Jess and Taylour

Basic Principles of Learning Theory

Day 1 Focus: Behavior Management
Students will learn about causes of student misbehavior. They will watch a video and participate in a group discussion on this topic. Afterwards, they will write a first draft of their own classroom management philosophies.

Session Specific Objectives:
1. Given sample case studies, the learner will identify and sort the root causes of misbehavior.
2. Given a series of statements, the learner will determine which stage of moral development the character is in.
3. The learner will write and then be able to defend his or her own behavior management philosophy.

Day 2 Focus: Behavior Management
In groups, students will research and summarize various behavior management models. Students will then participate in role play situations to practice using the Teacher Behavior Continuum.

Session Specific Objectives:
1. Given five misbehavior scenarios, the learner will choose an appropriate response for each, that would result in the least
possible amount of disruption and loss of teaching time.

Day 3 Focus: Lesson Content
Students will go through a Moodle Lesson Module to see what they already know about Jean Piaget (Stages of Cognitive Development), Lev Vygotsky (Zone of Proximal Development), and Constructivist Learning Theory. As they progress through the module, the questions will offer opportunities for challenge and review depending on individual response.

Session Specific Objectives:
1. Given a series of ten statements, students will correctly identify which stage of cognitive development a child is in.
2. Given ten role play situations, students will be able to create at least two appropriate questions within the child’s zone of
proximal development.
3. Given six sample lesson plans, students will be able to sort them into those that are and are not developmentally
appropriate for a given age group of children.

Day 4 Focus: Lesson Content
This session focuses on the levels of reasoning skills according to Benjamin Bloom’s Taxonomy of Learning. Students will be able to categorize verbs and determine which types of objectives promote higher order thinking skills. Students will also review the work of Madeleine Hunter and the Eight Essential Elements of Lesson Design during this session.

Session Specific Objectives:
1. Using Bloom’s Taxonomy, students will write twenty behavioral objectives that include the audience, behavior,
condition, and degree as per Mager.
2. Given a sample lesson plan, students will be able to identify and label the eight essential elements of lesson design, as
well as state whether or not any elements are missing.
3. Given a set of three learning objectives, the student will be able to write a lesson plan with all eight elements of lesson
design on the correct order.

Day 5 Focus: Lesson Content
In this session, students will take a Multiple Intelligences Survey using the Moodle Choice or Hotpot Module and discuss results with the class. After students have compared and discussed the validity of the results, students will investigate the research of Howard Gardner.

Session Specific Objectives:
1. Given a lesson objective, students will be able to devise an appropriate assessment for each of the eight multiple
intelligences that would prove that the objective was reached.

Day 6 Focus: Lesson Delivery
This session will cover the ideas of Robert Gagne, specifically his work with Instructional Systems Design and the Nine Events of Instruction. During this session, students will watch and analyze a series of videos with teachers in action.

Session Specific Objectives:
1. Given a set of five video clips, student will be able to point out where the teacher went wrong in the lesson and offer
at least one possible strategy for lesson recovery.
2. Given any lesson topic, students will design and present a lesson that includes each of the nine events of instruction.