JOT2 – LEARNING THEORIES

Israel Butler

Task A: Learning Theories & LearnersBehaviorist Learning Cognitive LearningConstructivism Learning

When Behaviorism is Beneficial for LearnersAccomplished when proper response is

demonstrated following presentation of specific environmental stimuli. (Example: Flash Cards)

Teacher determines which cues can elicit desired response

Practice is arranged in which target stimuli is prompted to elicit responses in a “natural” setting

Environmental conditions are arranged so students can make correct responses in presence of target stimuli and reinforcement

When Cognitivism is Beneficial for LearnersFocus on conceptualization of learning

processes & address how info is received, organized, stored, and retrieved by the mind

Teachers understand individuals bring various learning experiences that impact learning outcomes

Most effective manner is determined to organize and structure new information to build on prior knowledge

Practice with feedback is arranged so new info can be accommodated within the learner’s mind

When Constructivism is Beneficial for LearnersEquates learning with creating meaning from

experience (Example: Internship)Teacher instructs student on how to

construct meaning; effectively monitor, evaluate, & update those constructions

Experiences are designed for the learner to experience authentic and relevant contexts

Student is placed in an “apprenticeship” role

Task B: Learning Theory Used in Lesson PlanPBS NewsHour – What is Newsworthy?

Constructivist Theory – PBS NewsHour Lesson PlanThe lesson plan “What’s News Worthy” by PBS NewsHour

was designed in a constructivist formatLearners are to review mock news events that tap into

popular culture, local events, and national issues to determine newsworthiness

The instructor is meant to deliver the activity in a way that simulates a newsroom

The instructor will also act as a news director to question students on why they believe their topic of choice is newsworthy

Students will determine newsworthiness in accordance to broadcast structureTimeliness, Proximity, Conflict & Controversy, Human Interest,

& relevance

Task C: Adaptation of Lesson Plan

Behaviorist Theory – What’s Newsworthy?In contrast from the Constructivist lesson

plan, the Behaviorist version would place learners in the natural setting of the classroom rather than a simulated newsroom

The instructor would explain why each news example is applicable to the five factors implemented in throughout news media

Learners will be able to use prior knowledge and experiences with local and worldwide news to better understand how certain stories make the news

Task D: Lesson Plan Discussion

Constructivist vs. Behaviorist –What’s Newsworthy?The lesson plan’s original constructivist approach is

more beneficial to the learner because of its “apprenticeship” style activity

By creating a mock newsroom learning environment, learners are encouraged to think like reporters and producers while identifying newsworthy events in accordance to the five broadcasting factors (Timeliness, Proximity, Conflict & Controversy, Human Interest, & Relevance)

The instructor is included in the assignment by acting as a news director who questions each student on how their topic of choice coincides with the five factors listed above

Task E: Effective Instruction Through the Use of Design Theories

Theories of Design in the ClassroomTheories of Design help produce effective

instruction by identifying the skills and knowledge learners must possess, objectives are outlined, instructional media is chosen, and assessment tools are developed in order to bring about desired results among learners. Different design methods go about this process in backwards or various stages.

Gagne’s Nine Events of Instruction: Teachers are provided with a 9-step set of guidelines

to construct a learning environment that promotes memorization, feedback, assessments, etc.

Task F: Design TheoriesStrengths and Limitations: Wiggins; Gagne;Teaching for Understand (The Harvard model)

Strengths of Wiggins TheoryWiggins Theory of Backwards Design focuses

on overall goal of instructionAfter goal has been established, the second

stage requires instructors to decide how students will demonstrate knowledge of understanding

Teacher design learning experiences to help students develop understanding

Limitations of WigginsFocusing on the end result of instruction

could prove time consumingBackwards Design model focuses heavily on

results rather than the instructional processAfter instructional process is construction,

the design may still need to be modified and added to

Strengths of Gagne’s EventsGagne’s Nine Events focus on several target

stimuli that engage learnersLearning types such as intellectual skills,

cognitive strategies, verbal information, motor skills, and attitudes

Prerequisite skills are identified among learners in order to provide learning material that will reinforce and add on to that prior knowledge

Limitations of Gagne’s EventsGagne’s design does not allow for steps for

planning Nine steps of events can prove to be long and

tediousRepetition of learning material may inhibit

certain types of learnersSome of the events of instruction can be

easily identified while the learning outcomes may be unclear

Strengths of Teaching for UnderstandingHarvard’s Teaching for

Understanding incorporates student participation in creating results as needed by the student.

Instructional designers analyze and test long-term goals with frequent feedback

http://www.uknow.gse.harvard.edu/teaching/TC3-1.html

Weaknesses of Teaching for UnderstandingDesired outcomes may not be achieved due

HTfU’s design for short-term instructionFrequent one-on-one feedback to ensure

student’s comprehension can be very time consuming

Task G: Most Suitable Design Process

Gagne’s Nine Events – What’s Newsworthy?Gagne’s Nine Events of Instruction would be

the most suitable for the PBS NewsHour lesson plan. Since both broadcast and print journalism are very visual and often times deal with familiar people and places, it is important to incorporate the necessary stimuli in order to engage the learner, assess their knowledge of news value in relation to their chosen topic, and place them in a mock newsroom scenario in which the instructor plays the role of news director to provide feedback.

Works CitedErtmer, P. and Newby, T. (1993). Behaviorism,

cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72.

Perkins, D., & Blythe, T. (n.d.). Retrieved from http://www.uknow.gse.harvard.edu/teaching/TC3-1.html

Roblyer, M.D., Edwards, J. & Havriluk, M.A. (1996). Learning theories and integration models (Chapter 3). In Roblyer, Edwards & Havriluk, Integrating educational technology into teaching. Prentice Hall.