JOT2 TASK 2

ADAPTING LESSON PLANS

Danielle Hayes
Student ID: 000960780
Mentor: Roger Beus
10/22/18

Important: APA requires us to cite ideas that are not our own, even if we know them well
enough not to have to use any resources. Therefore, be sure to include in-text citations within
each slide in which you discuss or evaluate a theory. List the complete references in APA
format on the last slide: H. References. Your Course of Study provides the complete
references. See https://owl.english.purdue.edu/owl/resource/560/01/ for formatting.
A. When Constructivism is Beneficial for Learners

LEARNING NEW VOCABULARY

LEARNERS GENERATE KNOWLEDGE BASED ON PRIOR EXPERIENCE
HIGHER LEVEL THINKING
STUDENTS GUIDE LESSONS

GENIUS HOUR: INDEPENDENT PASSION BASED LEARNING WITH

TEACHER SUPPORT
A. When Cognitivism is Beneficial for Learners

TEACHER COMMUNICATES KNOWLEDGE TO STUDENTS

STEPS AND PROCESSES
 CHRONOLOGICAL TIMELINE
 WRITING PROCESS
 GRAPHIC ORGANIZERS
A. When Behaviorism is Beneficial for Learners

ROTE MEMORIZATION
 MATH FACTS
 SENTENCE FRAMES
LOWER LEVEL THINKING SKILLS
LITTLE TO NO PRIOR KNOWLEDGE
WHEN THERE IS ONLY ONE CORRECT AND DESIRED RESPONSE.
 Lesson Plan
Multiplying Decimals
By: Sarah Sumnicht

Click Here
B. LEARNING THEORY REFLECTED IN LESSON
PLAN

• THE BEHAVIOR THEORY REFLECTED IN THE PLAN IS COGNITIVISM

• TEACHER MODELS STEPS TO SOLVE A PROBLEM AND STUDENTS PRACTICE
STEPS MULTIPLE TIMES WITH TEACHER GUIDANCE. (TEACHER IS
TRANSFERRING KNOWLEDGE TO STUDENTS IN THIS WAY.)
C. ADAPTED LESSON PLAN
● The lesson could be adapted to follow the
constructivist learning theory by presenting
students with a real life story problem.
● Students will use prior knowledge of whole number
multiplication to work out the result of the story
problem.
● Students may not use the standard algorithm, but
will be given opportunities to discuss strategies.
This will eventually lead to the whole group
discovery of the algorithm.
D. MOST BENEFICIAL LESSON PLAN

● The constructivist version of the lesson plan

would be most beneficial in this case.
● Students have more buy in.
● Students will be more engaged in their learning.
● Problem solving becomes more meaningful.
E. BENEFITS OF FOLLOWING A DESIGN THEORY

● Starting with a goal in mind makes for a more

effective use of time.
● Work smarter
● Ensures that you will include all steps necessary
to create a useful instructional unit.
F. STRENGTHS OF BACKWARDS DESIGN

CREATING THE END GOAL AND ASSESSMENTS BEFORE THE UNIT

LESSONS GIVES GUIDANCE IN WHAT THE STUDENTS SHOULD BE
WORKING TOWARDS.
TEACHERS ARE ABLE TO USE KNOWN INFORMATION TO DECIDE THE
IMPORTANT TOPICS IN SUPPLIED TEXTBOOKS VS. WHAT COULD BE
PASSED OVER.
F. LIMITATIONS OF BACKWARDS DESIGN

• SPECIFIC STEPS IN THE DESIGN PROCESS ARE NOT IDENTIFIED

• TIME MAY NOT BE LEFT FOR STUDENT GUIDED INSTRUCTION
F. STRENGTHS OF GAGNE’S EVENTS

• EXCELLENT BLUEPRINT OF STEPS TO FOLLOW

• ASSURES THAT ALL IMPORTANT ELEMENTS ARE INCLUDED IN THE UNIT
• LEARNERS ARE AWARE OF THE END GOALS
• VERY STRUCTURED
• MANY OPPORTUNITIES FOR CHECKS FOR UNDERSTANDING
THROUGHOUT THE FEEDBACK AND PERFORMANCE STEPS
F. LIMITATIONS OF GAGNE’S EVENTS

• VERY TEACHER CENTERED

• MAY CAUSE LOW STUDENT BUY IN/ENGAGEMENT

• FEWER OPPORTUNITIES FOR STUDENT LED LEARNING

F. STRENGTHS OF TEACHING FOR
UNDERSTANDING
• MAKE CONNECTIONS TO WHAT STUDENTS ALREADY KNOW

• ENGAGING TO TEACHERS AND STUDENTS

• ONGOING ASSESSMENT/ PERFORMANCES

F. WEAKNESSES OF TEACHING FOR
UNDERSTANDING

• LESS STRUCTURED: CAN SOMETIMES LEAD TO LESS

EFFECTIVE USE OF TIME
• CAN VEER OFF TRACK AND LEAD TO CONVERSATIONS
ABOUT SIDE TOPICS.
G. MOST APPROPRIATE DESIGN THEORY FOR
MY INSTRUCTIONAL SETTING

● For the purpose of my multiplication unit, Gagne’s

Events of Instruction would be most beneficial.
Students will be presented with information and
connect it to previous knowledge and then guided
through solving problems. Repeated practice
through different real life scenarios will ensure
retention of information.
H. REFERENCES
• AUTHENTIC EDUCATION. (2015). WHAT IS UNDERSTANDING BY DESIGN®? RETRIEVED
NOVEMBER 3, 2018, FROM HTTPS://WWW.AUTHENTICEDUCATION.ORG/UBD/UBD.LASSO
• FUSARO, M. (2008, MAY 09). WHAT IS TEACHING FOR UNDERSTANDING? RETRIEVED
NOVEMBER 3, 2018, FROM HTTPS://WWW.GSE.HARVARD.EDU/NEWS/UK/08/05/WHAT-
TEACHING-UNDERSTANDING
• SUMNICHT, S. (2017, APRIL 17). MULTIPLY DECIMALS | LESSON PLAN. RETRIEVED OCTOBER
27, 2018, FROM HTTPS://WWW.EDUCATION.COM/LESSON-PLAN/MULTIPLY-DECIMALS/