JOT2 Task 2
Angela Shepherd
See the Assessment section of the course for complete instructions, including Introduction
and Scenario sections of the instructions.
Important: APA requires us to cite ideas that are not our own, even if we know them well
enough not to have to use any resources. Therefore, be sure to include in-text citations within
each slide in which you discuss or evaluate a theory. List the complete references in APA
format on the last slide: H. References. Your Course of Study provides the complete
references. See https://owl.english.purdue.edu/owl/resource/560/01/ for formatting.
A. When Constructivism is Beneficial for Learners
When you want students to be able to
transfer skills to the real world
When you want students to relate ideas to
themselves or their prior knowledge
When there is no true right or wrong answer
(Ertmer,1993)
A. When Cognitivism is Beneficial for Learners
When students need to understand “why”
When information needs to be stored for
recall
For problem solving
(Ertmer,1993)
A. When Behaviorism is Beneficial for Learners
Learning facts/rote information
When you want to create a specific behavior
to an applied stimulus
When higher level cognitive functions are not
needed
(Ertmer,1993)
B. Learning Theory Reflected in Lesson Plan
Learn About The Brain(Sohail,2015)
• Cognitivism
C. Adapted Lesson Plan
●
Cognitivism to Constructionism
●
●
●
Teacher providing explanation of part of brain, central
nervous system and its function replaced with students
building a model of parts of the brain using modeling clay
Replace the guided practice and independent work activity
with having the students research part of the CNS and
describe what it does
Leave the differentiation activity
(Sohail,2015) (Ertmer,1993)
D. Most Beneficial Lesson Plan and Justification
●
Constructivism is more beneficial. Instead of just gaining
knowledge through lecture and worksheets, students are
receiving real world application.
E. Benefits of Following a Design Theory
●
Design theories give us a guide to follow when
designing activities to provide learning opportunities.
They help us to ensure that learning objectives are
met. (Gagne,1988)
F. Strengths of Backwards Design
Goals and assessments methods are
developed first
The learning activities will focus on knowledge
needed to be able to perform or achieve the
goal
Activities not directly related to performance
of objective will not be included
(JenS246,2017)
F. Limitations of Backwards Design
The focus of instruction is narrowed to only
what will be assessed
Does not take learners into consideration
Can be time consuming
(JenS246,2017)
F. Strengths of Gagne’s Events
Emphasizes gaining the learners attention
Provides a structured process
Emphasizes use of prior knowledge
Allows for practice with feedback
(Gagne, 1998)
F. Limitations of Gagne’s Events
Very structured
Has numerous steps
Limited ability to be creative
(Gagne, 1998)
F. Strengths of Teaching for Understanding
Focus is on students being able to transfer
knowledge into real situations
Requires students to think about concepts instead of
being teacher centered
Assessments happens throughout learning instead of
just at the end
Follows the developmental sequence
(Perkins, 1993)
F. Weaknesses of Teaching for Understanding
Leaning meant to take place over a long
period of time (1 year)
Teachers required to give frequent feedback
(Perkins, 1993)
G. Most Appropriate Design Theory for My
Instructional Setting and Justification
●
Gagne’s 9 Steps of Instruction is more beneficial for
my setting
●
●
●
●
Goals are clearly identified
Expand on prior knowledge since course build on each
other
Step by step approach
Opportunities for practice, give feedback, and then more
practice
(Gagne, 1988)
G. Example(s) of Most Appropriate Design Theory
in My Instructional Setting
●
●
●
Using videos at beginning of lesson to gain attention
Review prior lesson and tie into current lesson
Have students perform the skill and then provide
guidance of the skill
H. References
●
•
•
•
•
Ertmer, P. T. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical
features from an instructional design perspective. Performance improvement quarterly, 6(4),
50–72.
Gagne, R. M. (1988). The events of instruction. In Principles of instructional
design (pp. 185–204). San Diego: Harcourt Brace College Publishers.
JenS246, "Backward Design," in Learning Theories, September 16,
2017, https://www.learning-theories.com/backward-design.html.
Perkins, David. (1993). Teaching For Understanding. American Educator: The Professional
Journal of the American Federation of Teachers; v17 n3, pp. 8,28-35.
Sohail, Sanayya. (2015). Learn About The Brain. Retrieved from
https://www.education.com/lesson-plans/