Synthesis Web Research Assignment on Four Theories

No Masters Degree in education should be given without a thorough understanding of these theories.

Complete the Web Research assignment below by doing the following:

1. Download 3-5 articles on the WWW that provide information for each of the four theories.

2. Complete your part of the Presentation for the one theory you have been assigned to present (see the
assignment below for this Presentation).

3. For the other three theories (besides your power point theory) read the articles you have downloaded and
highlight (w/highlighter pen) the main points that provide the information of this chart.

4. Add your notes to the appropriate chart for each theory below as you read. These charts are in a table format
so they will expand according to your input.

5. Submit only your highlighted articles and the corresponding chart for each theory at the appropriate time
according to the syllabus. Group responses in the charts are acceptable. However, each student needs to
submit their own articles.

6. You may collaborate with a colleague if you wish. Your responsibility it to come to know this information very
well and to be fluent in the discussion of each theory before the presentations.

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NOTE: This first yellow chart is the master chart for all four theories to provide an
overview. Do not write in this chart. Use the individual charts following this chart for
each theory to provide more writing space.
Add to this chart as you study the theories and hear the presentations.
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 This is your study guide for the Final Exam.
Make your notes succinct but full of information.

Comparative Chart of all Four Views of Learning (FYI)

Behavioral, Information Processing, Constructivist, and Social Learning
(Chart adapted by R. Timmons from H. Marshall, 1992 as cited in Woolfolk, 2004)

Theory/ Behavioral Information Constructivist/Individua Constructivist/Social Social Cognitive

Family of
Models Processing l Situated

Theoretical Behavioral Information Processing Psychological Individual Social Situated Social Cognitive
Basis
Cognitive/Psychological Cognitive Cognitive/Psychological Social/Constructivist Cognitive/intellectual
(Thinking/Self-Talk, (Metacognition, Process Constructivist (Includes: Beliefs, Self development linked with skill in
Metacognition) and Product (Concerned with Individual Perceptions, Expectations of social process
Orientation) Cognitive Development) Society)

Theorists Skinner, Watson, Pavlov, Anderson, Bruner, Piaget, Dewey Vygotsky, Dewey Bandura, Dewey
Ausubel, Gagne, Taba, Suchman, Bruner, Sternberg, Suchman, Bruner, Sternberg,
Gordon, Craik & Slavin Slavin Johnson and Johnson, Slavin,
Lockhart Johnson Cooperative Johnson Cooperative Lerning Shlomo Sharan , Thelen
Lerning

Knowledge New behaviors are learned,
Fixed body of knowledge to
acquire,
Stimulated from outside
Learning Acquisition of facts, skills,
concepts
Fixed body of Changing body of Socially constructed knowledge Knowledge constructed and
knowledge to acquire, knowledge, continuously reconstructed by
Built on what participants individuals/ groups
Stimulated from Individually contribute, construct together
outside, constructed in Students operate on experience
social world, to produce knowledge
Prior knowledge
influences how Built on what learner Knowledge has a personal
information is processed brings quality and is unique for each
individual
Acquisition of facts, Active construction, Collaborative construction of Cooperative vs competitive,
skills, concepts, and Restructuring prior socially defined knowledge and Synergistic,
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 strategies knowledge values
Occurs through socially Cognition as well as social
Occurs through drill and Occurs through the Occurs through multiple constructed opportunities complexity key to increased
guided practice effective application of opportunities and diverse learning
strategies processes to connect to what Learning is active construction
is already known kwl. Based on observation of
others in a more advanced stage
of development or skill level,
Experienced based learning
Teaching Transmission, Transmission, Challenge, Participant Modeling, Observation is
important
Presentation (Telling), Guide students toward Guide thinking toward more Co-construct knowledge with Model democratic processes,
Demonstration more accurate and complete understanding students Experience-based learning,
complete knowledge Inquiry and knowledge are
central
Assessment Explain the type of
Type assessment that is most
appropriate for each
theoretical view of learning
Role of Manager, supervisor Teach and model Facilitator, guide Facilitator, Guide, Co- Facilitator, Encouraging ,
Teacher effective strategies participant flexible supervisor, Co-
Correct wrong answers participant,
Correct misconceptions Listen for students current Co-construct different Requires high level of
conceptions, ideas, thinking interpretation of knowledge; interpersonal and instructional
Listen to socially constructed skill
conceptions Responsive to student
needs/Student centered
Role of Not usually considered Not necessary but can Not necessary but can Ordinary part of process of Peers /role models are primary
Peers influence information stimulate thinking, raise knowledge construction part of process of knowledge
processing questions construction.
Role of Passive reception of Active processor of Active construction (within Active co-construction with Participation is of primary
student information information , mind) others and self, importance,

Active listener, direction-
follower
Strategy user Active thinker, explainer, Active thinker, explainer, Cooperation with peers in a
interpreter, questioner democratic learning
Organizer and Interpreter, environment is necessary
reorganizer of
information Questioner,
Active social participator
Rememberer

Woolfolk, A. (Ed.). (2005). Educational Psychology. (9th ed.). New York: Pearson Education Inc.

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 Complete the Following Chart for Each Theory
(Except the theory you are making the group presentation on as your Ppt. is adequate)

Theory Traits Behavioral Theory Facts/Ideas Personal Evaluation

Provide your personal evaluation and
experience for each category
applicable. Explain how learning
happens through reflecting on theory
traits.
Theoretical Basis Behavioral

Cognitive/Psychological
(Thinking/Self-Talk, Metacognition)
Theorists and relevant Skinner: believed that to understand about behavior is to see the cause of the behavior
dates of contributions and the consequences of the behavior.
Watson: studied how stimuli leads organisms to respond.
Pavlov: studied uncondidtioned stimuli responses and effects
Bandura: behavior is learned from their environment through observational learning
Thondike: worked on learning theory that led to development of operant conditioning
View of Knowledge New behaviors are learned, through observation How does this look in school setting?

Fixed body of knowledge to acquire Learners receive immediate

feedback, tasks are broken into small
Stimulated from outside steps, tasks work from most simple
to most complex, positive
reinforcement
Belief about Learning Acquisition of facts, skills, concepts

Occurs through drill and guided practice

Teaching: How is teaching Transmission,
done?
Presentation (Telling), Demonstration

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Role of Teacher Manager, supervisor

Correct wrong answers

Role of Peers Not usually considered.
Role of student Passive reception of information

Active listener, direction-follower

3-5 Big ideas in theory List several Big Ideas that inform your instructional planning you have developed Explain Big Ideas and how you
concerning teaching and based on this theory. applied them.
learning that you will
apply in your professional One of the big ideas for this lesson is that concavity, minimums and maximums, can be found In my lesson model, I worked with
practice. in objects like roller coasters, nature, and other places, not just in a text book.
a Concept Attainment model, I
wanted to give students an
Consider how to let students discover and identify lesson. Give clues when needed, opportunity to connect prior learned
allow students opportunity to develop understanding. concepts to possible new concepts.
Lesson Plan you Describe the focus/use/intent of this lesson model and how it met the learning objective In my lesson model, I worked with
developed/used rooted in of your students a Concept Attainment model, I
this theoretical view of wanted to give students an
learning. opportunity to connect prior learned
concepts to possible new concepts.
List and briefly describe 1. Concept attainment model
2-5 other lesson models 2. Concept Development Model
that fit this theory. 3. Inductive Model
4. Integrative Model
5. Direct Instruction Model

Growth Mindset: Explain How does/does not growth mindset develop in this theoretical view? Making the lesson less intimidating, by
in this theory making it at first appear, that math in
not present, helps prevent students
from closing their mind to the lesson.
Giving students to discuss their ideas,
and confirming positive similarities,
helps students grow in their confidence
as we learn more and relate more to our
concepts at-hand.

Long Term Learning How does learning get into long term memory through the use of this theory? This model helps with long term memory
due to the nature of the activity in the
lesson. Students are seeking to solve a

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 puzzle.
Assessment Type Explain the type of assessment that is most appropriate for each theoretical view of
learning
Design a perfect assignment Perfect Assignment: How to Write a Thesis
for this theoretical
perspective. It must also be
brain compatible for long
term memory.
Design a perfect assessment Perfect Assessment: students share theses
for this theory for long term
memory.

Personal Application How do/could you apply this theory for teaching learning?

(Provide 3 or more Direction instruction, concept attainment, concept development model lesson plans
examples)

Brain Research: Primacy

and Recency

Personal Evaluation
Provide your personal evaluation and
Theory Information Processing experience for each category
Traits applicable. Explain how learning
happens through reflecting on theory
traits.
Theoretical Basis Information Processing Sensory Memory
Cognitive Includes echoic and iconic
(Metacognition, Process and Product Orientation) senses.
Short Term Memory
Also known as the "Working
Memory" Can hold
information between 15-20
seconds.
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 "Chunking" and Repetition
Long Term Memory
Declarative, Procedural,
Episodic

Theorists Anderson, Bruner, Ausubel, Gagne, Taba, Gordon, Craik & Lockhart

View of Knowledge Fixed body of knowledge to acquire, How does this look in school setting?
Stimulated from outside,
Allow students to acquire and
Prior knowledge influences how information is processed develop understanding of vocabulary
and new concepts.
Learning Acquisition of facts, skills, concepts, and strategies

Occurs through the effective application of strategies

Teaching Transmission,

Guide students toward more accurate and complete knowledge

Role of Teacher Teach and model effective strategies

Correct misconceptions
Role of Peers Not necessary but can influence information processing
Role of student Active processor of information ,

Strategy user

Organizer and reorganizer of information

Rememberer
3-5 Big ideas in List several Big Ideas that inform your instructional planning you have developed based on this theory. Explain Big Ideas and how you
theory concerning applied them.
teaching and learning Learning occurs when learners are engaged with the information being presented.
that you will apply in
your professional Learning becomes more effective when it is related to prior knowledge. In math, prior concepts never go
practice. away, so its important to constantly
Development occurs when learners are challenged to perform increasingly difficult tasks. brush up on them and keep them
fresh in students minds, it helps to
Thanks to the Growth Mindset, we know that all learners can learn and develop with and environment that incorporates
support and feedback! relate new concepts to older ones,
this will strengthen understanding no
both the older and new concepts.
Growth Mindset: How does Growth Mindset develop in this theory?
Explain in this theory By allowing students to pool in their own
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 understandings of other familiar words,
such as bicycle or tricycle, students can tie
in similarities to the new terms.

Assessment Type Explain the type of assessment that is most appropriate for each theoretical view of learning Oral rehearsal such as a presentation
can be a perfect assessment because it
leads to practice retrieving from
memory. Students should be able to say
it so they can write it. A written exam
and projects shows student learning
and gives them a chance to practice and
develop deeper meaning to achieve
effective learning
Perfect Assignment Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long term memory. 3-D cell model
Perfect Assessment Design a perfect assessment for this theory for long term memory. Identifying parts of cell w/o names
Long Term Learning How does learning get into long term memory through the use of this theory? since the students will be focusing on the
vocabulary meanings, this will help them
remember it long term.
Lesson Model/long How does a specific lesson model in this theory get learning into long term memory? By utilizing prior understanding to
term learning and answer curiousities.
Memory

Theor Constructivist/ Constructivist/Social Situated Personal Evaluation

Provide your personal evaluation and
y Individual experience for each category
Traits applicable. Explain how learning
happens through reflecting on theory
traits.
Theoretical Psychological Individual Social Situated
Basis
Cognitive/Psychological Constructivist Social/Constructivist
(Concerned with Individual Cognitive Development) (Includes: Beliefs, Self Perceptions,Expectations of Society)

Theorists Piaget, Dewey Vygotsky, Dewey

Suchman, Bruner, Sternberg, Slavin Suchman, Bruner, Sternberg, Slavin
Johnson Cooperative Lerning Johnson Cooperative Lerning

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Knowledge Changing body of Socially constructed knowledge
knowledge,
Built on what participants contribute, construct together
Individually
constructed in
social world,

Built on what learner

brings
Learning Active construction, Restructuring prior knowledge Collaborative construction of socially defined knowledge and values
Occurs through socially constructed opportunities
Occurs through multiple opportunities and diverse
processes to connect to what is already known

Teaching Challenge, Participant

Guide thinking toward more complete understanding Co-construct knowledge with students
Role of Facilitator, guide Facilitator, Guide, Co-participant
Teacher
Co-construct different interpretation of knowledge;
Listen for students current conceptions, ideas, Listen to socially constructed conceptions
thinking
Role of Not necessary but can stimulate thinking, raise Ordinary part of process of knowledge construction
Peers questions
Role of Active construction (within mind) Active co-construction with others and self,
student
Active thinker, explainer, interpreter, questioner Active thinker, explainer,
Interpreter,

Questioner,
Active social participator
3-5 Big ideas List several Big Ideas that inform your instructional planning you have developed based on this theory. Explain Big Ideas and how you
applied them.
The big ideas were the concepts and desired outcomes of student understanding
The big idea is to develop
student comfortability
incorporating the Pythagorean
theorem and applying the
theorem more than once to solve
for an unknown length or
distance.

Growth
Mindset: By allowing students to pool in their own understandings of theorem, they must work to apply and solve the question.
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Explain in
this theory

Perfect Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long term memory. Jigsaw activity
Assignment:
Assessment Explain the type of assessment that is most appropriate for this theoretical view of learning. Exit ticket/slip, reflective journal
Type entries,
Long Term How does learning get into long term memory through the use of this theory? Students give more to meaning, other
Learning than just numbers, but instead a problem.
Lesson How does a specific lesson model in this theory get learning into long term memory? Students give more to meaning, other
Model/long than just numbers, but instead a problem.
term
learning
Personal How would you apply this theory for teaching Problem-based learning
Application students how to learn? (Provide 3 or more examples) Jigsaw activity
Graffiti activity
Web links
for articles

Brain Sensory Memory

Research/Tr Includes echoic and iconic senses.
ansfer of Short Term Memory
Learning
Also known as the "Working Memory" Can
hold information between 15-20 seconds.
"Chunking" and Repetition
Long Term Memory
Declarative, Procedural, Episodic

Theory Social Learning

Address each area
according to the
views of this theory.
Theoretical Basis Social Learning Personal Evaluation
Provide your personal evaluation and
Cognitive/intellectual development linked with skill in social process experience for each category
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 applicable. Explain how learning
happens through reflecting on theory
traits.
Theorists Bandura, Dewey

Johnson and Johnson, Slavin, Shlomo, Sharan , Thelen

View of Knowledge Knowledge constructed and continuously reconstructed by individuals/ groups

Students operate on experience to produce knowledge

Knowledge has a personal quality and is unique for each individual

How does learning Cooperative vs competitive,
happen in this Synergistic,
theoretical view? Cognition as well as social complexity key to increased learning
Learning from observation of others in a more advanced stage of development or skill level,
Experienced based learning
Teaching Modeling, Observation is important
Model democratic processes, Experience-based learning, Inquiry and knowledge are central
Role of Teacher Facilitator, Encouraging , flexible supervisor, Co-participant,
Requires high level of interpersonal and instructional skill
Responsive to student needs/Student centered
Role of Peers Peers /role models are primary part of process of knowledge construction.
Role of student Participation is of primary importance,

Cooperation with peers in a democratic learning environment is necessary

Growth Mindset:
Explain in this
theory
3-5 Big ideas List several Big Ideas that inform your instructional planning you have developed based on this Explain Big Ideas and how you
theory. applied them.
Perfect Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long
Assignment: term memory.
Assessment Type Explain the type of assessment that is most appropriate for this theoretical view of learning.

Design a perfect Perfect Assessment:

assessment for this
theory for long term
memory.
Long Term Learning How does learning get into long term memory through the use of this theory?
Lesson Model/long How does a specific lesson model in this theory get learning into long term memory?
term learning

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 Personal Application How would you apply this theory for teaching students how to learn?

(Provide 3 or more
examples)
Brain Research:
Social and
Emotional
Intelligence

E-Presentation on Theory and Learning

Essential Question: How does learning happen (specifically in this theory)?
Group Members:

Get to know your group members names and contact information.

Develop a means of communication so you can work collaboratively without meeting face to face. Names and cell phones/e-mail are usually exchanged.

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 Essential Question for this presentation: How does long term learning happen in this (the theory you are assigned) theoretical view?
Use ideas in the Power Point I have posted in BB as the main content areas to include for this project.
Feel free to include other valuable points from your professional study.

Presentation Skills: DO NOT just read the presentation notes:

Talk in professional and expert voice to your colleagues using your e-format/tools to enhance the presentation and deepen the learning.
Always face the audience and make eye contact.
The Ppt. is a reference point but you will add more information as a professional.
Speaking skills will be noted.
Appropriate understanding and use of vocabulary related to presentation topic is important.
Technology is appropriate and engaging
Purpose:
1. This presentation, using technological recourses, will be the main source of information shared in class concerning this theory. Therefore it is very
important that it is complete and that the information is correct.
2. The presentation will be shared on Blackboard so that all students will have access to it for study purposes.
3. This presentation should be appropriate for your faculty in-service meetings or team meetings. It should be informative and practical providing useful
information and samples for the participants. Keep in mind that the participants will include K-12 teachers as well as administrators.
Directions:
You must use the Ppt. posted in BB as a guide for the content that must be included in your presentation.
Prepare a presentation of about 35-45 minutes using current technological tools. If there are interactive demonstrations it is acceptable to use a longer
time period.
This will be a group project so divide the tasks in an appropriate manner so that all members participate equally.
Each group member will submit the whole presentation (or their part) with clear indications of their exact contribution to the presentation.
Note other resources used that would indicate your participation. (tools or curriculum from our school)
Use engaging and cutting edge technology.
Include Video, web links, and shared www space such as Voice Thread, WIKI, Google docs, or Live Text
Be prepared to share a lesson model used to support your presentation. Explain what worked well and what you would change to make improvements.
This will be a small group activity. You are accountable for the information in the related text chapters of your lesson models.

EDU 542: Professional Presentation Rubric

Tot
Points Possible 0 Points 50% of Points 80% of Points 100% of Points
al
10 Points Audience cannot Audience has difficulty Information is in logical 10 Points
understand following presentation sequence which audience Information is presented in logical, interesting
Organization presentation because because of lack of can follow and take notes. sequence which audience can easily follow and

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 there is no sequence organization. take notes.
of information.
Presenters do not Presenter is Presenter is at ease with 20 points
20 Points have grasp of uncomfortable with expected answers to all Presenters demonstrate full knowledge (more
information; cannot information and is able questions, but fails to than required) by answering all class questions
Subject answer questions to answer only elaborate. with explanations and elaboration.
Knowledge and about subject or spell rudimentary questions.
Mechanics or pronounce words Some misspellings.
correctly.
Superfluous graphics Some graphics that Graphics relate to text and 20 Points
20 Points or no graphics support text and presentation. Graphics explain and reinforce screen text and
Graphics presentation minimally. presentation.

Presentation has Presentation has Presentation includes use 25 Points

minimal use of several different uses of of a variety of tools to add Presentation has a WOW effect using various
technology beyond technology. interest and new types of (technology/videos/fresh new
25 points use of a Power Point. understanding. Presenters ideas) that add interest and support for learning
Technology have a good command of the material. Presenters use the tech tools
the tools they are using. effectively and efficiently and can explain to
others how to use the new tech tools.
15 Points Student reads all of Student occasionally Presenter(s) introduces 15 Points
report with no eye uses eye contact, but themselves and maintain Presenters introduce themselves and respect
Engagement of
contact. still reads most of report eye contact most of the audience. All presenters maintain eye contact
Audience and Student does not and seems to contribute time but frequently returns with audience, seldom returning to notes.
Participation & seem to contribute less than fair share to to notes. Students Students obviously contribute to the project and
Professional much to the group project. contribute fairly to project. to the presentation in a professional manner.
Appearance work. Professional attire noted.
10 Points Student mumbles, Student's voice is low. Student's voice is clear. 10 Points
incorrectly Student incorrectly Student pronounces most Student(s) uses a clear voice and correct,
Elocution and Eye pronounces terms, pronounces terms. words correctly. Most precise pronunciation of terms so that all
Contact and speaks too quietly Audience members audience members can audience members can hear and understand
Look and act like a for students in the have difficulty hearing hear presentation. presentation. Actions denote confidence.
professional back of class to hear. presentation.
Total Points:

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