1. JOT2 – LEARNING THEORIES
Natalie Portillo

2. Task A: Learning Theories & Learners
Constructivism: To Build Knowledge
Cognitivism: To Organize Knowledge
Behaviorism: To Acquire Knowledge
Constructivism means that learners take an active role in the learning process by constructing knowledge for themselves. Each student creates, or constructs meaning as they learn. Learners are able to see for them selves the WHY and HOW of a question and to construct their own understanding, so that the learning becomes real to them and has value.
Cognitivism means that learning is organized and categorized in meaningful ways. Learners are taught to categorize information into clear and concise categories, so that recall is easy and organized.
Behaviorism means that learning is obtained through consequences and reinforcements. The learning happens when a learner correctly gives a response, after a specific environmental stimulus is presented.

3. When Constructivism is Beneficial for Learners
Collaborative Learning Groups
Group Discussions
Hands-On Learning
Research & Experiments
Collaborative Learning utilizes each individuals knowledge and skills within a group, to come up with an answer to a question. Each group member brings their own unique take on a subject and introduces their perspective within the learning group. Students within these groups learn from each other and gain insight and perspective, not only from their own research, but also from their team member’s points of view.
Group discussions are another way that students are able to learn from each other and are introduce to new and different ways of thinking. Students are also able to hear and discuss other students ideas and are able to expand on their own ideas, and hear new ones. Group discussions encourage students to think and hear what others are thinking about. Group discussions also bring about debates, which encourages students to further their knowledge on a given topic by researching and studying more in-depth.
Hands-On learning means that the learner takes in active role in their learning by discovering the HOW and WHY of a question. One method of Hands-on learning is students are able to use manipulatives to construct understanding by creating models or diagrams or simply drawing out what they are trying to understand. Students are able to construct their understanding by creating a visual understanding of an idea, as well as being able to verbalize their understanding and write in down.
Research & Experiments are another important aspect of the constructivist learning theory. It is very similar to hands-on learning, but involves doing some research before the hands-on learning and experimentation. The learner is able to first search for answers using internet and/or the library as a source and is to gather as much knowledge as possible, before moving on to the next part. The experiment part of the learning is conducted using the knowledge that the student has gained through their research. The student is essentially able to put their theory in to practice.

4. When Cognitivism is Beneficial for Learners
Problem Solving
Reasoning
Modeled & Guided Learning
Scaffolding
Problem Solving is a cognitive skill that helps the learner to find answers by using a specific strategy. A specific strategy is used depending on the problem that is being solved. For example, if a student is trying to find the area of a quadrilateral, the learner would use the math strategy A=LW (Area equals Length times Width). Problem solving helps to teach the learner skill that are appropriate for the specified question/problem.
Reasoning is a skill that the learner would use when processing information and analyzing the content. Reasoning skills are deductive and inductive and are used to measure the validity and content of information obtained.
Modeled & Guided Learning is where learning is obtained through observations, examples, explanations, and demonstrations. The instructor may use models such as graphic organizers or concept maps to demonstrate a specific process that the learner should be using. The instructor would also guide learners on how to use specific models by guiding them though the process, or demonstrating how and what it should look like.
Scaffolding is a useful tool that an instructor is able to use to guide and help lead learners to thinking a specific way. Scaffolding means that the instructor begins by first demonstrating and modeling a specific strategy then gradually steps back to allow the learner more and more of the responsibility, until the learner is able to use the strategy without any assistance. The instructor is there however, watching over the learner to make sure they are doing things correctly and to assist if the learner needs it.

5. When Behaviorism is Beneficial for Learners
Teacher Directed Learning
Drill & Practice
Positive Reinforcement
Classroom Management
Basic Skills
Teacher Directed Learning is where the learner gains information as the instructor dictates, or tells the learner the information. This is a useful strategy when teaching early education, such as kindergarten or first grade, and basic skills are needing to be obtained. The teacher tells the students what to do and the students do their best to imitate what the teacher has shown them.
Drill & Practice is where learners do repetitive tasks to learn a specific skill. For example, kindergartners learn to write their alphabet by repeatedly writing each letter over and over again until they have it learned correctly.
Positive Reinforcement is anther great tool that an instructor can use to help motivate learners towards a desired outcome. It is especially helpful in young students, such as kindergarteners and first graders, when teaching them the correct behaviors that a student should exhibit at school and study habits of an A student.
Basic Skills & Classroom Management are important to maintain a high level of learning within the classroom. They are most easily observed with an early elementary classroom, where reinforced behavior is used to accomplish these goals. Classroom Management and Basic Skills are obtained through repetitive and reinforced behaviors.

6. Task B: Learning Theory Used in Lesson Plan
Constructivist Lesson Plan
2nd Grade
**Constructivist Lesson Plan is submitted as a second attachment

7. Learning Theory – Lesson Plan
Constructivist Lesson Plan
Lesson Plan Title: The Water Cycle
Topic: The Water Cycle and how each part is important to Earth’s survival
Teacher Name: Jennifer Staten
Grade: 2nd grade
It engages the students’ previous knowledge by taking what they already and know and builds on it though internet research.
It allows students to explore what they are learning by providing them with opportunities to investigate authentic sources and also time to think, plan and organize what they have learned, so that it can later be turned into a poem.
It gives students the opportunity to explain what they have learned by having them interpret the information into a poem and then later discuss it together as a class.
It provides students the opportunity to elaborate on their learning by having students read their poems aloud to the classroom. Students will be reading, as well as listening to the poems and will then be providing feedback to each other.
The lesson plan The Water Cycle, is a constructivist theory lesson plan because it is a hands-on, exploration lesson. Students are placed together in groups and are encourage to use internet resources to look up information and read about the Water Cycle. Students are encourage to research and learn for themselves what the Water Cycle is and to construct their own understanding. This is a lesson that is done over the course of a few days and students are designated a certain amount of time for learning and research with their groups. After students have done all the research, they are then to use all the information that they have learned and create a poem about the Water Cycle, based on their research. That also makes it a Constructivist Lesson plan because students are again asked to construct what they have learned by putting it into a poem. This is also a Constructivist lesson plan because it allows for student creativity and encourages students to form their own thoughts and ideas.

8. Task C: Adaptation of Lesson Plan
Behaviorist Lesson Plan

9. Adaptation – Lesson Plan
Behaviorist Lesson Plan
Lesson Plan Title: The Water Cycle
Topic: The Water Cycle and how each part is important to Earth’s survival
Teacher Name: Natalie Portillo (Jennifer Staten-Original Author)
Grade: 2nd grade
A large Water Cycle Poster, that is color coded and labeled, will be placed at the front of the class and students will be given a handout of a blank Water Cycle that will need to be correctly labeled and filled in.
Students will be given True/ False and Multiple Choice Worksheets to complete about the Water Cycle
Students will use Flash cards to practice learning the Water Cycle and the proper verbiage.
A Water Cycle Pre-test will be given and positive feedback will be used to help reinforce the correct answers
This is adapted as a Behaviorist Lesson Plan by changing how the information about the Water Cycle is given to the students. As a Behaviorist lesson plan, the Water Cycle would taught by telling the students all about it and what they should know. This lesson would also a model of a Water Cycle that would be up in front of the classroom and students would need to replicate the model for themselves. Students would learn by copying what the correct answers should be and reinforced by them writing down on their own paper. The next part of the lesson would have students doing worksheets on the Water Cycle that consisted of True/False and Multiple Choice questions and stars or smiley faces would be used to mark an answer as correct. The instructor would use Flash Cards to reinforce the terms and correct answers and give star stickers or another form of positive reward for correct answers. The end of the lesson would consist of a pre-test and end test of the Water Cycle.

10. Task D: Lesson Plan Discussion
Constructivist Lesson Plan vs. Behaviorist Lesson Plan
My choice for task D, as to which lesson I believe is the better one, would the Constructivist Lesson Plan

11. The Constructivist Lesson Plan
I believe that the Constructivist version of the lesson plan is the most beneficial for the instructional setting of this lesson. Learning is achieved through real and meaningful experiences. Having the students discover the answers on their own, puts them in charge of their learning and makes the learning have genuine meaning and hold value. Students are also learning at a young age how to search for answers and interpret the information into ways that they understand and can share with others.

12. Task E: Effective Instruction Through the Use of Design Theories
Instructional Design Theory:
A study of how to create and design instruction so that learning is able to take place.

13. Instructional Design Theory
Theories of design can help to adapt or produce effective instruction through analysis, and identification of specific skills and knowledge, that are needed to bring about a desired end result.
The target audience is first identified and an analysis is done to determine what skills the learner already has and what they need to know. Then instructional goals and objectives are created to establish an instructional plan and media are chosen. An assessment is then done to ensure that instruction is effective and is then implemented.
Instructional Design Theory helps to create real and meaningful learning and improves the overall performance outcomes.
Gagne’s Nine events of Instruction
The 9-step set of instructional guidelines are used to assist instructors in creating a positive learning environment that promotes optimal learning opportunities for the students.
Level 1 of Gagne’s Nine events of Instruction helps to promote optimal learning by making it a point to first learn about the who the learners actually are and what skills and knowledge they first posses. By first knowing who your audience is, the Instructional Designer is able to tailor a plan that is best suited to the learner.
Level 7 of Gagne’s Nine Events of Instruction helps to promote optimal learning by providing the learner with feedback and reinforcing what has been learned, so that the end results in real and effective learning and the desired outcome is achieved.

14. Task F: Design Theories
Strengths and Limitations:
Wiggins: Backward Design
Gagne: Nine Events of Instruction
Teaching for Understand (The Harvard model)

15. Strengths of Wiggins Theory
Wiggin’s Theory of Backwards Design mean that the instruction is designed with the end results in mind.
It is a great way to help ensure that goals and objectives are aligned with the end results.
Helps to prevent getting side tracked with activities and distractions that take away from the primary goal.
When the focus is more on results than that of the actual process.

16. Limitations of Wiggins
Wiggin’s Theory of Backwards Design mean that the instruction is designed with the end results in mind.
Creating instruction using this design is very time consuming
Lesson plans rarely go exactly as planned, so creating a lesson based on desired end results, may render a useless instruction plan half way through a lesson.
Since lesson plans rarely ever go as planned, so instruction may need to be edited depending on the assessment s or time constraints.
It is more of a focus on results, than it is on the process used to get there.

17. Strengths of Gagne’s Events
Gagne’s Theory: Nine Events of Instruction is a step by step approach to an optimal learning outcome
This is a great step by step outline for creating lessons.
The 9 steps of instruction help to ensure that all important aspects of the learning process are included in the lesson – Process oriented model
Retention and transfer of the learned information creates authentic learning that lasts
The learners are able to achieve mastery of a level before moving on to another next level.

18. Limitations of Gagne’s Events
Gagne’s Theory: Nine Events of Instruction is a step by step approach to an optimal learning outcome
The focus is more on the process, than the actual results of the instruction.
The 9 steps does not include a step for planning.
The process may feel long and time consuming because of the 9 steps involved in the process.
Goals are not very easily classified as learning outcomes.
The repetition of the model may not be suited to all types of learners.

19. Strengths of Teaching for Understanding
Teaching for Understanding is a guide that focuses on educational practices of developing understanding
High focus of interdisciplinary units, such as the Common Core Standards.
Knowledge obtained using this method creates learners who are able to apply said knowledge to other areas of learning
Learners poses a greater understanding of the content
The design theory closely resembles differentiated instruction and uses similar ideas of Bloom’s Taxonomy of multiple intelligences.
6 Strategies to assist in using the Teaching for Understanding Design Theory

20. Weaknesses of Teaching for Understanding
Teaching for Understanding is a guide that focuses on educational practices of developing understanding
Incorporating different disciplines is difficult at the secondary levels.
The incorporation of different disciplines at a secondary level can be very time consuming and may not fit within the specific time constraints.
Can become difficult if the learner is given incorrect ideas to try and understand.
Teachers need to look at the big picture and figure out end of course skills and concepts at the beginning.

21. Task G: Most Suitable Design Process
Gagne’s Nine Events of Instruction

22. Gagne’s 9 Events of Instruction
I believe that the most effective design process for the instructional setting of the lesson I have chosen is Gagne’s Nine Events of Instruction. For what I would be teaching and the unique learner population, the 9 steps model is best suited for the 2nd grade lesson plan of the Water Cycle. Using the computers to do research is a great way to catch the students attention and get them interested in the lesson. The students are told in the beginning what they will be doing and what is expected of them, at the end of the lesson. The Retrieval of information is used after the students have done all their research and are then writing their poems. Learning is guided by having students only able to access specific websites, so information is specific and all students would have access to the same information. It is also guided by having students know what the final outcome should be and what they would need to do at each step of the Water Cycle lesson. Student responding would be the poems that the students would be writing and the reinforcement would be when the poems are read aloud and student to student feedback is provided. Retrieval and Generalization would also be part of the end of the lesson where students are doing a review of their research, reading their poems aloud, offering feedback and participating in a classroom discussion to wrap up the lesson.

23. Works Cited
Staten, Jennifer. "Constructivist Lesson Form." JStatenFinalProject. N.p., 5 Dec Web. 25 Apr <
**The cited work is for the obtained lesson plan