Running Head: Critique

Lesson Plan Critique

Meagan Vandekerckhove

ETEC 512 66A - Applications of Learning Theories to Instruction

August 13, 2017

Running Head: Critique

Précis

This lesson plan was originally created in October 2013 when I was on my short

practicum. It was designed to tie into our social studies topic around Global Issues, as well as be

a non-traditional Halloween activity. It was created for a grade 5/6 classroom around the Grade 6

social studies curriculum. The lesson focuses on the topic of human nature and whether we are

born a certain way (good or evil) or if we learn to be that way through our experiences and those

around us. I plan to critique and improve upon this lesson based on the theoretical perspectives

of behaviourism, information processing, and constructivism.

Behaviourism

According to Standridge (2002), behaviourism is a “system of rewards and punishments.”

Although the rewards will vary, in order for them to be effective they “must be important to the

learner in some way” (Standridge, 2002). Standridge (2002) finds that “behavioural change oc-

curs for a reason; students work for things that bring them positive feelings, and for the approval

from people they admire.” This positive feeling can come from the simple act of a teacher smil-

ing at the learner after they have given a correct response. This act is considered positive rein-

forcement as it “increases the probability of a response” (Standridge, 2002). In the original les-

son it is implied that the teacher will be giving similar positive reinforcement to those students

whom are actively participating in the discussion. To improve upon the lesson and incorporate

behaviourism more actively, the teacher can employ shaping, the “process of gradually changing

the quality of a response” (Standridge, 2002). As I already usually have a points system in my

classroom, based on table groups, I have added into the lesson that the instructor will be giving
Running Head: Critique

points to groups that have everyone contributing to the discussion, to encourage a discussion that

is not dominated by one or two students, as well as points to tables that are being active listeners.

In employing shaping, I will also be encouraging modelling, as “children acquire many

favourable and unfavourable responses by observing those around them” (Standridge, 2002).

Written into the improved lesson plan, the instructor is to be modelling favourable behaviour by

actively listening to student responses as well as occasionally contributing to/prompting the dis-

cussion. The points will also encourage students that are not receiving points to follow the mod-

elled behaviour of the table groups that are receiving points.

Information Processing

Information Processing (IP) theory says that we process the information we receive,

rather than simply respond to external stimuli. This means that students need to be “actively en-

gage with the material that is to be learned” (Orey, 2002). Lutz & Huitt (2003) find that “in order

to make new material meaningful, instruction must be presented in such a way that students can

easily access and connect previous learning and experiences with the new material.” Information

processing can be either bottom-up (matching new information to existing frameworks) or top-

down (matching existing frameworks to new stimuli). In both instances, students need to have

prior knowledge. This is because it is easier to remember something that has meaning (something

that can be linked to previous knowledge) than something that is completely new. In the original

lesson plan, students are required to have background knowledge on both the topic of human na-

ture and how to behave during a whole class discussion. Their knowledge of human nature will

come from their experiences with other people and media that they have seen. Their background
Running Head: Critique

knowledge on discussion etiquette will have come from an assumed previous lesson on guide-

lines for whole class discussions. The original lesson also employs IP strategies by having the

teacher gain student attention by using voice cues (this is implied through the transitions and in-

structions), and the teacher highlighting key concepts using the whiteboard (writing student ideas

on the board). To improve on the lesson, I have added in that the teacher will make a handout

with the big ideas from the discussion for the students to keep for later reference. I have also

added in that there is a brief brainstorming discussion at the beginning of the lesson to activate

prior knowledge on discussion etiquette as a refresher for students on expectations. Additionally,

I have added in probing questions for the teacher to pose that will activate prior student knowl-

edge on the topic of human nature to help get the discussion going. These questions as students

to think of/ remind them of specific examples from the media and their lives.

Constructivism

Constructivist theory “rests on the assumption that knowledge is constructed by learners

as they attempt to make sense of their experiences” (Driscoll, 2005, p.376). Like IP theory, in

constructivism it is essential that learners are able to elicit or access prior or background knowl-

edge about a given experience. This means that all learners bring life experiences with them that

afford opportunity to influence the learning process. Furthermore, if the learning opportunities

are collaborative and socially constructed, learners will challenge their previous knowledge

schema and this is when learning happens. The original lesson plan already addresses these ideas

in that students have background knowledge around the topic that they bring to the collaborative

learning opportunity, the whole class discussion. Through this discussion, students will be chal-
Running Head: Critique

lenging their classmates’ as well as their own schemas. Additionally, the discussion is student

lead, with the teacher taking on more of a coaching role, providing feedback in the form of

prompts, suggestions, and reflection, without leading the discussion. This allows the students to

play a more active role while the teacher is more of a facilitator supporting the students.

In constructivist classrooms, lessons are often centred around a problem or a project.

When deciding upon a problem to pose to students, it is essential for teachers to chose one which

garners student interest. Jonassen (1999) argues that this can be accomplished by selecting prob-

lems that are interesting, appealing, and engaging. Such a topic will challenge students’ pre-con-

ceived notions of a concept or idea in a way that provokes them to either validate their own con-

ceptions or pursue answers as to why their ideas differ from others. Such a topic was selected in

the original lesson plan. To expand on it though, I have added in the teacher question prompts to

get students thinking and to challenge and defend their ideas.

References
Running Head: Critique

Driscoll. M.P. (2005). Psychology of Learning for Instruction (pp. 384-407; Ch. 11 – Construc-

tivism). Toronto, ON: Pearson.

Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), In-

structional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum.

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications. Ed-

ucational Psychology Interactive. Valdosta, GA: Valdosta State University

Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning,

teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Informa-

tion_processing

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,

teaching, and technology. Retrieved from: http://epltt.coe.uga.edu/index.php?title=Behaviorism

Topic and Lesson Number and Title: Good or Evil? Critical Question:
Grade Level: Are humans innately good? or are they innately bad?
This is a mini lesson to introduce the topic
5/6 of global issues and human nature. Relevant Previous Learning:
Students will have prior personal knowledge and opinions about human nature. Students will
The Monsters also know how to participate in a discussion and support their ideas.
Monster Before beginning lesson, have a quick mini brainstorm on discussion etiquette and how to support/provide
examples for your ideas. This will help activate students’ prior knowledge.

PLOs: SWBATs:

A1 - use speaking and listening to interact with others for the
purpose of sharing and explaining ideas, viewpoints, and
opinions
A9 - use speaking and listening to improve and extend thinking
by considering alternative viewpoints
· Convey their ideas about human nature to their classmates orally.
· Put their ideas about human nature into a creative format (ie. creating their own
monster and background stor)
· Listen to and consider other students viewpoints.
· Contribute to class conversation and ongoing discussion of human nature

Materials: iPads, airplay, whiteboard markers, paper, pencil

Assessment: • anecdotal observations of participation in class discussion

• completion of monsters and story for anthology

Part of lesson Min. Teacher Activity Questions Teacher will Pose Student Activity
Modifications/Adaptations/Extensions
Introduction and 10 Read the Monsters Monster • - Why did the monster want to create bad monsters? • quietly listening to and watching story
Hook: using the document camera - Why did the monsters that were created not behave • participating in discussion that is generated
according to their design?
from story
- Could these monsters learn to be “bad”?
- Did their creator learn to be “good”? Is this change
permanent or temporary?
Body 30 Facilitate class discussion around • Discussion starters... • respectfully listening to their peers, what they
human nature -are humans born good? Why? give examples have to say, and responding thoughtfully and
-are humans born bad? Why? give examples appropriately.
Write student ideas on the board. -do we learn to be good/bad? • sharing their own opinions and supporting
Examples of good on one side, - what actions/behaviours make a person good or bad? their ideas.
- can a good person do bad things? vice versa?
examples of bad on the other. • asking peers questions that pertain to the
- what about perception/intention? what if the person
believes they are doing good? doing bad? Does that topic of human nature
Teacher gives points to groups after
change who they fundamentally are?
each group member has contributed to
- Adolf Hitler?
the discussion. After each group
- The first europeans coming to Canada? *after speaking, student will call on next
member has contributed a second time,
the group receives another point and so
- Lawyers? student. this takes the focus off the teacher
- Corrupt Police officers?
on. Groups also receive points for and allows for a more organic conversation.
- School bullies?
exhibiting active listening and proper
- if someone learns to be good/bad, can they change? Is teacher will act as facilitator, not leader in the
discussion etiquette.
so, is this change permanent or temporary? discussion.
Teacher will be modelling these desired
* remind students to be specific (i.e. if they say kindness
behaviours for students by being an
makes a person good, give an example of kindness).
active listener, showing proper
discussion etiquette, and occasionally
contributing to the discussion.
Closure 10 Teacher introduce activity. • Adaptation - students can use an app on the • asking clarifying questions on expectations
Students will create their own iPad to create their monsters and write story. • working individually on their monsters and
monster and write a short stories - this is to show their understanding
background story explaining if and perspective on the topic
their monster is good or bad and
if they were born that way or
learned it from circumstance.

As students are working, teacher is to

copy ideas from group discussion
(written on whiteboard) into a
handout. This will be given to
students at the start of the next
lesson to refer back to as continue to
explore the topic of human nature
within Global Issues.