Running head: LEARNING THEORIES AND LESSON PLAN

How would learning theories impact the lesson plan? A Lesson Plan Critique
Bassam Adlouni
University of British Columbia

LEARNING THEORIES AND LESSON PLAN

Abstract
Education has vastly shifted from teacher-centered to student-centered approach. This move was the
reflection of uprising different theories accompanied by the advanced technology in communication and
tools. In spite the widespread of student-centered approach in learning communities as the result of
constructivists interventions, others believe that the teacher still the key source of knowledge and
should be the centre of the students efforts to delve their knowledge. This paper will show that learning
theories had an impact on instructional interventions in the lesson plan. I will present a real lesson plan I
have created at the beginning of ETEC 512 course at UBC along with the modified version of the same
lesson plan at the end of the course. Therefore, I contend that learning theories have moved the
alignment of my lesson plan from a behaviourism influence towards more constructivism and social
learning theories.
Keywords: learning theories, behaviorism, constructivism, lesson plan, student-centered, teacher
centered, critique

LEARNING THEORIES AND LESSON PLAN

How would learning theories impact the lesson plan? A Lesson Plan Critique
Reviewing and critiquing my own work in this paper is a great learning experience. According to Ward
(2004), A normal part of education is critique. It requires a deep reflection on the learning process that had
occurred earlier in this course for the purpose of extracting a meaning from the whole learning events that took
place and required a decision, by me, to understand myself on what position I put my teaching process
according to the behavioural, constructive, and social learning theories. Based on my understanding of the
preferred framework of teaching, I will customise my lesson plan to reflect my understanding of a good learning
theory.
Is critique a negative input?
By definition, critique is a method of disciplined, systematic analysis of a written or oral discourse.
Critique is commonly understood as fault finding and negative judgement, but it can also involve merit
recognition Critique is an accepted format of written and oral debate (Wikipedia, 2012). According to
Georgia State University (2012), the lesson plan critique should include, subject matter background,
objectives, procedures, and assessment. This self-critique is a form of constructivism because it moves the
persons ideas from negativity and transforms it to the construction of knowledge (Deva, 2012).
Do we need a lesson plan?
Some argue that good teachers do not need a lesson plan to teach because of their experience and the
confidence they have. However, other teachers or substitutes may need to follow a lesson plan in their teaching
(Dewing, 1972, p. 55). In my opinion, lesson plan is essential to lead other teachers to the important events in
our teaching process, besides; it represents a written plan in assessing our work whenever needed. Even though,
the concept of a lesson plan tends to be under the influence of behaviourism more than constructivism, because
it sets boundaries to the learning process and position it under the influence of the teacher and the curriculum.

LEARNING THEORIES AND LESSON PLAN

My lesson plan
As mentioned earlier, it is important to know the subject matters background and the learning objectives
to recognize how and why to critique this work. This lesson plan is designed for a resident care aid program in a
private college in Vancouver. After graduation, care aid assistants would be working at home community
centres, or at long term care facilities so most of them will be in direct care of elderlies to meet their daily
activity needs. Some of these students have no idea about medical terms or the care giving systems. So, careful
assessment along delivery of teaching is necessary. However, constructivist teaching is a challenge because of
the lack of personal experience in dealing with residents and patients. Therefore, my plan should be
reconstructed to create a chance for my students to build personal experience and their knowledge. The first
look at my lesson plan (Appendix A) looks neat and in good shape, it distributed the time fairly and took into
consideration the steps that most traditional teaching rules follow such as, an introduction, start questions,
assessment, instructions, post-assessment, and closure. However, students background is unproductive if they
rely on their short term memory to retrieve the information about this medical disease and its circumstances
from the instant PowerPoint presentation in the classroom, except for those students having appropriate skills.
Other challenges add that health care workers need to be careful in dealing with their own stress or own
frustration as the result of taking care of totally dependent patients.
It became obvious that the PowerPoint included in this lesson plan was not a suitable tool to discuss
such an important topic to the students who are expected to graduate from a care aid program, and would take
care of elderlies. This lesson plan reflects the behavioural approach as it focuses on the teacher as the primary
source of information. According to Nouri and Shahid (2005), PowerPoint presentation without previous
experience of the topic is detrimental to the creativity and knowledge buildup for students; it works on the short
term memory and depends on the type of topic being presented. Instructors need to motivate the critical thinking
of their students because in order to deal with human being issues and the relationship between the caregiver
and Alzheimers patients. Isseks (2011) clarifies that, the role of the audience is to sit and absorb the

LEARNING THEORIES AND LESSON PLAN

information (P. 75). Therefore, modifying my lesson plan is essential to shift the track of learning process from
teacher-centered to student-centered in order to agitate my students thinking.
Modified lesson plan
To reflect my constructivism and social learning tendencies, I have changed the lesson plan to what I
believe the combination of my understanding of how to appropriate these theories into my teaching as a health
care instructor (see Appendix B). The visit of my students to the long term facility to live the experience with
patients having Alzheimer is essential to observe and to write down their observations. Then, they could take
some notes and build up their situated learning experience and share their ideas with their peers to come out
with common concepts distributed among the whole class members when they discuss and share their
experiences in the classroom. In the classroom, they may work, either individually, or by groups to present their
work on their preferable way as, a role play, discussion, or presentation. I also increased the time allowed for
discussions so my students would come out with more productive ideas. (Please read Appendix A and B for
more information).
Conclusion and recommendations
Teaching in the health care field is a challenge. It is more difficult to apply constructivism teaching
without embedding behavioural effect, because of the effect of the school administration, curriculum, health
authorities, and work facilities due to the commitments towards patients and the community. Teaching is
structured towards meeting a certain criterias set by the school in affiliation with the health care authorities in
order to have a reputable and licensed program to meet the expectation of the community. In my opinion,
applying constructivism in health care education needs further researches and studies on the curriculum and the
instructional techniques so our lesson plans would reflect the development of these learning theories and
techniques towards more student-centered approach.

LEARNING THEORIES AND LESSON PLAN

References
Deva, J. (2012, November). Retrieved from http://www.jeanniedeva.com/page/1869037
Dewing, R. (1972). Who needs written lesson plans? The Clearing House, 47(1), 55-55.
Isseks, M. (2011). How PowerPoint is killing education. EDUCATIONAL LEADERSHIP, 68(5), 74-76.
LESSON PLAN CRITIQUE. (2012, November). Retrieved from Grorgia State University:
http://msit.gsu.edu/socialstudies/courses/6600_01/critiques.htm
Nouri, H., & Shahid, A. (2005). The Effect of PowerPoint Presentations on Student Learning and Attitudes.
Global Perspectives on Accounting Education, 2, 53-73.
Toh, K., Ho, B., Chew, C. M. K., & Riley II, J. P. (2003). Teaching, teacher knowledge and
constructivism. Educational Research for Policy and Practice, 2(3), 195-204
Ward, A. (2004). The Importance of Self-Critique. Retrieved 2012, from
Wikipedia,(2012, November). Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Critique

LEARNING THEORIES AND LESSON PLAN

Appendix A
First Lesson Plan
Total
time for
Lesson / workshop number (from Course Schedule): Alzheimers Disease
lesson:
90 min
Lesson / Workshop Objective(s): Students will be able to deal more efficiently with Alzheimers patients and to meet
their physical, psychological and social needs.

LESSON/ WORKSHOP PLAN TEMPLATE

LESSON / WORKSHOP ELEMENTS

Instructor / Facilitator
Learner / Participant Activities
Resources
Activities
Opening
-Ask questions about Alzheimer
Disease (AD)
-Discuss the importance of this topic
-Discuss the objectives and flow of the
lesson
Pre-assessment
-Distribute Questionnaires
Presentation / Practice / Formative
Evaluation
1-PowerPoint presentation:
-Definition of Alzheimer
-Facts about Alzheimer
-Challenging Questions
-Warning Signs
2- Clip about Alzheimer
3-Group Activity
-Communication
-Activity of daily living
Post-assessment
-Distribute a patients scenario with
different needs.
Summary / Closure activities
-will summarize the objectives I
mentioned earlier

Time

-Listen
-Share their experiences by answering
my questions and asking questions
-listen and ask questions

-classroom
-whiteboard
-computer
-PowerPoint

8 min

-printed questionnaires
-pens

7 min

-Students will answer these questions

1-whiteboard

20 min

2-Internet
-YouTube
3-Papers
-colored pens

7 min

-Scenarios printed on
one page paper

15 min

1-Learners will watch and listen to the

presentation
=Will answer my questions while
presenting

2-watch the clip

30 min

3-Students need to come up with

scenarios and strategies to support
these principles.
=Students will choose
-Students should write a strategy for
care
-have more opportunity to ask further
questions

3 min

LEARNING THEORIES AND LESSON PLAN

Appendix B
Modified Lesson Plan
Total
time for
Lesson / workshop number: Alzheimers Disease (AD)
lesson:
120 min
Lesson / Workshop Objective(s): Student will build good knowledge about Alzheimers patients and will construct
appropriate plan to meet patients physical, psychological and social needs.
Pre-requite # 1: See the pre-assessment section in this lesson plan.
Pre-requisite # 2: The college will arrange a visit for at least 4 hours to a long term facility or community facility to
observe patients with AD. Students will work as individuals or by groups (optional) under the supervision of health care
workers. Students will take notes and observations to use late in the classroom.

LESSON/ WORKSHOP PLAN

LESSON / WORKSHOP ELEMENTS

Instructor / Facilitator
Learner / Participant Activities
Resources
Activities
Opening
-Ask questions about Alzheimer Disease
(AD)
-Discuss the importance of this topic
-Discuss the objectives students are
expected to achieve
Pre-assessment
-Write about Alzheimers disease:
how do you think you can help your
patient to meet their basic needs?
(This activity will be given before
starting the lesson, as a pre-requisite)
Presentation / Practice / Formative
Evaluation

-Share their experiences by discussions

-classroom
-whiteboard
-computer

Time
15 min

NA
- Students will share what they know
about AD.

-Students can submit

any form they like.
Email, PowerPoint, clip,
figures, Pdfetc

1- Clip about Alzheimer

1-watch the clip

08 min

2-Group Activity: Let students select

topics they like to present (all topics
should be discussed) Communication,
Activity of daily living, stress,..etc

2-Students need to come up with

scenarios and strategies to support
these principles.

-Internet
-Papers
-colored pens

-Scenarios printed on
one page of paper

30 min

Post-assessment
-Distribute a patients scenario with
different needs.
Summary / Closure activities
-will summarize the objectives I
mentioned earlier

-Students should write a strategy for

care
-have more opportunity to ask further
questions

NB: Students may decide when to have their short break.

60 min

07 min