A.

Learning Theories and

Learners

• Constructivism
• Cognitivism
• Behaviorism
A. When Constructivism is Beneficial for
Learners

WHEN STUDENTS...

• LEARN BY EXPLORATION.
• HAVE ALREADY HAVE SOME BACKGROUND KNOWLEDGE AND
EXPERIENCE.
• ARE ADVANCING THERE KNOWLEDGE.
• LEARN THROUGH PROJECTS AND EXPERIMENTS
• CAN FACILITATE THERE OWN LEARNING
A. When Cognitivism is Beneficial for
Learners

WHEN STUDENTS...

• LEARN BEST FROM MODELING

• NEED GUIDED PRACTICE
• NEED TOOLS LIKE GRAPHIC ORGANIZERS AND MATH
MANIPULATIVES.
• NEED SCAFFOLDING
• HAVE LITTLE TO NO BACKGROUND KNOWLEDGE
A. When Behaviorism is Beneficial for
Learners

WHEN STUDENT...

• NEED CONTROLLED BEHAVIOR (POSITIVE & NEGATIVE

REINFORCEMENT.
• NEED CONTINUOUS FEEDBACK
• DIRECT INSTRUCTION AND TEACHER DRIVEN
• LEARN FROM MEMORIZATION OF FACTS
• LIKE STEP BY STEP GUIDES ON PROBLEM SOLVING
B. Original lesson plan.
Grade: 5th Subject: Math Title: Dividing Multi digit numbers
TLW find 2 digit quotients by dividing a three-digit
number by a two digit number, some with a
Materials:
Copy of Math Task
remainder. TLW read word problems and use the
Butcher Paper
information given to decide which operation should
Index cards
be used, how to set the problem up, and how to
Objective: “attack” the problem. TLW work in peer groups
Paper
Pencils
(collaboratively) to formulate an answer that all in
Markers/Crayons
the group agrees on. TLW be able to defend their
Tape
answer by proving that it is reasonable.

Activities: I will read the objective/standard off the board and

ask the students what they think that means.
Assessment:
-Teacher Observation using
We will talk about the vocabulary. (Quotient, divisor,
Assessing and advancing
dividend, remainder, Estimation)
questions.
Tell the students that we will be working on a Math
Assess to see if the Answer is
Task today, but before we start we need to establish
correct.
some Norms. Let students come up with the Norms.
Check to see if the Mathematical
(Ex. Be respectful to each other, one person speaks
process is correct.
at a time, all group members must participate.)
Assess the group as a whole.
Model some of these Norms.
Check individual work when
Assign the Math Task. Give a copy of the math task
turned in.
to the students.
Check the Exit Ticket for complete
understanding.

*Original Lesson plan

Activities: Assign 2 problems to each group color.
Explain that they will have 12 Mins. Of private Think
(Continued) time to work out the problems on their OWN. Ask
“What should private think time sound like? What
should it look like?” Explain that they are to use
everything they know about division and other
operations to figure out these problems.
Let each groups pick one of the two problems that
they worked. All must agree. (Encourage students to
do different questions.)
After private think time allow students 20 mins to
discuss their answers and formulate an answer that
all group members agree on to display on the wall.
(During this time I will be going around the room
asking advancing and assessing questions.) Ex. Why
did you do this?
After 20 Mins. Let the students display their work on
the wall in the classroom. (Allow the students to
explain their thought process.) Ask if anyone has a
different answer. *Praise each group for their hard
work.
B. LEARNING THEORY REFLECTED IN LESSON
PLAN
• THE LEARNING THEORY THAT IS STRONGLY DISPLAYED IN THE SELECTED
LESSON IS CONSTRUCTIVISM.
• SOME OF THE CHARACTERISTICS THAT LESSON HAS IS:
• STUDENTS ARE USING BACKGROUND KNOWLEDGE TO EXPLORE SOLVING PROBLEMS
WITH MULTI DIGIT NUMBERS.
• STUDENTS ARE WORKING IN GROUPS.
• STUDENTS ARE WORK TO DISPLAY DIVISION AS A GROUP.
• STUDENTS COULD HAVE MULTIPLE PATHWAYS TO SHOW UNDERSTANDING.
C. ADAPTED LESSON PLAN

● The original lesson plan could be adapted by

modeling how to work out a similar problem and
giving students the steps to solve a multi digit
number. This would adapt the lesson to more of a
cognitivism lesson plan.
D. CONSTRUCTIVISM OR COGNITIVISM LESSON ??

● For the students that I have this year I would do the

cognitivism lesson because my students respond to
step by step instructions and struggle with problem
solving. If my students were better problem solvers I
would do the constructivism lesson just because I
feel that if students learn something through
exploration their retention is much better.
E. BENEFITS OF FOLLOWING A DESIGN THEORY

● FOLLOWING LEARNING THEORIES...

● PRODUCES EFFECIVE INSTRUCTION
● HELPS MEET LEARNING GOALS
● HELPS TO ADAPT TO THE LEARNERS NEEDS AND HOW
THEY LEARN BEST.
● IMPROVES STUDENTS RETENTION AND UNDERSTANDING.
F. Instructional Design Theories

Backward Nine Events of Teaching For

Design Instruction Understanding
F. BACKWARD DESIGN
F. STRENGTHS OF BACKWARDS DESIGN

• CLEAR LEARNING FOCUS AND OBJECTIVE

• ALL LEARNING IS FOCUSED ON UNIT OUTCOME.
• THE MASTERED CONTENT IS EASILY IDENTIFIED.
• PRIORITIES KNOWLEDGE AND IDENTIFIES THE
ESSENTIAL LEARNING.
F. LIMITATIONS OF BACKWARDS DESIGN

• NARROW FOCUS ON ANSWERING ESSENTIAL

QUESTIONS.
• DRIVEN BY STATE STANDARDS AND ASSESSMENTS
• TOO FOCUSED ON THE END RESULTS.(TEST)
• VERY TIME CONSUMING.
F. GAGNE’S 9 EVENTS

(Instructional Design Central (IDC), 2018)

F. STRENGTHS OF GAGNE’S EVENTS

• PROVIDE TEACHERS AND STUDENTS WITH A PROCESS

OR SYSTEM FOR LESSON STRUCTURE (GOOD FOR NEW
TEACHERS)
• RECOGNIZES THE IMPORTANCE OF ENGAGEMENT
• ALLOWS STUDENTS TO RECEIVE GUIDANCE
• PROVIDES CLEAR RESULTS
F. LIMITATIONS OF GAGNE’S EVENTS

• DOES NOT ALLOW FOR INSTRUCTIONAL PLANNING

• DOES NOT ALLOW FOR TEACHER TO BE CREATIVE
• CAN CAUSE STUDENTS TO GET OF TASK DUE TO BEING OVER
STRUCTURED.
• DOES NOT ALLOW FOR PROBLEM SOLVING AND DECISION
MAKING.
F. TEACHING FOR UNDERSTANDING

(American Alliance for Innovation Systems LLC)

F. STRENGTHS OF TEACHING FOR
UNDERSTANDING
• FOCUSED ON INDIVIDUAL STUDENTS
• FOCUSES ON DIFFERENTIATED INSTRUCTION
• INCREASED INTEREST AND RETENTION RATE
• RESULTS ARE PERSONALIZED
F. WEAKNESSES OF TEACHING FOR
UNDERSTANDING

• PACING AND LEARNING RATE COULD CAUSE ALL MATERIAL TO

NOT BE COVERED FOR STATE TESTING.
• LEARNING IS MORE GENERAL INSTEAD OF STANDARD SPECIFIC.
• DIFFICULT AND TIME CONSUMING TO PLAN FOR STUDENTS WHO
ARE ON DIFFERENT GRADE LEVELS.
• HARD TO SEE WHAT LEARNING LOOKS LIKE.
 G. Most suitable Design Process for my class.

● Backwards Design

● Gagne’s Nine Events of Instruction

● Teaching for Understanding

G. I FEEL THAT BACKWARD DESIGN IS MOST
SUITABLE FOR MY CLASS SETTING.

● Backward design is the most effective because....

● My students need clear goal.
● My students need to connect learning to prior knowledge to
increase retention.
● I have a lot of standards to teach for state Assessment.
● Due to time and the amount of standard to be taught my
instruction must be focused to the essentials.
H. REFERENCES

 AMERICAN ALLIANCE FOR INNOVATION SYSTEMS LLC. (N.D.). RETRIEVED FROM TEACHING FOR
UNDERSTANDING PLANNING CYCLE: HTTP://WWW.AAIS.US/
 INSTRUCTIONAL DESIGN CENTRAL (IDC). (2018). RETRIEVED FROM INSTRUCTIONAL DESIGN MODELS:
HTTPS://WWW.INSTRUCTIONALDESIGNCENTRAL.COM/INSTRUCTIONALDESIGNMODELS
 Kelley, J. (2012, September). The Peak Performance Center. Retrieved from
http://thepeakperformancecenter.com/educational-learning/learning/theories/
 WIGGINS, G.P,& MCTIGHE, J. (2005) UNDERSTAND BY DESIGN. ASSOCIATION FOR SUPERVISION &
CURRICULUM DEVELOPMENT