LEARNING THEORIES

LEARNING THEORIESThomas Bishop

Student ID: 000249457

Master of Education, Learning and Technology

Mentor: Karen Lamb

TASK A: LEARNING THEORIES & LEARNERSConstructivism, Cognitivism, Behaviorism

WHEN CONSTRUCTIVISM IS BENEFICIAL FOR LEARNERS Constructivism centers around the actual building of knowledge and information. The

process, by definition, seems to be one of the most engaging and student-centered learning theories for use. As the name implies, Constructivism is laying a foundation for student success while providing them multiple opportunities to attain and construct their knowledge.

This approach requires much planning on behalf of the educator whereby they must design the active learning processes necessary to facilitate that building of knowledge. The educator, in many respects, is not delivering information – they are imparting that on the learners.

This is the type of approach that I feel would be one of the most engaging, meaningful, and caters to specific student needs. It would however, be the most difficult.

The process of inquiry is quickly making its presence known in classrooms. It seems that by definition, Inquiry and Constructivism go hand in hand.

This approach provides opportunity to students who are at varying degrees of academic progress to experience success through Constructivist activities. These activities could include field trips, research-based learning projects, reports, group collaboration. To me, Constructivism says “do not read about the life cycle of a butterfly, create it and watch it happen yourself.”

As often as possible, educators should employ as many of these Constructivist activities for their learners, because as an educator, it is our duty to make students aware and responsible for their learning in ways that are meaningful and lasting. And for that reason, I feel that Constructivism is very beneficial for learners in the classroom.

WHEN COGNITIVISM IS BENEFICIAL FOR LEARNERS Cognitivism is centered around the premise of obtaining and storing

knowledge in a way that is meaningful to the learner. Through this process, they are able to receive and organize this knowledge so

that it is readily accessible when needed. Cognitivism, I feel, would be a more beneficial learning theory to employ

across more settings and in more content areas. This model allows for the learner to adapt and create a somewhat of a visual model through the use of explanations, graphic organizers, examples, and demonstrations.

This will allow for the learner to associate and obtain the content in a manner that accommodates their particular learning style. We know that all students have varying mental capacities and through the use of delivering content through a cognitive learning models – an educator is more likely to cater to the specific learning needs of individual students.

For example, if a student does not have the mental capability of visualizing how all of the elements of a story fit and work together – a graphic organizer would provide them a visual model. They could see all of the components (i.e. setting, theme, plot, point of view) as being separate entities of the whole text – and how each one fits along with the others.

This method allows for students to hear information, retell and journal that information, and construct the information in a meaningful way that suits the specific learner. That is what the Cognitive Learning theory is – the gaining and organization of learning to fit the individual.

WHEN BEHAVIORISM IS BENEFICIAL FOR LEARNERS Behaviorism is a theory that envelopes the stimulus and response method of

acquiring knowledge that can be applied to many facets of learning. Particularly, the role of the Behaviorism Learning Theory can be implemented

successfully into the classroom based on the content and the learners. In order for a skill to be learned, the learner must be presented with the content

(stimulus) and guided to the correct usage of that content (response). Once this has been done, the learner will be able to make the association between the two, thus building a connection between the stimulus and response.

This is a good method for students learning math facts; basic addition and subtraction, as well as multiplication and division through activities such as drill and practice. The student will inherently use these facts from the time they are learned throughout their educational careers. As such, the connection between the problem (stimulus) and the answer (response) is strengthened and maintained.

This is another great method for teaching students appropriate behaviors (interacting with others as well as procedural expectations). Students are shown the correct way to do something such as lining up and then expected to do so. I employ a bell in the classroom which I’ve conditioned the students to “time-out” (stop what they’re doing) whenever the bell is rang. I teach the process, we practice, and then it becomes routine. A perfect example of behaviorist learning theory in the classroom.

The above examples are just two of several benefits for learners in the Behaviorism realm of learning. This method calls for immediate assessment in order to allow the learner to make the distinction between the appropriate responses with the corresponding stimuli – to the point that the correct responses become habitual.

TASK B: LEARNING THEORY USED IN LESSON PLAN

LEARNING THEORY – LESSON PLAN The learning theory used within the attached lesson plan is centered around

Cognitivism. Cognitivism, in a sense, utilizes obtained knowledge or experiences and

uses that to form a foundation for further learning. The math lesson contains new materials for which students will be required to

learn and maintain. The way I designed the lesson was to incorporate these new skills based on related concepts and knowledge the students already possessed. The students have demonstrated mastery in determining the area of

squares and rectangles. I wanted to use this mastered knowledge to have the students conceive a formula and method of finding the area of triangles.

This was accomplished through a hands on activity whereby students manipulate squares and rectangles in order to accurately create a triangle, and in turn develop the formula for such.

The “learning” within this lesson was guided by me, but structured in such a way that the students were able to access what they already knew, and used that knowledge to create the context for the new information. Once the new formula was derived, I then modeled how it would be

applied to an actual problem while the students followed along in their note journals. This process, allowed students to take part ownership in their learning and instill a sense of success, while still being guided as to how the concepts fit together.

This lesson, attached, was successful in terms of linking prior knowledge to new concepts while being able to introduce a strategy for the students to mimic and rely on when the same information is needed later.

TASK C: ADAPTATION OF LESSON PLAN

SAME PLAN, DIFFERENT THEORY The lesson plan discussed prior, contains qualities of all three main

learning theories. As discussed, the lesson is centered mainly around Cognitivism, yet could be easily manipulated to reflect characteristics of Constructivism. The activities within the lesson lend themselves already to the Constructivist theory. I

had the students cut squares and rectangles and find the areas for each. I then asked them to cut those in half to form a triangle. Once this was completed, the students were asked what the area of each triangle was. This process, built upon their knowledge of the area of squares and rectangles to where they had to assemble on their own a formula for determining the area of a triangle.

Constructivism is all about building onto the knowledge a student has in a meaningful way so that they can not only understand new information, but retain it as it pertains to the world around them. I created an activity titled Bermuda Math, whereby students could link this new found

information into a real world context. Constructivism employs a collaborative learning model whereby students can interact throughout their learning process and build upon information of others within that setting. The activity in which I created would be perfect for students to work together in a collaborative setting. Through this interaction, the students would hear ideas and learning process of other while connecting that to their own. The activity had students learn about the Bermuda Triangle (linking into other curriculum), why it was known, and other facts to hold their interest. The collaboration aspect of this activity would come from the students having to work together to determine how much land (or water, rather) area the Bermuda Triangle took up. Not only did this activity build upon their existing knowledge, provide opportunities for group collaboration, but also applied their learning to a real world context so they could associate this new material with something outside of the classroom.

TASK D: LESSON PLAN DISCUSSION

The lesson plan most useful within the context of my classroom would be the lesson plan discussed within the Constructivism theory. The lesson in that context seemed to suit the students within my

current classroom perfectly. With over 50% of the students identified as Gifted, it is important for myself as the teacher to find meaningful ways to build upon their knowledge while allowing multiple opportunities for them to think a higher levels.

Through the activities within the lesson, the opportunity for group collaboration, and the requirement for independent thinking at those higher levels, I feel that with the Constructivist approach, it suits the specific needs of these learners well.

I find that my students are most engaged and receptive to new material when I allow them the opportunities to, in a sense, control their learning. This inquiry approach to learning not only gives them the tools they need to create and build upon their knowledge, but also and more importantly provides worth and meaning to their learning in which they can adapt and modify to their liking. There is no better feeling as an instructor to watch students acquire and successfully use new knowledge, especially when that knowledge was manifested through critical thinking and meaningful experiences.

Based on my current students, the constructivism theory would be most suitable.

TASK E: EFFECTIVE INSTRUCTION THROUGH THE USE OF DESIGN THEORIES

HOW THEORIES OF DESIGN CAN HELP IN THE ADAPTATION AND DEVELOPMENT OF EFFECTIVE INSTRUCTION

Theories of Design are crucial the process of instruction. Having the knowledge of design theories can help an educator deliberately achieve what they set out to do – to teach in a way that people learn.

Gagne’s Events of Instruction are just one of several Theories of Design that can help a great deal in the adaptation and development of effective instruction.

In the text “Principles of Instructional Design” (Gagne, 1988), we gain a deeper understanding of these Events of Instruction. The chapter on the “Events of Instruction” provides an excellent account on what the events are and how they are used.

It is up to the educator or instructional designer to utilize this set of events not only as a means of instructional delivery but to ensure that the needs of the learner are met.

Gagne (1988) informs that “instruction is composed of a set of events external to the learner designed to support the internal process of learning.”

In the classroom, we can see that the point or concept of a lesson is not learned simply by telling the students. There are a multitude of factors. I utilize Gagne’s events of instruction on a daily basis with my students. They know with each lesson, what they will be learning, what it relates to that they already know, they are guided throughout the learning process, all in an engaging and stimulating manner. It is through this process, that I see results.

By making it a point to construct lessons and activities in this manner, it is inevitably going to breed better performance results from the students. For some educators, many of these things are done naturally, but with more intentionality and consistency, more educators would see how much more effective their instruction could be.

HOW THEORIES OF DESIGN CAN HELP IN THE ADAPTATION AND DEVELOPMENT OF EFFECTIVE INSTRUCTION

TASK F: WIGGINS & GAGNEStrengths and Limitations

STRENGTHS OF WIGGINS THEORY Keeps the end in mind.

Wiggins theory (UbD) relies heavily upon starting – at the end. This is a huge strength in terms of teacher planning and preparation. By focusing on what the student will be able to do by the end of instruction, the educator will have more clarity in selecting materials and teaching items to get them there.

Allows for flexibility and teacher creativity. Wiggins theory is flexible in the sense that there is no rigid

process to follow in ensuring student learning. The teacher can create lessons and activities that work for the specific group of learners in their classroom. The framework for lesson design is just that – a framework.

Purpose for teaching. UbD elicits the goal for which teachers will have to aim. Some

teachers design units without fully keeping the end in mind, and at a point, will notice that some students got there (goal) and others did not. By designing with the end in mind, the educator can determine the methods of teaching by which each student can demonstrate success.

LIMITATIONS OF WIGGINS THEORY

Time invasive: Wiggins theory of Backward Design seems to be very

encompassing of time. The creation of instructional units is a time intensive even in itself. By incorporating Wiggins theory, an educator must look at each instructional unit and redesign it according to the model. Not that this would be unsuccessful, it would simply require time.

Room for Error: A beginning educator may not have the experience

required to create the curriculum as suggested by Wiggins theory. Along with the time component, a novice teacher may not have the capacity to structure their lessons to this design model and to the extent required to experience success from all learners.

STRENGTHS OF GAGNE’S EVENTS

Great model to follow for educators new to the field. Gagne’s Events are beneficial to new educators who

lack the field experience of teaching lessons aimed at student learning and understanding. They provide a “skeleton” for teachers to follow so that they may incorporate the key factors to aid in the learning process.

Provide structure for lessons and teaching. Gagne’s Events are designed so as to create a

systematic method for lesson planning and execution. The events of instruction are arranged in a manner that elicits a specific outcome – supporting student learning. By adapting lessons and teaching styles according to the model, an educator is setting the stage for student success.

LIMITATIONS OF GAGNE’S EVENTS

Some may see as too rigid. Gagne’s Events are derived in a way that could

be considered rigid in some manner. The events provide little flexibility when following the model which prevents easy adaptation to all lessons. The educator is limited in a creative aspect when expected or made to follow the learning model as laid out.

Provides little room for student inquiry. Much focus is placed on independent student

learning processes in my experience. The events of instruction follow specific guidelines which hinder or limit the ability for incorporation of student centered inquiry. The students, in this model, are bystanders and recipients of instruction rather than active participants.

STRENGTHS OF TEACHING FOR UNDERSTANDING Constructivist Approach:

Teaching for Understanding focus on student building of knowledge and a focus on their understanding. It takes into account the critical aspect of students applying knowledge that they have gained rather than regurgitating concepts and facts.

Student Inquiry: TfU places an emphasis on student construction of

knowledge whereby students to play a pivotal in discovering and building upon concepts through designed activities. It also plays a great role in providing opportunities for students to think critically at higher levels.

Student Responsibility and active roles: The TfU framework is designed to provide multiple

opportunities for students to build their knowledge. This constitutes a sense of student responsibility in their learning process as opposed to being a passive recipient of instruction.

LIMITATIONS OF TEACHING FOR UNDERSTANDING Time invasive:

The framework for Teaching for Understanding encompasses the construction of units on part of the educator. New and created units would be modified or adapted to fit the model which can require a great deal of time. Integrating a new framework for learning and understanding will not happen in a day.

Relatively new approach: Students and teachers alike have taken root in

traditional classroom roles. The teacher teaches – the students listen and learn (expectation). The TfU framework shifts the roles in the classroom and creates a new environment for learning which can be difficult to learn and master for both teacher and students.

TASK G: MOST SUITABLE DESIGN PROCESS

Gagne’s Events of Instruction is the design process I am most familiar with, and have experienced success with. For my particular setting, the content I am teaching, as well as the learners in my classroom – these events are perfectly adaptable. They have the ability to fit within any setting.

I feel that being a relatively new teacher, they have allowed me structure my lessons in a manner that is holistically conducive to student learning. As my comfort level with content and instructional design improves, I am more able to adapt various lessons to fit the needs of my specific learners – while knowing the foundation and support for those lessons is still there.

In my 5th grade classroom, I have content objectives listed clearly in two different places for each subject. These objectives are referred to throughout the day and throughout instruction. This is one of Gagne’s pivotal events. The students must be made aware and consistently reminded of what they are learning and expected to know. I have became comfortable in writing these performance objectives, explaining them to students and dissecting them as we go about the learning process. This way, there is no confusion as to what the students are learning.

Another aspect of Gagne’s events that has proven to be very useful in my setting is providing guidance for student learning. I incorporate a wide selection of activities that relate to the content I am presenting. Through these activities I am able to model what the students should be able to do. It is through this modeling that they are able to see the learning expectations as well as have visual to refer back to when they are completing a given task.

A final cornerstone of Gagne’s events that I find most useful is assessing their performance. Through the use of formative assessments I can get an quick idea of the students who are excelling or the ones who may need remediation. This can be accomplished through the use of simple observation of student participation or what I use daily – exit slips. These elicit immediate results for me to note what the next steps should be.

REFERENCES

Gagne, R. M. (1988). Principles of Instructional Design. (pp. 185-204). New York, NY: Harcourt Brace Jovanovich College Publishers.