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ADAPTING LESSON PLANS TO FIT DIFFERENT LEARNING THEORIES AND DESIGNSFlora Roberson
LEARNING THEORIES AND INSTRUCTION
LEARNING THEORIES
https://onlinelearninginsights.wordpress.com/tag/constructivism/
MY INSTRUCTIONAL SETTING
Course Undergraduate Online Computer Applications
Course Materials Used
Textbook Video lectures Video Tutorials
Learning Objective Design a multimedia presentation with required
elements (images, slide transitions, sound, etc.)
WHEN TO USE BEHAVIORISM
To Increase Participation in Discussions Offer minimal credit (70%) for those that only
submit the minimum number of postings in the discussions
Offer full credit (100%) for those that post good, thorough posts frequently
To Improve Study Methods For each correct response on a quiz, the student
gets a point For each incorrect response, a point is deducted
Beneficial to students because they will start to associate their behaviors with the positive and negative reinforcements given
WHEN TO USE COGNITIVISM
To Teach the Parts of a Computer Students are given worksheets with computer parts
clearly labeled Students are then given flashcards with the various
computer part images and have to label them from memory
To Teach the Evolution of Computers The instructor lectures on how computers have
evolved from the 1800’s to present Students are then required to write an essay
comparing the models from the 1800’s to present Beneficial to students because they will actually
remember and be able to recall the information they learned
WHEN TO USE CONSTRUCTIVISM
To Provide Differentiated Learning Students that master certain skills in a pre-test can
move on to the next lesson/module Students that fail the pre-test and need more
practice are directed to a module that reintroduces and reviews the skills they need to master
For Group Projects and Discussions Students collaborate with their peers to complete an
assignment Students discuss a variety of topics and introduce
new theories and material in the process Beneficial to students because they can take
control of their own learning experience and gain new knowledge from their peers
LEARNING THEORIES AND LESSON PLANS
ORIGINAL LEARNING THEORY USED
Cognitivism was used in my original lesson plan. Learners completed the following: Read the assigned text
PPT Chapters 1 and 2 in their textbook Reviewed the assigned material
Video lectures and tutorials on PowerPoint Took a multiple-choice exam to prove mastery of
concepts 20 question exam based on information covered in text
and assigned material
ADAPTED THEORY CHOSEN I would use the Constructivism theory. Instructional Setting and Objectives remain the same Materials
Pre-assessment Adaptive Learning modules
The student will: Take a pre-test over PowerPoint and multimedia
presentations If they pass, they will move on to the next lesson If they fail, they will be required to complete a module that
reviews certain objectives and then pass a post-test After completing all modules, students will be required to
demonstrate mastery of skills through application Create a multimedia presentation from scratch Include required elements (transitions, images, etc.)
BEST LESSON PLAN TO USE
I believe the best lesson plan to use in my particular course would be the adapted version The learner has a variety of learning paths and
isn’t forced to complete the material the same was as every other student
The learner is able to demonstrate their mastery of skills versus simply regurgitating the information on an exam
The learner is forced to actually think about the tasks and processes performed
DESIGN THEORIES AND INSTRUCTION
THEORIES OF DESIGN IN INSTRUCTION
How do theories of design help in the adaptation and development of effective instruction? Provide a Foundation for the Learning Framework
Gives instructors a starting place for designing their lesson plans and curriculum
Guide Instruction Provides a template for how to move from one task to
another Differentiate Learning
Allows lessons to be easily adapted for different learning styles
THEORY OF BACKWARD DESIGN
Strengths Goals established in
the beginning Instruction is designed
to address objectives Assessments central
to curriculum design Can be created in any
order Limitations
All parts of instruction may not compliment one another
http://www.minkhollow.ca/becker/doku.php?id=serious_games
GAGNE’S NINE EVENTS OF INSTRUCTION
http://arcmit01.uncw.edu/erg1602/Glossary.html
GAGNE’S NINE EVENTS OF INSTRUCTION (CONT)
Strengths Great for lesson planning; provides a framework
for each unit New teachers can use this method with ease Students master one step before moving to the
next Process-oriented model
Limitations There are a lot of steps with this model Learning outcomes aren’t easily classified Lots of repetition – not all learners will like this No planning phase included
TEACHING FOR UNDERSTANDING
http://learnweb.harvard.edu/alps/tfu/info3.cfm
TEACHING FOR UNDERSTANDING (CONT) Strengths
Performance view of understanding
Teachers can focus their attention on helping students learn
Students have flexibility in how they apply their knowledge and skills
Limitations Designed for Middle
and High school courses
A little too ambiguous
Very general guidelines
BEST DESIGN THEORY
I believe the Backward Design theory best suits my content, learners, and instructional setting I’m the subject matter expert so designing the
instruction around the end goal works well My students learn the skills necessary to
complete the task, but also have to think outside of the box
I’m not tied to a certain path when designing curriculum
It works well with my adapted lesson plans
REFERENCES
REFERENCES ALPS: Teaching for Understanding Home. (n.d.).
Retrieved from http://learnweb.harvard.edu/alps/tfu/index.cfm
Authentic Education - What is UbD™? (n.d.). Retrieved from http://www.authenticeducation.org/ubd/ubd.lasso
Constructivism | online learning insights. (n.d.). Retrieved from https://onlinelearninginsights.wordpress.com/tag/constructivism/
Wiggins, Grant. (2004). Understanding By Design. www.grantwiggins.org/documents/mtuniontalk.pdf