Learning Theories

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  
  • Program Title (as applicable): Principles of Teaching
  • Course Title: Human Growth & Development
  • Course Number: 8909020
  • Career Cluster: Education and Training
  • CIP Number: 0713129900
  • Course Type: Career Preparatory

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Helping Students Succeed.” See CPALMS resource ID 210594.

• Career Connection

  
  

  Students will apply their knowledge of human development and learning theories to address student achievement and potential ways of adjusting instruction to maximize student success.

• Learning Objectives

  
  

  Students will be able to:

  • Identify and describe major theories of learning.
  • Research a learning theory and its application to human development.
  • Explain how to adjust instructional practices to help students succeed, using research on a learning theory to support the instructional practice.
  • Compose a professional email, following the proper format and adhering to grade-appropriate grammar, punctuation, and spelling.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Composing professional emails, including proper tone and punctuation.
  • Introductory information on major theories on learning, but they do not need to know each theory in depth. (For example, cognitivism, behaviorism, social learning, and constructivism).
  • Conducting research using reliable sources.

• Guiding Questions

  
  
  • What does research on human development and learning theories tell educators about students' development and needs?
  • How can learning theories and existing research on human development help educators to better support the students in the case study?

• Procedure

  
  
  1. To introduce the lesson, review important content vocabulary from the case study, “Helping Students Succeed.” See CPALMS Resource 210541. For example, internal locus of control, external locus of control, and self-efficacy.
     • Discuss what students already know about learning theories and human development.
  2. Pose the following discussion questions (either during reading, or before the activity if the case study has been read prior to this lesson):
     • What learning theories are already referenced in the case study?
     • How could learning about internal and external locus of control help Juan?
     • What else could Laura learn from her discussion with the guidance counselor?
  3. Pair students or put into small groups to conduct research on a learning theory more in depth. Provide students with the attached Research Guide and Email Template.
     • Assign each group a learning theory to research and apply to the case study. Allow groups time to research and complete their attached research guides.
     • Monitor student progress and assist students with completing their guides, clarifying misconceptions as needed.
     • Students should complete the first four boxes: important people, summary of theory, description of existing research, and their own example.
  4. Bring the class back together to review student research, asking groups to share their findings and answers on the first four boxes.
     • Clarify any misconceptions and errors on student research.
     • Begin to discuss the application of theories to the case study.
     • For example, how could Bandura and social learning theory be applied to explain Charity’s low turn in rate on assignments? This would be a behavior learned from peers or siblings/parents in her household.
  5. Once you have had time to check student understanding and review research, allow students time to complete the remaining two boxes on the attached Research Guide and Email template: application to the case study and adjustment of teaching practice.
  6. Ask students to draft their email to the guidance counselor. This email should take place after the conversation between Laura and the guidance counselor.
     • Review the expectations for writing a professional email, including grade-appropriate grammar, punctuation, and capitalization. Emphasize the importance of following conventions in a professional setting. For example, remind students to capitalize all proper nouns like names of people or places and/or use spell check.
  7. To bring the lesson to a close, have students reflect on the following questions on an exit ticket:
     • How did researching a learning theory help you better understand and support the students in the case study?
     • How can you apply this learning theory to your own classroom in the future?
     • How can you apply any of the learning theories to your own learning?

• Teacher Notes

  
  
  • Students may need additional time to complete research, this lesson can be extended over additional days as needed.
  • You may want to include a brief review on composing professional emails before asking students to draft the email, particularly if you intend to collect it as a summative assessment. Suggested reminders for students: professional tone and vocabulary, not including sensitive information and data about students, etc.
  • Some suggested theories and research to assign students: Albert Bandura and social learning theory, Julian Rotter and social learning theory, cognitive theory, cognitivism, schema theory.
  • You may want to have students role-play as the guidance counselor and teacher in the scenario and go through several different learning theories in their discussions. This can be done as a review before students write their emails.