1. Assessment code: JOT2 – TASK 2 Mentor: Kimberly Taylor
LEARNING THEORIES
Scott M. Hodgson
Assessment code: JOT2 – TASK 2
Mentor: Kimberly Taylor

2. Three Types of Learning Theories
Constructivism
Cognitivism
Behaviorism
Constructivism:
The need for information to be presented in a variety of ways.
Supporting the use of problem solving skills that allow the learner to go “beyond the information given.”
More group work than individual work.
Student centered rather than teacher centered.
Cognitivism:
Focus on the students learning process and how the information is received, stored and retrieved by the mind.
Process of acquiring knowledge is critical
Active learning. Learning passes from teacher to student
Create learning situations that allow students to make associations with previously learned material.
Behaviorism:
Positive and negative reinforcement is used to impact performance.
Completion of beginning simple steps before progressing into more complex steps (sequencing).
Passive learning. Passes from teacher to student.
Activities are performed over and over again until the desired behavior is performed.

3. When Constructivism is Beneficial for Learners
Constructs their own learning
It’s interactive
Performed in groups
Situated in realistic settings
Constantly evaluating everything they learn and how they can understand it. As they learn they develop good problem solving skills.
Promotes learners interest to learn by being actively engaged in the process.
Collaborate ideas with others to come up with a stronger solution, working in groups.
Learning is seen in realistic situations and can see how it will benefit them.

4. When Cognitivism is Beneficial for Learners
Encourages an independent learning environment
Students work on their own and are encouraged to reach their full potential
Learning is added to what is already known
Learners can differentiate between necessary and unnecessary information to solve problems. They can progress on their own without having to wait for the group to decide. When a learner can apply the knowledge in different situations then transfer has occurred. It’s a good skill to use when the learner has to know or memorize specific facts and not ideas.

5. When Behaviorism is Beneficial for Learners
When dealing with learning management and rules
Focusing on consequences of performance outcomes
For reactive learners
Response to safety rules are critical to happen the same way time after time, never changing. If the outcome is the same every time and never changes then behaviorist is key. Looking at motivating the learner by giving positive rewards such as tangible items (something they want) or even negative rewards (something they don’t want) to get the desired response. But when positive reinforcement is used then behaviors increase where negative reinforcement is given only the expected level of outcome is received, nothing additional.

6. Learning Theory Lesson Plan
Students will learn the use and benefits of the PDCA learning cycle.
Students will learn through classroom instruction in groups, scenario simulation, and practice using a mock project.
Students will complete a PDCA cycle on paper for each scenario and mock project.
LESSON PLAN-
PDCA Learning Cycle
Subject:
Westinghouse Plant Training Department 2 days- four hour training classes each day
Introduction:
Since all of the you, the students, have been trained and understand the basics of PDCA as far as the definition, background and meaning we are going to do a deep dive into it’s use and benefits and how it can help you to complete your projects. We will be separating into groups of three. We will be looking at some actual situations and determine how the PDCA cycle can be used in that specific situation. We will then practice using the PDCA system with a mock project that you will come up with that closely identifies with one of your past projects. We will then complete a PDCA cycle on paper identifying the specific four stages. You will then evaluate the other teams PDCA cycle on paper to determine a pass or fail grade. You will then provide feedback by teaching the rest of the class about the positives and negatives of the other teams projects.
Objective:
Students will be able to verbalize the use and benefits of the PDCA learning cycle.
Students will actively participate in their groups during scenario simulation and mock project
Students complete a PDCA cycle on paper for each scenario and mock project
Evaluation:
Each group will provide a pass or fail grade for each others scenarios and mock projects
Each group will provide feedback, to the group they evaluated, of the plusses and deltas of the PDCA cycle in relation to that scenario and mock project.

7. Learning Theory – Lesson Plan
Constructivism
This learning theory is based on the constructivism approach. Students equate learning with creating meaning from experience. The students work in groups where they receive support on the use of problem solving skills that allow them to go beyond the information given. The students will learn through posing problems, coming up with possible solutions and developing presentations to the groups. They will receive learning in a variety of different methods using open ended questions in their group to solve problems. The groups will decide whether the topic has been learned and is useful by the other teams. They will have to report out to others their evaluations which will have to support their own learning. By allowing the students to work in groups, collaborating together, to agree on explanations using real life situations and coming up with their own, they will develop deeper understanding and “buy in” to the topic and objectives.

8. Adaptation of Lesson Plan
Adapt the current learning theory from a constructivism approach to a behaviorism learning theory.
To change the lesson plan to a behaviorist approach. The students would learn by following along with the instructor’s guided instruction. Students are guided by the instructor on how to learn the material by doing the actions and being actively involved. They build upon their knowledge by learning new material. This lesson is set up for the material to be done by the students. The students will use the PDCA icon to physically follow through each stage assigning each stage to that section of the project.
The instructor will continually monitor the student’s progress and make adaptations as necessary during instruction. The instructor can guide the instruction to the pace of the students needs.
For students to be involved directly they need to have hands on activities while following along with the instructor. Students can use single point lesson pictures to learn the basic skills structured by the instructor. They could also use past completed PDCA icon cards to understand how the project was completed with the instructors guidance because the instructor had first hand information on the completed project. Positive reinforcement would be given to the students by the instructor when specific learning objectives were met. The length of the breaks would be increased when specific learning objectives were also met.

9. Best learning Theory for this lesson plan
Constructivism
Constructivism would be the best learning theory for this lesson and especially for the audience or students who will be receiving this instruction. The audience is a group of adult trainers with a diverse background in specific skills. To grab their attention, maintain it through the instruction and retain it into their memory constructivism will work for them. First-by working in groups ideas can be shared, those students who might not speak up in an individual setting will feel more comfortable to share their ideas and be heard in a group. Second-various interactive real life scenarios and mock activities will be used so the students will learn. The need for information to be presented in a variety of ways; real life scenario, mock project activities, evaluating other groups projects to focus on the transfer of knowledge skills. They will be able to equate learning with creating meaning from experience. Interactive, beyond the normal learning is critical to these students to keep them engaged, solving problems with each other by elaborating and interpreting the information.

10. Effective Instruction Through the Use of Design Theories
Uses a variety of ways to adapt lessons to find what fits for which students
Lessons tailored to the student
Student interacts with different learning styles
Design theories helps the instructor develop instruction and then allows them to adapt it to make it effective.
Using a variety of design theories or learning styles allows the instructor to constantly adapt the lessons to find the best fit for each student so they will learn and understand the material.
Develops the lesson to the student, not expecting the student to adapt to the lesson.
Student understand what learning style they best relate to for their future learning.
The best design process to be used to target multiple learning styles is the Wiggins Backward Design . This will ensure active participating by students in their learning. Tactile learning is beneficial to groups such as special education students, and non special education students. With this design process it works because you have the end goal in mind. You know what you want your students to learn, then you just find the best way for that to happen through various types of instruction. This is a good way to strengthen skills, and concepts to foster learning by tailoring instruction to the goal of the lesson.
Teachers can use design theories to promote instruction that will be effective. Also, the students are being exposed to different styles of teaching.
Teachers can also tailor lessons around their students needs

11. Best Design Process Wiggins Backward Design
Targets multiple learning styles
End goal in mind. What do you want the students to learn?
Find the best way for the result to happen.
The best design process for multiple learning styles is the Wiggins Backward Design .
This design process works because you have the end goal in mind.
You know what you want your students to learn, then you just find the best way for the result to happen through different types of instruction; classroom, scenario, hands on, real life observation etc…
This encourages learning by designing the instruction to the end result or goal of the instruction. It also strengthens basic skills needed by the student.

12. Strengths of Wiggins Theory
Simplifies and focuses goal planning
Instruction is based on what you want your students to do at the end of the instruction
Instruction mastery is easily identified

13. Limitations of Wiggins
Instructors must spend a lot of time defining goals
Goals are reached or they aren’t, not much flexibility to adapt
Not effective in certain learning situations

14. Strengths of Gagne’s Events
Events can be used as a checklist to mark off as instruction is designed
Flexibility to adapt if student has prior knowledge of an event
Events can be tailored to the objective. All events don’t have to be used

15. Limitations of Gagne’s Events
Takes a lot of time to plan lessons
Could be rigid. Does not permit much creativity
Some events can be hard to implement, some easy

16. Strengths of Teaching for Understanding
Students can transfer learning into real life situations
Can be used with other learning theories to strengthen retention
Easy to connect with what students are already learning

17. Limitations of Teaching for Understanding
Time consuming
Expensive
Not as much structure as other theories
Use of non-traditional materials can be confusing to students

18. Most Suitable Design Process
Wiggins Backward Design
Similar to a task analysis, you get a desired state and a road map of how to accomplish it
Focus on the end result
Measure and adapt as you progress