Fluent Essays

PLEASE DO NOT ACCEPT ASSIGNMENT IF YOU CANT FINISH IN 3HRS. MUST FINISH IN THREE HOURS   Write a 500-750 word summary addressing the following: Description of the strategy identified, its benefits, and any potential challenges. Explanation of how the strategy applies to one of the learning theories from the Topic 1 assignment. Description of a specific learning experience or activity that supports the chosen instructional strategy and learning theory. Summary of accommodations, resources, and materials to differentiate instruction according to the needs, strengths, and learning goals of individual students. Support your summary with a minimum of three scholarly resources. Add two more resources Instructional Strategies Template Part 1: National or state standard within content area and grade level VUS.3 The student will describe how the values and institutions of European economic and political life took root in the colonies and how slavery reshaped European and African life in the Americas” (Virginia Department of Education, 2008). Analysis how the standard fits into overall curriculum Students are provided with a very informative introduction to African American history. This will assist students in understanding how slavery affects our world today. Comprehend how Africans entered American colonies as indentured servants, slaves, and freedmen. Have the ability to compare and contrast each situation and explain the ways freedmen were forced into slavery. Learning Objective (at least one) Students will be able to provide an explanation on the meaning of African American History. They will also be able to explain how past historical events relate to current world events. Research-based instructional strategy Comparing, Contrasting, classifying, analogies, and metaphors. Comparing similarities and differences in one or more attributes. Part 2: Summary Resources Education, V. D. of. (n.d.). History & social science. VDOE :: History & Social Science Standards of Learning Resources. Retrieved September 13, 2021, from https://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/2008/index.shtml. Marzano , R. J. (2000). Ten Effective Research-Based Instructional Strategies . What Works in Classroom Instruction . Retrieved September 19, 2021, from https://web.nmsu.edu/~susanbro/sc2/docs/research_based_strategies.pdf. © 2019. Grand Canyon University. All Rights Reserved. Learning Theories Template Learning Theories Behaviorism Cognitivism Constructivism Connectivism Description of Theory and Purpose Behaviorism states individuals learn by interacting with their environment. “Inherited and innate factors influence behavior and hence have an impact on learning” (Schunk, 2012). Behaviorism offers a structure that directs the variations in physical activities to assist in education. Cognitivism centers on the method of learning. The emphasis is on the core developments of education, not the behavior in the environment. The intent Cognitivism in learning is to inspire educators to open their students minds and prepare them for instruction to take place. Constructivism states that students don’t just consume material, they also create their own understanding centered around the material they learn. Students add new knowledge to their current information in order to establish meaning. The purpose of constructivism is to ensure that educators recognize their students existing knowledge, and how that knowledge makes a contribution to the concept of meaning. Connectivism unites education with the student’s social environment. In education connectivism connects the educational environment with the students’ communities and networks. “In the technology era, this theory emphasizes the role of technology in learning outcomes” (Herlo, 2017). Strengths of Theory Behaviorism determining factors of achievement are simple to evaluate. Behaviorism ensures specific learning. Cognitivism utilizes precise and regulated study techniques that lets educators infer cognitive processes in education (YILMAZ, 2011). Constructivism encourages students’ support because it perceives the learning process as an effective method. It supports diversity and inspires students to become critical thinkers, examine their own knowledge, and discover abilities that meet their requirements. Connectivism modifies the role of the instruction educator to student. Connectivism is successful because it recognizes various viewpoints and ideas about learning and sharing information (Herlo, 2017). Weaknesses of Theory Behaviorism is criticized as an excessively deterministic interpretation of human behavior by disregarding the inner psychological and mental processes. “Behaviorism simplifies the complexity of human behavior” (Zhou & Brown, 2015). Cognitivism concentrates on the inner processes. Its a cognitive method to learning that disregards various factors that make it an educationalist. Limitations of constructivism is the lack of structure. Structure is an essential requirement for students to recognize their full learning abilities. Connectivism is restricted in the idea that a student’s achievement depends on their own individual skillsets and motivation to navigate the systems for efficient learning. Content-specific Objective that Demonstrates Theory (include grade level and state standard) “The student will use maps, globes, photographs, pictures, or tables for explaining how physical features and climate influenced the movement of people westward” (Education, History & social science). Grade level 9-12, USII.2 “The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present” (Education, History & social science). Grade level 9-12, USII.1 “The students will explain relationships among natural resources, transportation, and industrial development after 1865” (Education, History & social science). Grade level 9-12, USII.2. “The students will identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives” (Education, History & social science). Grade level 9-12, USII.1. Content-specific Activity that Demonstrates Theory The educator is expected to be the main architect to educate students on the methods of procedures through their instruction. The educator provides students with various historical events and questions. Afterwards the educator affords their students the time to give explanation of their responses. When educating students on the complexities of American History they must attract students by asking certain questions that measures their student’s current understanding on the subject matter. This method will tell the educator about their students pre-existing knowledges and what information must be more focused on. The educator might ask their students to locate all fifty states and the cities most important to the historic expansion of the United States of America. How does Theory Inform Assessment? Behaviorism assessment concentrates on the conduct of the students. Educators evaluate their students who may have strong observations of regulating and preserving their ecological factors. Cognitivism theorizers consider the internal thought processes which clarifies how students achieved certain responses. Constructivism assessment is formative (Herlo, 2017). Constructivism intends to improve learning and does not provide support for understanding through marking and assessments. Connectivism assessment is conducted around the ability of the student to complete a assignment or comprehend concepts by utilizing technology as a tool to accelerate learning. Resources Education, V. D. of. (n.d.). History & social science. VDOE :: History & Social Science Standards of Learning Resources. Retrieved September 13, 2021, from https://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/2008/index.shtml. Herlo, D. (2017). Edu World 2016 7th International Conference, CONNECTIVISM, A NEW LEARNING THEORY? The European Proceedings of Social & Behavioural Sciences. Schunk, D. H. (2012). Learning Theories An Educational Perspective. The University of North Carolina at Greensboro, 6. YILMAZ, K. A. Y. A. (2011). The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices. The Clearing House. Zhou, M., & Brown, D. (2015). Educational Learning Theories. GALILEO, University System of Georgia, Galileo Open Learning Material , 2. © 2019. Grand Canyon University. All Rights Reserved.