EDUC5210 Written Assignment Unit 3

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Written Assignment Unit 3
A successful lesson plan
Isaac Olaniyi
University Of People
Educ 5210 – Learning Theory -AY2022-T4
Dr. Stephanie Cannon
April 27, 2022.

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In this paper, you will apply either a social learning or constructivist approach to one of your
lesson plans. Think of a lesson you typically complete with students; perhaps one you have done
a few times. Explain how you currently deliver the lesson and then share how either aspect of
social learning or constructivism could improve the lesson. What changes would you make to
your delivery approach, assessment strategy, or classroom management? Justify your reasoning
with appropriate evidence from the readings. Include at least two outside sources in your paper
A successful lesson is one that eventually involves the learners and helps them
understand concepts for knowledge achievement. This essay will view how I use my lesson plan
to involve the learners and how I could meritoriously use constructivism to enhance the lesson.
According to Gogus (2012) “constructivism is a concept that focuses on the importance
of the individual knowledge, beliefs, and skills through the experience of learning. It states that
the construction of understanding is a combination of previous knowledge and new information.
The person can accept new ideas or fit them into their established views of the world.”
Constructivist teaching encourages critical thinking and creates motivated and individual
learners. A constructivist teacher regularly checks upon the student, asking them to reflect on
what they are learning from this activity. The teacher should be keeping a trail of how they
approached similar situations and help them build on that. The students can learn how to learn in
a well-organized classroom.
My lesson plan will emphasize delivering a lesson about nouns. Before I start the lesson I
always ask the learners what things can they see around the classroom? In addition to that
question, I then inspire the learners to move around and touch the things they see. Some learners
will respond they see a board, ruler, table, chair, and children. Once the students point out a
certain item I then signify that they have progressively named concrete items that they see. I
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allow that factor to sink in before I notify the learners that all the things they named are called
nouns. I then define the concept further and because I do teach in a Montessori school, the
learners associate a noun with a black triangle which is the symbolic, concrete item for a noun. I
am a visual learner so once we discuss the idea of a noun, I then use YouTube videos, songs, and
other materials to cement the concept of a noun with my grade three learners. The lesson was
learned by observing, touching the item, and using visuals and songs to help them familiar with
complex concepts.
I would then give out worksheet activities and ask learners to utilize what they have
learned. To ensure that learners have thoroughly understood the concept, I usually give them a
test or ask them to apply the concept in their creative work. Constant identification activities are
completed. For example, if we are doing a reading, I will stop halfway and ask the learners if
they can identify any nouns in their books. As a sequel lesson, I love allowing the learners to
engage in the lessons by asking them to teach the class the concept learned in class. I try and
insist on constant feedback through mini-projects, discussions, and games to ensure learners
comprehend the topic.
As grade three learners it did help that they had experience in working with nouns, thus
they used their pre-existing knowledge to substantiate the lesson. To further enhance the lesson
using the constructivist approach, I felt that my lesson plan could be enhanced using a design
created by George W. Gagnon. Jr., and Michelle Collay, who are leaders in constructivism. In
this model, teachers derived several steps in their teaching structure. They:
1. Create a situation for students to explain
2. Build a guide for groupings of materials and students

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3. Build a bridge between what students already know and what the teachers want them to
learn
4. Anticipate questions to ask and answer without giving away an explanation
5. Encourage students to carry out a record of their thinking by sharing it with others, and
6. Crave for students' reflections about their learning. (Constructivism as a Paradigm for
Teaching and Learning, n.d.-b)
The approach of the lesson could also have been improved using by supporting the
learner more rather than leaving them to do the work independently immediately after the
delivery. According to Vygotsky’s learners learn by being guided during the zone of proximal
development (ZPD). This measures the learners' capabilities to work individually without any
assistance. The learner at this stage hasn’t acquired the ability to work independently on the work
tasks. (Mcleod, 2008) However, when learners are given the tools to help them understand
concepts and apply them appropriately the activities, instructions, tools, and resources are known
as scaffolding. Eventually, the scaffolding can be removed and the student will be able to
complete the task independently. Examples of scaffolding tasks that can be used to help learners
understand the lesson effectively;
1. Model/demonstrate.
2. Give mini-lessons.
3. Describe concepts in multiple ways
4. Give students time to practice. (10 Ways to Scaffold Learning, 2018)
The Constructivist approach to assessment is a formative rather than a summative.
(Zwaal & Otting, 2013) The idea of assessment is to measure the learners' ability to understand
the concepts independently and to improve further in areas where the learner struggles.
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Assessments have to respond to the particular needs and characteristics of the teachers, students,
and the content.
In conclusion, constructivism views the learner as a vessel that can shape the way they
learn and think. The learner uses their experiences and in-borne skills to connect with new
knowledge to become a certified learner.

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References
Constructivism as a Paradigm for Teaching and Learning. (n.d.-b). Www.Thirteen.Org.
https://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html
Gogus A. (2012) Constructivist Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of
Learning. Springer, Boston, MA
Mcleod, S. (2008, February 5). The Zone of Proximal Development and Scaffolding.
Simplypsychology.Org; Simply Psychology. https://www.simplypsychology.org/Zone-of-
ProximalDevelopment.html
10 Ways to Scaffold Learning. (2018, August 31). We Are Teachers.
https://www.weareteachers.com/ways-to-scaffold-learning/
Zwaal, W., & Otting, H. (2013). A traditional versus a constructivist conception of assessment.
Research in Hospitality Management, 2(1–2), 29–38.

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What is constructivism and how does it relate to learning?

What is constructivism and how does it relate to learning?

How can scaffolding help support learners?

How can scaffolding help support learners?

1

Written Assignment Unit 3

A successful lesson plan

Educ 5210 – Learning Theory -AY2022-T4

Dr. Stephanie Cannon

April 27, 2022.

According to Gogus (2012) “constructivism is a concept that focuses on the importance

the construction of understanding is a combination of previous knowledge and new information.

comprehend the topic.

1. Create a situation for students to explain

2. Build a guide for groupings of materials and students

4. Anticipate questions to ask and answer without giving away an explanation

Teaching and Learning, n.d.-b)

understand the lesson effectively;

3. Describe concepts in multiple ways

4. Give students time to practice. (10 Ways to Scaffold Learning, 2018)

The Constructivist approach to assessment is a formative rather than a summative.

and the content.

knowledge to become a certified learner.

Constructivism as a Paradigm for Teaching and Learning. (n.d.-b). Www.Thirteen.Org.

Learning. Springer, Boston, MA

Simplypsychology.Org; Simply Psychology. https://www.simplypsychology.org/Zone-of-

10 Ways to Scaffold Learning. (2018, August 31). We Are Teachers.

Research in Hospitality Management, 2(1–2), 29–38.

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