessments
• Acknowledges what skills and knowledge
students need during the design process
Limitations of Backwards Design

• Does not take student feedback into

consideration
• Could be thought of as “teaching to
the test”
• Quintessential questions or “Big
Idea” questions are not a priority
Strengths of Gagne’s Events

• Systematic approach with concrete steps

• Steps are logical and ordered
• However steps can be rearranged to some extent
• Emphasis on engaging learners
• Students are provide multiple opportunities
to practice skills in different levels of
guidance
• The repetition of material can help in
increasing retention and transfer of learning
Limitations of Gagne’s Events

• With nine steps Gagne’s Events can

feel overwhelming to plan and teach
• Repetition could not be received well
by some learners
• Does not encourage a lot of
independent exploration
Strengths of Teaching for Understanding

• Promotes in-depth learning and

applying knowledge to real world
problems
• Encourages active participation
• Acknowledges different learning styles
• Takes into account student interests
Weaknesses of Teaching for Understanding

• Structure/guidelines are not clear

• There can be some difficulty in assessing
student “understanding”
• Time-consuming
• Requires instructor to present information
in non-traditional ways
• Not feasible for all subjects or topics
Most Appropriate Design Theory for My
Instructional Setting

● Gagne’s Nine Events of Instruction

● The systematic approach fits well with the needs of
my students
● This approach also allows students to have a basic
understanding of the structure of each lesson
● The nine steps line up well with teaching of
mathematical concepts
● Provides the instructor the chance to model solving
mathematical problems
● Allows students to practice with constructive and
prompt feedback
References

● Anonymous. (2017). Gagne’s Nine Events of Instruction.

Retrieved [January, 27 2018]
fromhttp://hlwiki.slais.ubc.ca/index.php/Gagne's_Nine_Events_
of_Instruction.
● Bowen, R. S., (2017). Understanding by Design. Vanderbilt
University Center for Teaching. Retrieved [January 27, 2018]
from https://cft.vanderbilt.edu/understanding-by-design/.
● Bremer, C. D. and Morocco, C. C. (2003). Teaching for
Understanding. Retrieved [January 27, 2018] from
http://www.ncset.org/publications/viewdesc.asp?id=1309
● Montgomery, M. (n.d.) The number devil teaching activity:
Seating arrangement problem.