JOT2-LEARNING

THEORIES
By: Jaime Brooks
 Learning Theories

Constructivism

Cognitivism

Behaviorism
 Constructivism

Students are engaged in their learning experience and take ownership of their
own learning
Students learn through actively seeking to find answers to their own questions
Students explore multiple ways of solving the problem and use critical
thinking to do so
Students use questioning to help seek answers to real world situations that
apply to the given concept/problem
Constructivism allows the students to work cooperatively with other students
and allows students to communicate their ideas and respond to shared ideas.
 When Constructivism is beneficial for
learners

When students need to take complete control of their own learning

Problem based learning

Group projects

To foster communication and collaboration between students

 Cognitivism

Students are given tasks that are developmentally appropriate to their own
learning.
Teachers provide a connection between prior learning and the new concepts
that are being instructed.
Cognitivism allows the teacher to model and then actively guide the students
in their application
It also allows the students to explore the material on their own, yet have
guidance
This theory allows the teacher to use multiple learning styles for the students
to grasp the concept
 When Cognitivism is beneficial to
learners

When the learning is teacher centered

When students need to be guided through their learning

but are active participants
 Behaviorism

Students learn through positive reinforcement based on

observed behaviors

Positive reinforcement encourages repeated behaviors

Expectations are clearly stated

 When Behaviorism is beneficial to
learners
It is beneficial when the teacher wants to reinforce
positive learning behavior

In order to cue student responses

Task B: Learning Theory Used in Lesson
Plan
Cognitivism
A connection between prior learning and the new concepts
that were being instructed was made
The teacher was able to model and then actively guide
the students in their application
The students were able to explore the material on their
own, yet have guidance
This lesson plan allowed the teacher to use multiple
learning styles for the students to grasp the concept
Learning Theory-Lesson Plan
Lesson Title & Subject(s): Counting On into the Teens/Mathematics (Brooks, 2010)
Topic or Unit of Study: Counting on Strategies
Grade/Level: 2nd Grade
Instructional Setting:
There were three sections of desks that were lined in the class. The first section
contained four rows of two desks. The middle section was two rows of two desks
and a row of three desks placed behind. The third section had four rows of two
desks. In the front of the class was the overhead projector that was positioned on a
table. Behind that table was the projector screen and white board. The cursive
alphabet border was placed above the white board. To the left of the overhead was
the teacher's desk in the corner. At the back of the classroom there was a table in
the right hand corner next to the sink. In the left hand corner was the reading rug.
There were a total of 19 out of 23 second grade students present in this class.
State Core Curriculum/Student Achievement
Standard(s):

Washington State Standards for 2nd grade Mathematics

2.2.B Solve addition and subtraction word problems that involve joining,
separating, and comparing and verify the solution.
2.5.D Select from a variety of problem-solving strategies and use one or
more strategies to solve a problem.

(Washington State Office of Superintendent of Public Instruction, 2008)

Lesson Objective

By drawing a picture for each of the given problems to

reflect the counting on strategy, students will correctly
answer at least 4 out of 5 of the independent practice
problems.
Instructional Materials:

25 dime strips
150 penny strips (each student gets 6)
25 sticky notes
Dry erase board
Overhead/screen
Identification of Student Prerequisite Skills Needed
for Lesson: 5 min

The teacher will ask the students if anyone remembers the name of the
strategy that we learned in math yesterday.
The teacher will wait for responses. The desired response is the Counting On
Strategy.
The teacher will tell the students that today we are going to use the counting
on strategy to add numbers in an easier and faster way.
The teacher will ask the students how many of you would like to be able to
add or subtract math problems in an easier and faster way?
The teacher will tell the students that all of the strategies that we are
learning are helping us to find ways to make solving math problems easier and
faster.
Presentation of New Information or
Modeling: 10 minutes
The teacher will model this strategy for the students on the overhead.
The teacher will show a dime strip that has ten pennies on it. The pennies
are in two groups of five.
The teacher will point to each penny and count each penny from one to ten.
The teacher will tell the students that since this dime strip has 10 pennies,
we are going to use it to show a group of pennies that we are going to start
counting from.
The teacher explains that we are going to use these strips to help us add.
Presentation of New Information or
Modeling: cont
The teacher will write the addition problem on the overhead above the dime
strip.
8+6=
The teacher will then place a sticky note over the top two pennies so that only
eight pennies are showing.
The teacher will tell the students, now you see I already have 8 pennies over
here. Since I know this, I dont need to start counting from the first penny.
Instead I will count starting at number eight.
The teacher will tell then tell the students that she is going to place 6 more
individual pennies next to this dime strip. Now watch as I count.
The teacher will say: I already have 8 (point to the dime strip), now 9 (point to
each penny as you count), 10, 11, 12, 13, and 14 (last penny counted).
Presentation of New Information or
Modeling: cont
The teacher will tell the students that the last number counted is the answer
to this problem. We saw a group of 8 pennies and then 6 more were added
next to them. After we counted all of the pennies, we had a total of 14
pennies.
The teacher will then show the students that they can check their work by
also using their fingers to count. Since the number 8 is the larger number,
they start counting from number eight.
The teacher will say already 8 and hold up a finger for each number after 8
being counted. So 9-show a finger, 10-show a finger, 11-show a finger, etc
until number 14-6 fingers should be up.
The teacher will tell the students that now we are going to try to solve some
addition problems together.
Guided Practice: 10 minutes
The teacher will give each student a dime strip, a post-it note, and 6 pennies
to work with.
The teacher will then tell the students, lets do a problem together. How
about
9+4=
So we need to first put out dime strip in front of us. Now lets take our post-
it note and cover up 1 of the pennies since we are only going to use 9 out of
10 of our pennies on our dime strip.
Okay, now we see that we need to add 4 more pennies. Lets take 4 pennies
and place them next to the dime strip.
So how many pennies do we have showing from our dime strip? The teacher
will let the students all respond-9 pennies.
So lets all say, already 9 the students will repeat the phrase.
Guided Practice: cont
Now lets count on into the teens by counting the 4 pennies. I want you all to
point to each penny as you count. So already 9, now 10, 11, 12, 13.
The teacher will ask the students, so how much is 9+4?
The teacher will wait for the students to respond 13.
Now lets check our answer by using our fingers to count. So everybody hold
up your fist and count. Already 9, now 10-place a finger up, 11, 12, and 13-4
fingers are showing.
So how much is 9+4=?
The students will respond 13.
Guided Practice: cont
The teacher will then complete one more problem with the students. The
problem is 7+4=?
The teacher will tell the students to take out a piece of paper and draw the
picture of how they place the coins on their desks to represent the problem. The
teacher will also draw this picture and show it on the overhead for the students to
see.
The students will draw a dime strip of 10 pennies and drawing a box around 3 of
the 10 pennies to represent the sticky note. The teacher will tell the students
that the pennies that are in the box are not counted.
The students will add 4 more pennies next to it by drawing 4 Ps next to the dime
strip.
The teacher and the students will count together to find the answer saying already
7, now 8, 9, 10, and 11. So the answer is 11.
The students and the teacher will check their answer by using their fingers to
count on from number 7.
Independent Student Practice: 20 minutes
The teacher will then pass out a sheet that has the following 5 problems
written on it.
1. 9+5=
2. 7+6=
3. 8+3=
4. 8+5=
5. 7+5=

The teacher will tell the students that they need to answer the 5 problems by
using the counting on strategy.
Independent Student Practice: cont
In order to do this, they need to draw a picture of their work. For the pennies that are
not to be counted on the dime strip, the student should draw a box around them to
indicate the post-it note that was used in previous examples to cover those pennies that
would not be counted. An example of this drawing would look like:
P
P
P
P
P
PPPPPP
P
P
P
P
P
Independent Student Practice: cont

The teacher will tell the students that they need to double check their
answers by using their fingers to count on.

During the completion of the independent practice, the teacher will observe
the students work by walking around.
Culminating or Closing Procedure/Activity/Event: 5
min

The teacher will tell the students to place the worksheet in their homework
folders if they have not finished. The work will be due tomorrow.
The teacher will tell the students that today we learned how to add by using
the counting on strategy.
The teacher will remind the students that it is much easier to count starting
from one number and then adding the rest rather than starting to count from
1. So just like we answered the problem 8+6 by first saying 8 and then using
the counting on strategy to count on 9, 10, 11, 12, 13, and 14.
The teacher will ask the students if anyone has any questions about what we
learned today?
The teacher will tell the students that tomorrow we will learn the counting
back strategy which will help us with subtraction problems.
Task C: Adaptation of Lesson Plan

Cognitivism to Constructivism
 Adapting the lesson plan

Constructivism Lesson plan

Lesson Plan: Counting On into the Teens/Mathematics
Goal: Using 3 different strategies to reflect the counting
on strategy, students will correctly answer at least 4 out
of 5 of the independent practice problems.
Activities: Students will work in groups to find 3 different
ways of using the counting on strategy to solve addition
problems. They will use pennies, dimes, paper, and
pencil.
Assessment: Remains the same
Task D: Lesson plan according to
instructional setting
Why use constructivism?
Students are engaged in their learning experience and take
ownership of their own learning

Students explore multiple ways of solving the problem and use

critical thinking to do so

Constructivism allows the students to work cooperatively with

other students and allows students to communicate their ideas
and respond to shared ideas.
Task E: Theories of design and
development of effective instruction.

The theories of design can help in the development and adaptation of

lessons
Helps to analyze the needs of the learners and establish goals
Align with State Standards and Common Core
Organized plan
Ways for assessing student knowledge
Different theories of design can be used in different situations depending
on the concepts being taught
Gagnes 9 Events of Instruction is one theory that helps in the development
of effective lessons so that retention and application can occur
Task F: Strengths and Limitations of
design theories
Wiggins-Backwards Design

Gagne-Nine Events of Instruction

Teaching for Understanding

 Wigginss Theory of Backwards Design
Strengths
Begins with the end in mind
Prioritize learning goals
Aligned to standards
Focuses on what learner should know, understand, and be able to do
by the end of the lesson
Six facets of understanding: explanation, interpretation,
application. Perspective, empathy, and self knowledge
Provoke interest in the subject matter
Raise other questions that are relatable to other content areas
 Wigginss Theory of Backwards Design
Limitations
Time consuming

Challenging to create

May focus on teaching to the test

 Gagnes Nine Events of Instruction
Strengths
Gains student attention
Informs learner of objective and expectations
Stimulates recall of prior knowledge
Provides new stimulus
Provides for guidance and scaffolding
Allows students to demonstrate their learning
Immediate Feedback
Performance assessment
Enhances retention and transfer
Students are active learners
 Gagnes Nine Events of Instruction
Limitations
Rigid format

Difficultto fit everything into 9 events of

instruction

Different skill levels may not all be addressed

Elements of Teaching for Understanding
Strengths

Generative topics

Clear goals

Long term Performance of understanding

Ongoing assessment
Elements of Teaching for Understanding
Limitations

Time consuming

May not be able to meet all of the multiple

intelligences
Task G: Most appropriate design process

Gagnes Design:
The design process that would be most effective in this
second grade mathematics classroom is Gagnes 9 Events of
Instruction. The reason this design process would be most
beneficial and effective is because it would allow the
teacher to provide a thorough lesson that allows for
informing the students of the objectives, recall of prior
knowledge, new stimulus, application, guidance, scaffolding,
immediate feedback, retention and transfer.
 References

Brooks, J. (2010). Counting On into the Teens/Mathematics Lesson Plan.

Taskstream: Assessment, Accreditation, e-Portfolios to Improve Student Learning.
Effective Teaching Practices PCE: Math and Science (UG, EFT4-1209 ). Retrieved
December 01, 2015, from https://www.taskstream.com/Main/main_frame.asp

Fuson, K.C. (2009). Math Expressions. Orlando, FL: Houghton Mifflin

Harcourt Publishing Company.

Washington State Office of Superintendent of Public Instruction (2008).

Grade Level Standards and Resources: 2nd Grade Mathematics. Retrieved
November 16, 2010 from http://
standards.ospi.k12.wa.us/ContentWithPEs.aspxsubject=7,PE&gl=5&content=119