butler jot2 activity.pptx
DESCRIPTION
PowerPoint PresentationTRANSCRIPT
![Page 1: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/1.jpg)
JOT2 – LEARNING THEORIES
Israel Butler
![Page 2: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/2.jpg)
Task A: Learning Theories & LearnersBehaviorist Learning Cognitive LearningConstructivism Learning
![Page 3: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/3.jpg)
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
![Page 4: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/4.jpg)
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
![Page 5: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/5.jpg)
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
![Page 6: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/6.jpg)
Task B: Learning Theory Used in Lesson PlanPBS NewsHour – What is Newsworthy?
![Page 7: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/7.jpg)
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
![Page 8: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/8.jpg)
Task C: Adaptation of Lesson Plan
![Page 9: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/9.jpg)
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
![Page 10: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/10.jpg)
Task D: Lesson Plan Discussion
![Page 11: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/11.jpg)
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
![Page 12: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/12.jpg)
Task E: Effective Instruction Through the Use of Design Theories
![Page 13: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/13.jpg)
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.
![Page 14: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/14.jpg)
Task F: Design TheoriesStrengths and Limitations: Wiggins; Gagne;Teaching for Understand (The Harvard model)
![Page 15: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/15.jpg)
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
![Page 16: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/16.jpg)
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
![Page 17: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/17.jpg)
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
![Page 18: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/18.jpg)
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
![Page 19: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/19.jpg)
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
![Page 20: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/20.jpg)
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
![Page 21: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/21.jpg)
Task G: Most Suitable Design Process
![Page 22: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/22.jpg)
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.
![Page 23: Butler JOT2 Activity.pptx](https://reader035.vdocuments.site/reader035/viewer/2022081418/55cf9b09550346d033a47bb5/html5/thumbnails/23.jpg)
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.