1

Module 2 - Learning Theories and Models

Walden University

Designing Curriculum, Instruction, and Assessment – EDUC 6640J

September 16, 2018

Module 2 - Learning Theories and Models

Theories and models for teaching mathematics in P-5 classes are not ideas that I consciously reference, practice, or consider when designing curriculum, instruction, or assessment simply because I was not aware of this practice. Having read through the course resources and gained some understanding of the differences among the two, I can make some connections with current use of models in my teaching since “models represent curriculum theory,” and “a model is intended to be a tool for thinking” (Henson, 2015, p. 156). I understand how theory relates to the real world outside of teaching, and I believe that the State of Texas has researched theory when they created state standards and learning objectives for our students. This leaves local school districts and campus leaders to focus more on models for teaching and learning. This is the vessel that teachers use to deliver the theory the state has already imbedded in the state mathematics curriculum.

In my current position of academic coach for mathematics, the model that my district implements for teaching mathematics is similar to that of the Strategic Instruction Model and incorporates the Concrete-Representational-Abstract (C-R-A) approach as described by Flores, Hinton & Strozier (2014). This approach as used in my schools provides intervention strategies for all learners when a new mathematical concept or skill is introduced. This allows learners the opportunity to make connections to previously learned math skills and begin at a foundational level through exploration and by manipulating math tools or having concrete experiences for reference. Since differentiation is also occurring in the lesson delivery, students who do not depend on manipulatives are quickly moved into the representational stage of the process. Since struggling students often rely on the use of manipulatives as a supplemental tool for assistance they are moved into the representational phase of C-R-A with caution. Too often I find myself coaching teachers in this area as they move students from one step to the next too soon without proper documentation to show mastery of each step in this process. As noted within the KASAB Matrix found in the appendix, one of my SMART goals this year will be to improve teachers’ implementation of differentiating strategies for improved learner outcomes.

The representational step is emphasized in great depth and a considerable amount of time is spent on this strategy since mathematical representations are highly tested on our state assessment and students depend on such representations as strategies for solving math problems. Seldom are students required to calculate mathematical solutions on state assessments and students are moved into the abstract step of the C-R-A only when a strong understanding of the representational step is achieved. The abstract phase is the goal as we want all students to become efficient in calculating and solving mathematical situations. In the environment of differentiation the majority of students do get to the abstract level and are able to apply math skills to problem solving and real-world experiences. It is this learning model that resonates with the message of Dr. Heidi Hayes Jacobs as she explained how textbooks were not curriculum and that teachers should not rely on textbooks to teach students (Laureate Education, Inc., 2016b). The Strategic Instruction Model allows students to learn and teachers to teach with meaningful practice and flexibility towards mastering the standards without relying on textbooks.

As I think about meaningful and flexible learning, I make connections to technology as another theory or model that students can associate with and are dependent on in so many aspects of their life. We are living in a technological era and many of our students have experiences with electronic devices from a very young age. As education professionals we are responsible for “integrating technology into the learning environment” (Laureate Education, 2016a) as outlined in the RWRCOEL Technology Proficiencies. Kivunja (2014) suggests a paradigm shift from constructivism to connectivism as learners have an internet connection to the world and a new tool for learning. “Teaching our students so that they become well-equipped with 21st century skills is the new learning paradigm” (Kivunja, 2014). This is an idea that I find interesting and will research further for possible implementation as a theory or model in my future curriculum writing and instruction.

Whatever theories or models that a teacher or school system choose for effective curriculum design must be research-based and fit the needs of their students. As student needs and the diversity of our student populations change, the use of best practices should prompt educators to revisit the effectiveness of current learning models on learner outcomes. If learner outcomes, as measured by assessment data, are unacceptable this would be another reason to consider switching to another learning model. The opportunity to differentiate instruction should be considered when choosing or considering switching models for learning.

References

Flores, M. M., Hinton, V., & Strozier, S. D. (2014). Teaching subtraction and multiplication with regrouping using the concrete-representational-abstract sequence and strategic instruction model. Learning disabilities research & practice, 29(2), 75-88. doi:10.1111/ldrp.12032

Henson, K.T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (5^th ed.). Long Grove, IL: Waveland Press.

Kivunja, C. (2014). Do you want your students to be job-ready with 21st century skills? change pedagogies: A pedagogical paradigm shift from Vygotskyian social constructivism to critical thinking, problem solving and siemens' digital connectivism. International journal of higher education, 3(3), 81-91.

Laureate Education (2016a). RWRCOEL technology proficiencies. Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Producer). (2016). Designing curriculum, instruction, and assessment: Curriculum for your students [Video file]. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu

Appendix

KASAB Matrix

Definition

What Teachers

Type of Should Know and Be

SMART Goals

Change Able To Do

( NBPTS 5 Core Propositions)

Knowledge Teacher knows the Teacher will deepen knowledge of state standards for mathematics standards to mathematics and how improve lesson delivery strategies to teach the grade for improved learner outcomes level standards to with a minimum 10% increase on students mathematics assessments.

Teacher effectiveness will be measured by an increase in student performance scores on mathematics benchmark assessments throughout the year and the State assessment at the end of the school year for grades

3-5 and an End-of-Year assessment for grades K-2.

Attitude Teacher believes that Teacher will commit to students all students can learn and their learning by incrementally and incorporating motivation some students learn at strategies and differentiated a different pace. lessons that will be monitored

Skill Teacher uses learner

outcomes to monitor and adjust learning. through lesson planning and classroom observations throughout the year and measured with observation logs and lesson plan check-lists. Teacher will monitor and adjust lessons by analyzing data for weekly and benchmark assessments then differentiate lesson delivery to meet students’ needs. This will be monitored through sign-in logs and participation in PLCs, and measured with data that demonstrates improvement in

identified standards throughout the year from one assessment to the next.

Aspiration Teacher expects all Teachers will ensure a safe

students to learn and environment for learning with high improve their expectations by planning for

knowledge and skill student engagement and

level. meaningful discovery

opportunities that can be monitored and observed in lesson plans this school year.

Behavior Teacher expects Teacher will provide multiple students to apply opportunities for students to learned strategies and demonstrate understanding of problem solving skills mathematics standards learned in the mathematics through independent practice content. activities documented in lesson

plans and measured with observation logs and lesson plan check-lists.

Powered by TCPDF (www.tcpdf.org)