lOMoARcPSD|13242442

Unit 3 written assignment EDUC 5210

Learning Theory and Implications for Instruction (University of the People)

Studocu is not sponsored or endorsed by any college or university

Downloaded by ucef Boubker (yboubker@hotmail.com)
 1

Aspects of Lesson Planning in Social Learning and Constructivism

Anonymous

University of the People

EDUC 5210: Learning Theory and Implications for Instruction

Downloaded by ucef Boubker (yboubker@hotmail.com)

 2

Aspects of Lesson Planning in Social Learning and Constructivism

An effective lesson plan requires critical thinking about how, what, and why a teacher

decides to use the various tools at his or her disposal. Lesson planning is an effective tool for

guiding instructors toward a goal. Lesson preparation develops a road map for instructors of

what has been taught and what needs to be taught and helps them to focus on one goal at a time

and explain to learners what they will learn in each class (TEAL Center Fact Sheet No. 8:

Effective Lesson Planning, n.d.). Deploying a methodical, step-by-step approach and increasing

the difficulty of the lesson accordingly is a good way to challenge a learner’s thinking abilities.

My Current Lesson Plan

By employing Vygotsky’s zone of proximal development (ZPD), I, the teacher, am able

to provide assistance to my students until they learn to master the contents of the lesson on their

own. Using a scaffolding model (activities and games relevant to the lesson topic) helps me

guide my students toward a desired objective.

The level of students’ knowledge in this instance is grade 2 ESL (English as a Second

Language). A typical lesson plan of mine lasts approximately 45 minutes and begins with a

theme, an objective, and a reason why we will cover the content of the topic. A lesson objective

allows me to keep the main idea or theme of the lesson in focus and gradually work toward

reaching a desired goal.

In this case, the lesson topic would be fruits. Gaining students’ attention by singing a

song or showing a few interesting pictures related to the fruits and thereafter asking a few

questions about what students see or hear is an approach I occasionally take. By asking a few

questions before I begin the main section of the lesson, I am able to determine how much they

already know about the topic.

Downloaded by ucef Boubker (yboubker@hotmail.com)

 3

The next step is briefly introducing a few key vocabulary words related to a video, which

is thereafter followed by showing the video of a short dialogue related to fruits. This is an

effective way of keeping my students engaged and giving them context on how to use the

vocabulary that they are learning in the lesson.

Playing a guessing game by giving descriptive hints, for example, “It’s round, it’s red,

and it’s sweet. What is it?”. Students reply by stating all the fruits they know that match the

description. This is followed by a vocabulary listening exercise where they have to point to

pictures of different fruits around the classroom according to what fruit I say. Listening skills

are an important skill in language learning. “Without understanding input appropriately, learning

simply cannot get any improvement. In addition, without listening skill, no communication can

be achieved” (Devi, 2014, p. 60).

After learners are accustomed to the new vocabulary, I replay the video dialogue and let

students read the captions. They practice the dialogue a few times, after which I change certain

words and sentences so they can practice dialogue by themselves. For example, person A will

ask, “What fruit do you like?”. Person B will reply, “I like apples, and you?” to which person B

will respond, “I like bananas.”. By swapping out apples and bananas for other fruits, I encourage

them to think outside of the box and the multiple ways dialogue questions and answers may be

used. As Pilleux (1969) argues, the purpose of dialogues is to facilitate the utilization of foreign

language patterns within certain vocabulary constraints while maintaining an average pace for

delivery.

Finally, an overall review of the lesson is given by reviewing the important concepts and

asking students questions based on the lesson content. Points and stickers are awarded at this

time to students who are able to comprehend and answer most questions.

Downloaded by ucef Boubker (yboubker@hotmail.com)

 4

Utilizing Aspects of Constructivism to Improve Lessons in the Classroom

Constructivism places significant emphasis on the concept that learners engage in active

internal processes to generate meanings and establish mental associations, hence facilitating their

comprehension of newly provided material. Active engagement and presence during classes have

the potential to enhance students' abilities to comprehend and assimilate new concepts at an

accelerated pace.

By switching roles and having a strategy for students to ask questions, I can adopt an

idea of Vygotsky known as reciprocal teaching. According to Schunk (2012), “From a

Vygotskian perspective, reciprocal teaching comprises social interaction and scaffolding as

students gradually develop skills” (p. 246).

Another important aspect is peer collaboration. Allowing students to form groups and

make their own dialogues might allow them to harness their critical thinking skills and gain

independence in language learning. The significance of shared social interactions may be

observed when fellow students engage in cooperative tasks (Schunk, 2012).

Utilizing Aspects of Social Learning to Improve Lessons in the Classroom

“By observing others, people acquire knowledge, rules, skills, strategies, beliefs, and

attitudes” (Schunk, 2012, p. 118). Praising and rewarding students who are only at a slightly

higher level than their struggling counterparts could be a possible motivator for the latter. There

is a positive correlation between the similarity of observers to models and the likelihood of

observers perceiving comparable behaviors as socially acceptable for them to engage in (Schunk,

2012). However, perceived self-efficacy is important in this regard since motivation and

performance are linked to confidence in one’s own abilities. Schunk argues that “motivation is

Downloaded by ucef Boubker (yboubker@hotmail.com)

 5

sustained over time when students believe their own efforts are leading to better performances”

(2012, p. 137).

Conclusion

Establishing a well-defined target and engaging in meaningful reflection on the purpose

and content of lessons constitute the optimal approach for initiating the development of a

lesson plan.

The use of scaffolding, through the process of dividing essential components of a

course into separate yet related segments, enables students to gradually and confidently

enhance their understanding based on previously acquired knowledge.

The integration of social learning and constructivism within the classroom environment

holds the potential to yield mutual benefits for both educators and students, facilitating the

achievement of their respective objectives in teaching and learning. Taking into consideration the

diverse skills of learners in understanding lesson content and utilizing modeling as a means to

assist these learners might yield positive outcomes in the long term.

Downloaded by ucef Boubker (yboubker@hotmail.com)

 6

References

Devi, G. R. (2014). The Role of Listening in Language Acquisition; the Challenges &

Strategies in Teaching Listening. International Journal of Education and Information

Studies, 4(1), 59–63. https://www.ripublication.com/ijeisv1n1/ijeisv4n1_13.pdf

Pilleux, M. (1969). The Dialogue: a useful tool in language teaching. TESOL Quarterly, 3(3),

203. https://doi.org/10.2307/3585829

Schunk, D. H. (2012). Learning theories: An Educational Perspective. Addison Wesley

Longman.

TEAL Center Fact Sheet No. 8: Effective lesson planning. (n.d.). LINCS | Adult Education and

Literacy | U.S. Department of Education. https://lincs.ed.gov/state-resources/federal-

initiatives/teal/guide/lessonplanning

Downloaded by ucef Boubker (yboubker@hotmail.com)