Jot2 task2
- 1. JOT2 Task 2 Planning of Instruction Amy Jones Student ID: 000160889 Program Mentor: Lindsay Palmer November 8, 2020
- 2. A. When Constructivism is Beneficial for Learners (Ertmer & Newby, 2013) • When learning occurs based on personal interpretations by creating meaning from experience (p. 55) • When factors that influence learning are conditionally determined by the learner’s unique life experiences (p. 55) • When the role of memory is specific to the learner’s relationship with a situation; memory is cumulative and is always under construction (p. 56) • When transfer occurs because tasks are presented in a meaningful context such as engaging the learner in real world activities (p. 57) • When types of learning emphasize advanced knowledge acquisition involving complex and ill-structured problems
- 3. A. When Cognitivism is Beneficial for Learners (Ertmer & Newby, 2013) • When learning occurs by active participation and the retention of new information internalized through coded and structured mental processes (p. 51) • When factors that influence learning involve mental activities such as planning, goal setting, and organizational strategies (p. 51) • When the role of memory involves using mnemonic and scaffolding techniques to connect new information to existing knowledge (p. 52) • When transfer occurs because the learner recognizes that desired responses are useful to the learner’s own situation (p. 52) • When types of learning required emphasize complex learning activities such as problem-solving and information processing (p. 52)
- 4. A. When Behaviorism is Beneficial for Learners (Ertmer & Newby, 2013) • When learning occurs based on environmental factors involving stimulus and response (p. 48) • When factors that influence learning include observable and measurable performance of desired responses (p. 48) • When the role of memory is less important than the establishment of habits through reward and repetition (p. 48) • When transfer occurs by eliciting similar behaviors through repetition and reward (p. 49) • When types of learning required include recalling facts (discriminations), defining and illustrating concepts (generalizations), applying explanations (associations), and shaping muscle memory, or chaining (p. 49)
- 5. B. Learning Theory Reflected in Lesson Plan Cognitivism • Instructor models the skill that is being learned in each lesson • Graphical representation of coins is used to identify and characterize their meaning • Practice props provide extensive visual aids – Centers provide games to stimulate memory recall – Practice pages reinforce self direction in the development of mental processes – Activity pages are designed to aid in the storage and retrieval of knowledge in memory • Differentiations to support students’ specific level of cognitive development: – Constructivist Scaffold activities for students who do not meet assessment targets (Carey et al 2009 p. 201) – Constructivist Extension activities based on Bloom’s Learning for Mastery instructional strategy (Guskey 2007 p. 13)
- 6. B. Elements of Lesson Plan Kindergarten Math Unit 11 Money (Moffat, A. 2020) • Part 1: Pre-assessment • Part 2: Lessons – Objective – Review – Hook – Mini-Lesson – Practice • Center(s) • Activity Page(s) • Practice Page(s) – Differentiation – Scaffold and Extension • Part 3: Post-Assessment
- 7. C. Adapted Lesson Plan Behaviorism ● Adapted lesson plan removes the pre- assessment based on the assumption that students do not have demonstrative prior knowledge of the learning material ● Online Classroom instruction includes repetitive drills of the information to produce observable results ● Independent learning involves activity modules to develop and reinforce knowledge of coin values and counting coins, with praise stickers to reward correct answers ● Post-assessment is informal, with worksheets provided for practice and graded to measure proficiency, providing the necessary stimulus to achieve the desired response ● If proficiency is not achieved, instructor engages in more repetitive drills, and additional worksheets are provided until proficiency is demonstrated
- 8. D. Most Beneficial Lesson Plan and Justification Cognitivism ● The most beneficial lesson plan is the one developed based on cognitivism, which readily supports a remote environment, including a blended approach ,and using both synchronous and asynchronous learning techniques ● Pre-assessment helps determine break- out of small groups to make sure students get appropriate support during guided learning activities ● Visual aids adapted for online classroom applications help to compensate for the lack of hands on and tactile learning activities ● Activities serve as a template for interactive digital e-Learning modules and provide guided learning activities for the asynchronous portion of learning experience ● Units include interim assessments to reinforce performance of learning objectives
- 9. D. Most Beneficial Lesson Plan and Justification Cognitivism ● Lesson plan serves as an organic follow-on to the prior knowledge schema of previous number learning units to reinforce understanding of numbers ● Lesson plan is easily adapted to support a combination of both self- paced e-learning and collaborative group participation ● Helps the students to make meaningful connections that enhance understanding and therefore promote long-term memory sustainment ● Extension lesson material provides support for struggling students and additional challenge for students who have already mastered the expected learning outcomes
- 10. D. Lesson Plan Enhancements Cognitivism • Simulated marketplace provides modeling for buying and selling to guide the students in understanding combined values of coins • The marketplace offers a guided demonstration of additional monetary concepts and provides students with a real-world understanding of the importance and purpose of money • Introduction of asynchronous learning activities provide opportunities for students to better hone self-directed learning skills • Balance independent study and group collaboration activities to foster exploration and development of analytical skills
- 11. E. Benefits of Following a Design Theory ● Using a well-defined framework helps to ensure that focus is maintained ● Developing instruction materials based on a well- defined design theory increases the probability that desired learning outcomes will be achieved ● Design theories are intended to produce learner- centric results
- 12. • Three-step methodology helps ensure instructional development won’t get bogged down in process • Methodology starts with the final conception as a framework • Focus is on learning and performance rather than the mechanics of teaching • Frequent assessments and curriculum reviews support continual improvement of instructional design and student performance (Wiggins et al, 2012) F. Backwards Design Strengths
- 13. • Emphasis on frequent assessments may create a demanding environment that is frustrating for both instructors and students • The continuous improvement nature of this theory may make the planning aspects of this approach prohibitive in terms of time and resources • The inherent complexity of Backwards Design is not appropriate for simple single lessons and may not work well for beginner learning (Wiggins et al, 2012) F. Backwards Design Limitations
- 14. • Sequential nature of the nine events makes it easier to follow as a process • Applicable to many different content areas, age levels, and learning environments (Fields, D. 1996 p. 1) • A highly adaptable framework that supports a wide spectrum of learners • Approach is learner-centric, designed to keep students engaged and to support their success by ensuring that they know what is expected of them, building on prior knowledge, providing guidance, and verifying understanding F. Gagne’s Nine Events of Instruction Strengths
- 15. F. Gagne’s Nine Events of Instruction Limitations • Focus on what learner needs to know rather than what learner must do • The need for extensive guided assistance does not readily support independent exploration, and may not adequately reinforce high-level problem-solving skills • The approach is rigid, and does not leave a lot of room for creativity and inventiveness
- 16. F. Teaching for Understanding Strengths • Framework is generative, providing connections to subjects and ideas that are familiar to the student • Goals are provided explicitly, offering the learner a baseline tool for successful learning • Performances of understanding help learners develop and demonstrate proficiency in learning • Continuous assessment, communication of acceptance criteria and ongoing feedback provide occasion for teachers and students to collaborate on the progress of the learning process
- 17. F. Teaching for Understanding Limitations • Learning basic core knowledge and developmental skills may be overlooked • Reliance on content coverage is typically expected to achieve state standards and is not well supported by this approach • Attempts to provide a breadth of understanding without depth of knowledge may create obstacles to learning; struggling students can easily be left behind • Effective performances of understanding may be hindered by time constraints • Value may not be apparent for a significant timeframe as investment is long term
- 18. G. Most Appropriate Design Theory for My Instructional Setting and Justification Blended Learning for Online Instructional Design The most appropriate design theory for my instructional setting is a blended distance learning approach. This includes elements of the following: • The five key ingredients of blended learning design – 1. live events, 2. online content, 3. collaboration, 4. assessment, and 5. reference material (Carman, J. 2005 p.2) • Gagne’s nine events of instruction as a foundational baseline • Both Synchronous (real-time) and Asynchronous (independent) learning • The Multimodal Model for Online Education – 1. collaboration, 2. reflection, 3. content, 4. social/emotional, 5. self-paced, 6. dialectic/questioning and 7. evaluation/assessment (Picciano, A. 2017 p. 182)
- 19. G. Most Appropriate Design Theory for My Instructional Setting and Justification Blended Learning for Online Instructional Design • A blended learning approach enables instructors to establish a template based on Gagne’s Nine Events of Instruction while introducing other elements that are more tailored for online learning • The Multimodal Model (Picciano, p.182) maps very closely to Gagne’s nine events, but is explicitly designed to support distance learning and its rapidly evolving nature • The Multimodal Model is intended to be highly adaptable, supporting a graduated spectrum of instructional settings, from a traditional face-to- face classroom all the way to an entirely online instructional setting – there is a great deal of flexibility available when modifying lesson plans based on formative and summative evaluations
- 20. G. Most Appropriate Design Theory for My Instructional Setting and Justification Blended Learning for Online Instructional Design • An online instructional setting is well- positioned to take advantage of collaborative synchronous learning, independent asynchronous learning, and the wealth of learning materials available in the online community, as illustrated by Anderson’s Model (Anderson, T. 2008, p. 61) • Blended learning theories bolster traditional learning theories, particularly by addressing the unique challenges posed by a distance learning environment – Addresses social and emotional learning, which to some extent tends to occur organically in the traditional classroom setting and is therefore often formally overlooked – Supports development of content that includes both instruction and assessment elements. This gives instructors an additional tool to compensate for a lack of observational assessment and timely feedback opportunities. These aspects of learning are inherent to the in-person classroom setting but do not translate well to the distance learning environment
- 21. G. Most Appropriate Design Theory for My Instructional Setting and Justification Blended Learning for Online Instructional Design Lesson Plan Adaptations • A blended learning approach will support live events using an online classroom platform (Carman #1) – ”What is this?” game using the coins that will be studied, buttons, bottle caps, and other items that are small and round to gain students’ attention (Gagne #1) and introduce them to the learning objectives for the upcoming coin units (Gagne #2) – Online multiple-choice visual aids enable students to select the corresponding coin picture to the questions “Which one is a (penny, nickel, dime, quarter)?” and “How much is it worth?” (Gagne #3, Carman #4, Picciano #7) • Online classroom participatory activities enable Instructors to assess progress and support advancement in the arithmetic concepts of coins (Carman #1, Gagne #4/#5, Picciano #6) • Asynchronous online instructional modules reinforce coin recognition and arithmetic concepts (Carman #2, Gagne #6, Picciano #3/#5) • The simulated Marketplace serves as a mechanism for students to apply practical arithmetic concepts and demonstrate performance proficiency. Instructors can use this collaborative exercise to provide feedback and conduct performance assessments. Retention and transfer is supported by the real-world attributes of buying and selling (Carman #3, Gagne #7/#8/#9, Picciano #1/#4).
- 22. Blended Learning Conceptualization Figure 1: A Blend of Learning Theories Note. Reprinted from “Blended Learning Design: Five Key Ingredients”, by Carman, J., (2005, August). Retrieved from https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf Carman’s Blend of Learning Theories Zenn diagram includes Gery’s Performance Support theory, which is more appropriate for corporate learning environments. Behaviorism is more pertinent to the early childhood development instructional setting
- 23. A modified Zenn diagram demonstrates the blended concept with Behaviorism. While behaviorism is not a primary contributor to online instructional design, there will always be some degree of positive and negative reinforcement in the instructional setting so it bears consideration in the blended learning environment Figure 2: A Blend of Learning Theories Note. Modified from “Blended Learning Design: Five Key Ingredients”, by Carman, J., (2005, August). Retrieved from https://biblioteca.pucv.cl/site/colecciones/manuales_u/99z_anderson_2008-theory_and_practice_of_online_learning.pdf Blended Learning Conceptualization
- 24. ”The model illustrates the two major human actors, learners and teachers, and their interactions with each other and with content. Learners can of course interact directly with content that they find in multiple formats, and especially on the Web; however, many choose to have their learning sequenced, directed, and evaluated with the assistance of a teacher. This interaction can take place within a community of inquiry, using a variety of Net-based synchronous and asynchronous activities...These environments are particularly rich, and allow for the learning of social skills, the collaborative learning of content, and the development of personal relationships among participants. However, the community binds learners in time, forcing regular sessions or at least group-paced learning.” (Anderson, 2011, p. 61-62) Blended Learning Conceptualization Figure 3: A Model of Online Learning Showing Types of Interaction Note. Reprinted from “Toward a Theory of Online Learning”, by Anderson, T., (2008). Retrieved from https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf
- 25. ”The model illustrates the two major human actors, learners and teachers, and their interactions with each other and with content. Learners can of course interact directly with content that they find in multiple formats, and especially on the Web; however, many choose to have their learning sequenced, directed, and evaluated with the assistance of a teacher. This interaction can take place within a community of inquiry, using a variety of Net-based synchronous and asynchronous activities...These environments are particularly rich, and allow for the learning of social skills, the collaborative learning of content, and the development of personal relationships among participants. However, the community binds learners in time, forcing regular sessions or at least group-paced learning.” (Anderson, 2011, p. 61-62) Blended Learning Conceptualization Figure 3: A Model of Online Learning Showing Types of Interaction Note. Reprinted from “Toward a Theory of Online Learning”, by Anderson, T., (2008). Retrieved from https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf
- 26. G. Example(s) of Most Appropriate Design Theory in My Instructional Setting Blended Learning for Online Instructional Design ● Collaborative in-classroom alternatives in the distance learning environment include Zoom, Google Classroom, Cisco Webex, and many others ● Instructional game theory and the use of multiplayer games, fostering collaboration and social engagement ● Alternating between synchronous online small groups and asynchronous independent online activities (MyOn, STMath, Imagine Learning and Literacy, Pioneer Valley) ● Growth and refinement of knowledge sources as communities of experts, practitioners, and students transformatively augment the sources within the semantic web (Anderson, T. 2008 p. 66)
- 27. H. References • Dick, W., Carey, L., Carey, J. O. (2009). The Systemic Design of Instruction, 8th Edition. https://wgu.vitalsource.com/#/books/9781323022566/ • Myers, M., Paiz, J., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Keck, R. (2019, December 20). General format. Purdue Online Writing Lab. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html • Fields, Dennis (1996). The Impact of Gagne’s Theories on Practice. St. Cloud State University. https://files.eric.ed.gov/fulltext/ED397794.pdf • Seif, E., McTighe, J (2011). Teaching for Understanding – A Meaningful Educationfor 21st Century Learners https://www.jaymctighe.com/wp-content/uploads/2011/04/Teaching-for-Understanding.pdf • Wiggins, G., McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf • Faruso, M. (2008). What is Teaching for Understanding?Harvard Graduate School of Education https://www.gse.harvard.edu/news/uk/08/05/what-teaching-understanding • Carman, J. (2005) Blended Learning Design: Five Key Ingredients https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf • Unger, Chris (1994, February). Teaching for Understanding, Educational Leadership. http://www.ascd.org/publications/educational-leadership/feb94/vol51/num05/What-Teaching-for-Understanding- Looks-Like.aspx
- 28. H. References (continued) • Huang, Ronghuai & Ma, Ding & Zhang, Haisen. (2008). Towards a Design Theory of Blended Learning Curriculum. 5169. 66-78. 10.1007/978-3-540-85170-7_6. https://www.researchgate.net/publication/221116755_Towards_a_Design_Theory_of_Blended_Learning_Curric ulum • Guskey, T. (2007) Closing Achievement Gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery.” Journal of Advanced Academics. https://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=d1dd820d-a0d4-4ff3- 85bf-cb1102c7b106%40sdc-v-sessmgr01 • Wiggins G. et al (2012) Understanding by Design Framework https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf • Picciano, A. (2017) Theories and Frameworks for Online Education: Seeking an Integration Model https://files.eric.ed.gov/fulltext/EJ1154117.pdf • Moffatt, A (2020) Kindergarten Math Unit 11 Money. The Moffatt Girls https://www.teacherspayteachers.com/Store/The-Moffatt-Girls/Category/-Math-Made-Fun-Kinder-334971 • Anderson, T. (2008). Towardsa Theory of Online Learning https://biblioteca.pucv.cl/site/colecciones/manuales_u/99z_anderson_2008- theory_and_practice_of_online_learning.pdf • Edward L. Thorndike.(2020).In Encyclopaedia BritannicaOnline.Retrieved from http://www.britannica.com • Robert S. Woodworth.(2020).In Encyclopaedia BritannicaOnline.Retrieved from http://www.britannica.com