Learning Theory

Adapting/Developing Lesson Plans to Learning Theory

Sunday, October 16, 2011

Learning Theories Constructivism Cognitivism Behaviorism

Sunday, October 16, 2011

Constructivism
Jean Piaget
Learning occurs when learners take new information and apply it to preexisting experiences and knowledge

Jerome Bruner
Learning is an active process and learners construct new ideas and concepts based on their past knowledge and experience

Jean Lave
Situated Learning Learning is a function of the activity, context, and culture in which it occurs Social interaction is a critical component of learning

Principles
Knowledge needs to be presented in an authentic context Learning requires social interaction and collaboration

Sunday, October 16, 2011

Cognitivism
Cognitive Learning Theory
Based on human cognitive theory Although not completely understood, research has demonstrated numerous elements and how they apply to learning

J. Sweller
Cognitive Load Theory
Only a number of elements can be stored in short-term memory and only for a short time Long-term memory contents are complex structures (schemas)

Principles
Avoid working memory intensive means-to-an-end approaches Integrate sources of information Avoid unnecessary repetitive information Use auditory and visual where both are essential

Sunday, October 16, 2011

Cognitivism
Robert Gagne
Conditions of Learning Learning can be categorized into five domains
Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes

Each domain requires a different type of instruction Intellectual skills can be organized in a hierarchy Principles Different instruction is required for different learning domains Learning events influence the conditions of learning Learning events are different for each learning domain Learning hierarchies detail what skills are to be learned and in what sequence

Sunday, October 16, 2011

Behaviorism
John Watson
Early 1900s

B. F. Skinner
Mid 1900s

Behaviorism
Based on the work of Watson and Skinner A learners behavior can be shaped Positive reinforcement (the application of a stimulus desired by the learner) Learning is passive and the learner is a clean slate Learning is an observable change in a learners behavior

Sunday, October 16, 2011

Behaviorism
Fred Keller
Personalized System of Instruction (PSI)
Self-paced modules Promotes mastery of predetermined objectives Sequentially, progressive tasks

Principles
Students proceed at their own pace based on ability and time constraints Students move sequentially through a course, moving to the next unit once mastery is obtain for the current unit Lectures and demonstrations are the vehicle for motivation and not the source of critical information Student-teacher is mainly by written communication Proctors are used which permits repeated testing, immediate scoring, tutoring, and enhanced social skills

Sunday, October 16, 2011

Learning Domains
Blooms Taxonomy
In the early 1900s Benjamin Bloom headed a group of Educational Psychologist who developed a classification of learning behaviors
Knowledge Comprehension Application Analysis Synthesis Evaluation Affective Psychomotor

Sunday, October 16, 2011

Learning Domains
Blooms Taxonomy (continued)
In the early 1990s Lorin Anderson headed a group of Cognitive Psychologist who updated Blooms Taxonomy for 21st century education One of the major changes was from using nouns for each domain and replacing them with verbs Most of this work was related to intellectual learning domains
Remembering Understanding Applying Analyzing Creating Evaulating

Sunday, October 16, 2011

Learning Domains
Gagnes Learning Domains
There are five learning domains Each domain requires a different type of learning
Verbal Information Intellectual Skills Cognitive Strategies Motor Skills Attitudes

Sunday, October 16, 2011

Design Theories

Understanding by Design (Backward Design)

In 2005 Wiggins and McTighe proposed a design process that was described as a backward design process
Define the desired outcomes Determine what learner performance would be evidence of learning Select the appropriate content, materials, and activities

Sunday, October 16, 2011

Design Theories
Conditions of Learning
Gagne proposed learning tasks could be organized in a hierarchy based on complexity He described nine elements of learning in the hierarchy
Gaining attention learning objectives Stimulating recall Presenting content/materials Providing learning guidance Eliciting performance Providing feedback Assessing performance Generalization

Sunday, October 16, 2011

Review and Examples

It is estimated that by 2014 there will be over 25 million postsecondary students in distance learning of some type It is also estimated that by 2018 there will be more students in distance learning than in brick and mortar (traditional) classrooms The demand for distance learning instruction is increasing at an extremely fast pace There are many learning and design theories
Effective use of a small number of learning and design theories the highest standards can be maintained Instruction can be developed to effectively and efficiently meet the needs of all students

Sunday, October 16, 2011

Review and Examples

Middle school Geography
Learn the capitals of each state
Verbal Information

Behavioral theory is well suited for this type of lesson

Personal System of Instruction (modified)

High school General Physics course

Lab unit
Psychomotor skills, intellectual skills, and social skills

Constructivist theory is well suited for this type of lesson

Situated learning

Sunday, October 16, 2011

Review and Examples

High school Special Education

Math lesson
Intellectual skills

Constructivist theory is well suited for this type of lesson

Situated Learning

Sunday, October 16, 2011

Lesson Plan Adaptation

Original lesson plan
General Physics, Newtons Second Law of Motion
Reading assignment Handout with several reflective thinking questions for independent work

This lesson plan will be adapted to meet DLCs standards using a modified format based on Gagnes Nine Element of Learning
A template has been provided for this practical exercise

Standards
All courses and lesson are based on National and State standards

Learning Domain
Gagnes classifications

Sunday, October 16, 2011

Lesson Plan Adaptation

Gaining attention
This IS rocket science

Objectives
Objectives must be measurable
Derive the standard equation for Newtons Second Law of Motion Algebraically manipulate the equation to solve for its various elements

Prerequisite learning/Recall of prior knowledge

All students must have mastered Lesson 1 and 2 A brief of review of Lesson 2 is provided Recommend review of Lesson 1 and 2 if any part of introduction or initial parts are confusing Reflective thinking, describe the difference between expression and equation

Sunday, October 16, 2011

Lesson Plan Adaptation

Material/Content
Materials and content have been developed by the Director Materials and content support learning objectives and meet the needs of the target population

Guidance (Structured and Informal)

Discussion boards, journals, and chat or instant messaging

Performance Practice
Performance practice is incorporated in Guidance and the following section As part of guidance, students are asked leading questions to help them work through the steps for deriving the equation

Sunday, October 16, 2011

Lesson Plan Adaptation

Assessments
Directly related to the learning objectives
Derive the equation for Newtons Second Law of Motion Algebraically manipulate the equation to solve for various elements

Review/Enhancing Retention
Briefly review concepts/ideas presented Preview the next lesson
Connection between what has been mastered and how it will be used in the following lesson/lessons

Sunday, October 16, 2011

Lesson Planning Template

Sunday, October 16, 2011