A DAPTING L ESSON P LANS TO FIT D IFFERENT L EARNING T HEORIES AND D ESIGNS Flora Roberson

L EARNING T HEORIES AND I NSTRUCTION

L EARNING T HEORIES sm/

M Y I NSTRUCTIONAL S ETTING 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.)

W HEN TO U SE B EHAVIORISM 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

W HEN TO U SE C OGNITIVISM 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

W HEN TO U SE C ONSTRUCTIVISM 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

L EARNING T HEORIES AND L ESSON P LANS

O RIGINAL L EARNING THEORY U SED 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

A DAPTED T HEORY C HOSEN 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.)

B EST 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

D ESIGN T HEORIES AND I NSTRUCTION

T HEORIES OF D ESIGN IN I NSTRUCTION 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

T HEORY OF B ACKWARD D ESIGN 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

G AGNE ’ S N INE E VENTS OF I NSTRUCTION

G AGNE ’ S N INE E VENTS OF I NSTRUCTION (C ONT ) 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

T EACHING FOR U NDERSTANDING

T EACHING FOR U NDERSTANDING (C ONT ) 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

B EST D ESIGN T HEORY 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

R EFERENCES

ALPS: Teaching for Understanding Home. (n.d.). Retrieved from Authentic Education - What is UbD™? (n.d.). Retrieved from Constructivism | online learning insights. (n.d.). Retrieved from tructivism/ tructivism/ Wiggins, Grant. (2004). Understanding By Design.