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Learning Theory and the Instructional Plan Template
Dianne Marie Ernst
Walden University
Judith L. Byers, M.Ed.
EDUC 6640-3 Designing Curriculum, Instruction, and Assessment
September 17, 2017
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Learning theories are a collection of generalized instructional principles that guide teaching practice and thinking and determines our behavior (Henson, 2015). Alternately, models are instructional guides that visually represent information that is already known and shows the relationship between concepts. It takes more than content knowledge to be a highly effective teacher. Educators need to understand how learning works; how to engage and motivate students;
how to differentiate instruction for the needs of their students; and how to use student schema and misconceptions to deliver effective instruction. The NBPTS Core Propositions 3 and 4 states
that teachers are responsible for teaching students using a variety of instructional techniques that engage and motivate the learner and to regularly examine the strategies and practice they use for teaching (National Board for Professional Teaching Standards (NBPTS), n.d.
2016
). Incorporating learning theories and models in curriculum design helps teachers meet the needs of
the diverse learners by providing instructional strategies and critical thinking skills that are necessary for the 21st-century. Trying to identify with only one learning theory or model is difficult. The first theory that
resonates with me is an Identity Theory called the Mindset Theory-Fixed vs. Growth Mindset. Carol Dweck explains that people relate their intellectual and personality traits as either fixed at birth or evolving and changing throughout life (Learning-Theories.com, 2015a). I believe in the malleability of the brain. Many of the students I teach come from low-income families and believe that because they have family members who were not academically successful, they too will not be academically successful. I use growth mindset tools in my classroom and teach my students about neuroplasticity and how our brain grows and develops through hard work, mistakes, and practice. Each week I introduce a new mindset goal during a morning meeting and present strategies the students can use that reflect the target. Since presenting this theory to my
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students, I hear fewer "I can't do it" or "it's too hard" and more "let me try that again" and "if I keep trying I'll get it." Students challenge themselves and seek out help from students who are experiencing success. Researchers have discovered that teaching a growth mindset has been linked to an increase in achievement test scores and an enhanced interest in school and also influences a student’s goals, beliefs about effort, and use of learning strategies (Massey, 2016). The ADDIE Model also stood out as it is one of the most commonly used design models in instruction. There are five phases of the model: analysis, design, development, implementation, and evaluation (Learning-Theories.com, 2015b). In the analysis phase, the teacher identifies the broad goals of the lesson and the needs of the students. Next, the design phase requires the teacher to determine the objectives and outcomes of the lesson. Educators then
develop instructional and classroom management strategies in the development phase. During the implementation phase, teachers carry out the lesson. Finally, during the evaluation phase, student learning outcomes can be measured using formative or summative assessments. Note that
the formative evaluations are present in each stage of the ADDIE Model. It was easy to relate to this model because when I first began teaching the classrooms were self-contained and educators
wrote unit and lesson plans based on larger concepts generated by department heads. Teachers collaborated to develop exciting lessons with clear objectives. I now use scripted lesson plans that try to mirror this design but fail to incorporate a student-centered classroom. I have been trying to incorporate some of this model's ideas of collaborative student work, linking objectives to the day's lesson, and incorporating varying learning styles.
No matter what theory or model we decide to use in planning our instruction, I believe we need to look to our students first. Jay Grover talks about the important role students play in our decisions about what to teach, how to teach it, and the relevance of what is taught (Laureate
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Education (Producer), 2016). Additionally, the RWRCOEL Diversity Proficiencies guide us to understand the learner and create a learning environment that supports the needs of all of our students (Laureate Education, Inc., 2016). Since our focus is on educating all learners with diverse backgrounds, it is imperative that we maintain the flexibility needed to reach all learners.
Just because a teaching theory, strategy, or model worked for one set of students does not mean it will work with another set of students. Last year I taught two classes of ELA. I used a different
style of teaching that met the needs of each group so that all students would be successful. One class had a greater number of students with IEPs. I needed to accommodate those students by giving additional scaffold for both the fiction and nonfiction texts we read. I provided them with graphic organizers that were partially filled out; previewed answers to questions with them ahead
of time so that they could actively participate in discussions; and provided them with a “buddy” to check their written responses during independent work time. This year, although I still have students with IEPs, their needs are different, and I have made adjustments accordingly. Leila Christenbury explains that even though there is no recipe for effective teaching, effective teaching is variable, contextual, premised on students' intellectual curiosity, somewhat autonomous, and fearless (Christenbury, 2010). As educators we need to be fearless and adaptable to reach all learners.
Effective educators use theories and models to reflect on their practices and strive for improvement. Reflection and growth align with the NBPTS Core Proposition 4 that states that teachers critically examine their teaching practice and methods to enhance and strengthen their knowledge and add new or different findings into their practice (NBPTS, n.d.). The KASAB model is a professional development model that allows teachers to think about informational, procedural, and transformational learning to promote a change in practice.
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Using the KASAB model (Appendix) allows teachers to reflect on the knowledge, attitude, skills, aspirations, and behaviors that they want to develop. In the area of knowledge, I want to strengthen my knowledge of educational strategies and theories through research and peer collaboration to improve differentiation for ELA students throughout the academic year. Additionally, I want to improve my knowledge of the previous grade-level expectations related to CCSS to improve student success in the current year. I can accomplish this through both research and collaboration with third-grade teachers. In the area of attitude, I want to advance my
use of various theories (Mindset, Multiple Intelligences, and Metacognition) and cooperative learning strategies (Kagan) that I believe reflect that all students can learn and achieve so that students gain self-efficacy as applicable to daily lessons. I want to model my belief that all students can learn to read and that reading fluently contributes to student success in all content areas and the real world. In the skill area of the KASAB model, I want to effectively identify and
analyze data (DIBELS, NWEA MAP, IDI) and improve my use of formative assessments to make informed decisions about students’ needs and abilities during each testing cycle. My concern in analyzing data is doing it in a meaningful way that will advance my students and help them achieve. In the article The Danger of Data-Driven Instruction
, Susan B. Neuman warns educators not to be lured into data as a means to measure, examine, or label our students but to use it as a tool to provide the meaningful instruction they need (Neuman, 2016). Additionally, I want to give students strategies or scaffold that can improve reading and writing and monitor the use of the strategies through application to daily differentiated reading groups and daily written responses to reading. Using formative assessments is one of my weakest areas. While I was a part of a professional learning cohort (Formative Assessment for Maryland Educators - FAME), we researched, analyzed and discussed methods of using and forming formative assessments.
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Applying what I learned is difficult in a scripted curriculum where I am mandated to use the curriculum with fidelity. For the aspirations part of the KASAB model, I want to focus on providing students with relevant feedback on formative assessments on a regular basis to improve student achievement and consistently adjust my instruction based on formative assessments and data to provide intentional instructional outcomes. Finally, in the behavior area of the model, I want to use formative assessment strategies to monitor students’ understanding with the introduction of new concepts and create student groups that reflect differentiated needs. By analyzing student data and formative assessment, I can focus on under-developed skills that may be a focus in scripted lessons and adjust the lessons or add scaffold as needed. Learning theories and models are valuable tools for educators. They provide a variety of methods and strategies that can be used to meet the needs of students’ different learning styles and help us reflect on our teaching practices. Kenneth T. Henson reminds educators that a theory or model is only as good as our understanding its purpose and our willingness to modify it as our
students’ needs change (Henson, 2015). Teachers are innovators. With purposeful planning, we can meet the needs of all learners.
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References
Include volume number in your article reference.
Christenbury, L. (2010). The flexible teacher.
Educational Leadership
, 68
(4), 46-50.
Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (italicize the title of a book)
(5th ed.). Long Grove, IL: Waveland Press.
Massey, S. L. (2016). Leadership in reading.
Illinois Reading Council Journal
,
45
(1), 50-55.
Laureate Education, Inc. (2016). RWRCOEL diversity proficiencies. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (2016). Designing curriculum, instruction, and assessment: Unwrapping standards [Video file]. Baltimore, MD: Author.
Learning-Theories.com. (2015a). Mindset theory-fixed vs. growth. Retrieved from https://www.learning-theories.com/mindset-theory-fixed-vs-growth-mindset-dweck.html
Learning-Theories.com. (2015b). ADDIE Model. Retrieved from https://www.learning-
theories.com/addie-model.html
National Board for Professional Teaching Standards (NBPTS). (n.d.
2016
). Five core propositions
. Retrieved from http://www.nbpts.org/five-core-propositions
Neuman, S. B. (2016). The danger of data-driven instruction.
Educational Leadership
, 74
(3), 24-
29.
Dianne,
You have provided a very good analysis of your own theories of learning and their influence on your own curriculum design. You addressed the learning theories used by
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highly effective teachers and considered how they relate most closely to your teaching. You set Knowledge, Attitude, Skills, Aspirations and Behavior goals with thoughtful plans
for specific areas for improvement. You have made some good points and used great references in this paper.
Excellent!
Appendix
Knowledge, Attitude, Skills, Aspirations, and Behaviors (KASAB) Matrix
Type of Change
(KASAB area)
Definition
Your SMART goal(s) for learning in this course:
Knowledge
Conceptual understanding of information, theories, principles, and research
Strengthen my knowledge of educational strategies and theories through research and peer collaboration to improve differentiation for ELA students throughout the academic year.
Improve my knowledge of the previous grade-level expectations related to CCSS to improve student success in the current year.
Attitude
Beliefs about the value of
particular information or strategies
Improve my use of various theories (Mindset, Multiple Intelligences, and Metacognition) and cooperative learning strategies (Kagan) that I believe reflect
that all students can learn and achieve so attitude that students gain self-efficacy
as applicable to daily lessons.
Frequently model my belief that all students can learn to read and that reading fluently contributes to student success in all content areas and in the real world.
Skill
The ability to use strategies and processes to apply knowledge
Better identify and analyze data (DIBELS, NWEA MAP, IDI) and formative assessments to make informed decisions about students’ needs and abilities during each testing cycle.
Provide students with strategies or scaffold that can improve reading and writing and monitor the use of the strategies through application to daily differentiated reading groups and daily written responses to reading.
Aspiration
Desires, or internal motivation, to engage in a particular practice
Provide students with relevant feedback on formative assessments on a regular basis to improve student achievement.
Consistently adjust my instruction based on formative assessments and data to provide intentional instructional outcomes.
Behavior
Consistent application of knowledge and skills
Use formative assessment strategies to monitor students’ understanding with the
introduction of new concepts and create student groups that reflect differentiated needs.
Analyze student data to focus on underdeveloped skills that may be a focus in scripted lessons and adjust the lessons as needed.
© 2016 Laureate Education, Inc.
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