Learning Theories and Learning Activity

IDEALA Week 3 Activity - Part 1

Applying Learning Theories to my Instruction

When looking at the learning theories of behaviorism, cognitivism, and constructivism, different aspects of each theory appeal to me.  I believe that I practice aspects of these learning theories in my current credit course activities and assignments, but I am still learning how to successfully apply these learning theories.  While I would apply all theories to my teaching, I see constructivism as a learning theory to be implemented across the entire formation of my course.  Over the semester, I aim to develop a course that calls on students’ past experiences and challenges students to solve real world problems with evidence.  On a daily basis, I would implement aspects of behaviorism, cognitivism, and constructivism because all offer good techniques for teaching and learning.  Below is a list of specific aspects that I practice, or attempt to practice, in my current credit course.

Behaviorism

• Model use of databases:  to support students that need skills-based instruction
• Reinforce database search techniques:  to build in students a habit of searching databases for information
• Provide quizzes:  to test students’ use of database search skills in a fun way

Cognitivism

• Break material into smaller parts:  to introduce and describe components of the research process
• Create visual aids:  to model for students a variety of ways to accomplish the components of the research process

Constructivism

• Form small group activities and discussions:  to allow learning from peers
• Choose real word problems:  to make activities and assignments meaningful, applicable, and transferable to students

Applying Learning Theories to an Activity and Assignment

Activity

In order to complete their final course project, students must be able to write annotations, in which they summarize, evaluate, and reflect on the relevance of various sources of information.  Additionally, they must be able to write citations for these sources according to the MLA citation style.

Class activities and assignments have required students to find and cite sources throughout the semester.  A recent class activity introduced students to the required components of the annotations – summary, evaluation, and reflection.  In this activity students will have an additional day of practice in citing sources and writing annotations.

“The Good, the Bad, and the Ugly:  Applying a Rubric to Citations and Annotations”

Desired Activities:

Step 1:  Students independently assess “good” and “bad” citations and annotations using the grading rubric for their final project.  As a large group, students discuss their assessment.

Step 2:  Students write their own citation and annotation for a short article.  In small groups of 2-3 students, students evaluate each other’s work according to the rubric.  Students discuss their results in these small groups.

Needed Materials:

• Sample citations and annotations ("good" and "bad" examples)
• Grading rubric for annotated bibliography assignment
• Short article for practice of citation and annotation

Assignment

Overall Goal:

With our final project, you will take action on an issue that interests you. To take action, you must develop an informed opinion of this issue by reading outside sources of information.  Document the five most credible and relevant sources in an annotated bibliography according to MLA style.

Bibliography:

Cite your sources according to MLA citation style.  Include all of the following sources in your bibliography.

• 1 entry from a specialized encyclopedia
• 1 academic book
• 1 article from a newspaper or magazine
• 1 article from a scholarly journal
• 1 reliable and relevant source from the list above (your choice)

Annotations:

Write your annotations using at least 6 sentences per annotation.  Include the following information in each annotation.

• Summarize the main points, sub points, and argument of this source.
• Evaluate the source by discussing the author’s credentials.  Use at least two additional criteria from the CRAAP evaluation guidelines.
• Reflect on how the source helps you (or does not help you) answer your research question.