Applications of Learning Theories to Instruction
ETEC 512
Lesson Plan Critique
One of the assignments that was completed was a Lesson Plan Critique for the purpose of looking at the role of learning theories play in writing lesson plans.
The following critique discussed the use of scaffolding techniques such as peer evaluation and use of technology to help students attain an anticipated writing outcome. The overall lesson plan was constructivist in nature, as it set out learning to occur through social cognition.
If I were to rewrite this lesson critique, I would add learning opportunities from a UDL perspective, such as setting up learning stations where students learn specific tasks, and the learning is done in supportive small groups.
As ETEC 512 was my first course in the MET program, I recall feeling apprehensive when creating my first discussion, just as I was apprehensive to step into a kayak for the first time. However, I found ETEC 512 to be the perfect course to take to get my feet wet. In this course, I was reintroduced to the major learning theories, which were examined in a variety of learning environmetns. The readings and discussion solidified my understanding of the research and philosophical framework of the theories, and also, allowed me to think critically about my personal pedagogy in the classroom.
The various learning theories that we investigated were:
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Behaviourism (Pavlov, Skinner, Watson…)
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Cognitivism (Piaget, Vygotsky…)
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Constructivism (Dewey, Merrill, Vygotsky, Lave, Papert…)
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These learning theories provided a solid base for other theories that were explored in later courses such as:
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Bloom’s Taxonomy
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ADDIE Model of Instructional Design
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Gamification in education
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Multiple Intelligences Theory (Gardner)
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Vygotski and his theory of Zone of Proximal development was one of the major theorists that we examined. Essentially, Vygotski views social interaction as essential to learning, and when skills to be learned are within a child’s optimal zone or level (too difficult to learn on one’s own, but learned with the guidance of another individual), then the student will be able to complete or learn the task. This concept is often described by educators is ‘scaffolding.’ For students to understand a concept teachers create social learning situations where concepts are scaffolded, to learn and be successful with a task. I connected with Vygotski’s theory, as I believe that it is my role as a classroom teacher is to provide engaging opportunities for children to learn from each other in an explorative environment, where challenging skills are learned.
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As I would discover, the current of the MET program followed a constructivist stream, as learning and assessment was procured through collaborative learning, case studies, research projects and problem based learning.
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I have always had an curiosity for neuroscience and metacognition and its uses in the teaching of social emotional learning in the classroom. This is an area that I will continue to explore in my journey, post MET.
Thought Papers
The following thought papers were chosen to demonstrate growth in my writing in my first course. It is evident in my first paper, that I needed to be more conscientious of APA format, including the addition of a title page. I remember that I was discouraged with the mark that I received, as I put a lot of thought and effort into my first piece of evaluated writing. I tried not to get caught up on my final mark (which a lot of my students do), and consider that learning is a process, and I was just at the beginning of my MET learning journey.
The first paper examined the behaviourist theory and its influence on learning. A thought that I brought up in my paper was the importance of a teacher or student to ask 'why'. This is a common point that was discussed throughout my MET courses. I strongly believe that if a person (child or adult), does not understand the underlying reasons of a concept (to be able to answer why), then deep learning has not occurred. It is the teacher's responsibility to design opportunities to scaffold deeper understanding and to be able to explain 'why'.
References
Coch, D. & Ansari, D. (2009). Thinking about mechanisms is crucial to connecting neuroscience and education. Cortex, 45(4), 546-547. Retrieved from:
http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0010945208001585
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​ETEC 512: Applications of Learning Theories to Instruction (core). (n.d.). Retrieved August 08, 2017, from http://met.ubc.ca/etec-512/
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Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J., & Bliss, S. L. (2008). Increasing on-task behavior in every student in a second-grade classroom
during transitions: Validating the color wheel system. Journal of School Psychology, 46(5), 575-592. Retrieved from:
http://ezproxy.library.ubc.ca/login?url=http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0022440508000307?np=y
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Siok, W. T., Perfetti, C. A., Jin, Z., & Tan, L. H. (2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431(7004), 71–76. Retrieved from:
http://www.pitt.edu/~perfetti/PDF/Nature%20Sept%2004.pdf
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Vygotsky, L.S. (1962). Thought and language. Cambridge, Massachusetts. MIT Press.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
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Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49. Retrieved from: http://anti-matters.org/articles/73/public/73-66-1-PB.pdf
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White, E. (2010). Classroom observation. Retrieved from: http://www.youtube.com/watch?v=RY3t2sijb4M&feature=related
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