JOT2 Task 2: Planning

of Instruction
Jens Riechers
. Student ID: 001482784
JOT 2 Task 2
Mentor: Shannon Rogers
Date: October 04, 2020
 Learning Theories
Overview

Constructivism: Created by the learner

Behaviorism: Observable behavior

Cognitivism: Structured
 Constructivism
 Experimental Inquiry
 To build knowledge
 When Constructivism is effective to
learners :
 Promotes divergent thinking when
presented with a problem
 Promotes collaborative learning when in a
groups
 Builds social and communitive skills
 Gives students ownership of what they
learn, so they can retain the information
more effectively.
 Behaviorism
 Stimulus Response to acquire knowledge.
 Stimulus is presented to the learner and the
reaction is observed.
 When Behaviorism is effective to
learners:
 To promote a desired behavior. (dropping the
lowest HW grade when all HW is turned in)
 Memorization (multiplication tables)
 Science Lab. (When instructions are being
given, students should watch not touch)
 Cognitivism
 Mental Models
 Used to organize thinking
 When Cognitivism is effective to learners:
 PowerPoints and movies can be shown
relating to subject matter.
 Teaches students how to do activates and
students follow
 Teach students of all types of learning. (going
outside to do activities)
 Mnemonic Devices
(candy506, 2015)
B.  Discuss the learning theory used in the original lesson plan.

● You need to find a lesson plan for this discussion. You can either use
one of your own lessons or find a lesson plan (cite if it’s not your
original work). You may submit this lesson plan as a separate
document but you will need to include your lesson plan with
this assessment task.
● This requirement asks you to discuss the learning theory reflected in
the lesson plan.
 Lesson Plan (Slides 8 -
Grade: 5th Subject: Math Title 2 by 2
Multiplication
Standard 5.NSBT.5 : Fluently multiply multi-digit whole numbers using strategies
to include a standard algorithm.
Objective I can fluently multiply multi-digit whole Materials: Pencil,
numbers using strategies to include a standard Graph Paper,
algorithm. Chromebooks,
Worksheet.

Vocabulary: Product,
Factor
 Lesson Plan
Model 1) Pass out worksheet 5 problems. (2 digit by 2 digit Formative Assessment: ask
multiplication problems) students comprehension
3) To relate this lesson to their every day lives, I ask questions as they solve their
the students a question.  "What is multiplication?"  I math problems.
let the students think about the question for a few
seconds.  I always encourage my students to think
before they speak.  I call on a student to share his
response. He responded, "Adding multiples of a
number."  I was proud of this student because he is
usually quiet and tries to hide.  By allowing the
students to think about what the skill is about, gives
them the perspective of why the lesson is important
in their lives.
"Today, you learn to multiply a 2-digit number by a
2-digit number.  In previous lessons we have learned
to multiply a 2-digit by 1-digit number using the
expanded algorithm.  How is multiplying by a 2-
digit number by 2-digit number different from a 2-
digit by 1-digit number?  Let's find out." 

(Multiplying 2-Digit by 2-Digit Numbers, n.d.)

 Lesson Plan
Model I call the students to the carpet as we prepare for a Formative Assessment: ask
whole class discussion.  The power point is already students comprehension
up on the Smart board.  I like for my students to be questions as they solve their
near so that I can have their full attention while I'm math problems.
at the Smart board.  
To begin the lesson, I let the students know that we
will use the expanded algorithm to multiply a 2-
digit by 2-digit number. 
 Problem:  23 x 14
Identify the ones place and the tens place to help
with writing the 4 simpler problems to multiply.  To
do this, I place the numbers in a box.  I write ones
and tens over the correct place.

Tens Ones

2 3

1 4

(Multiplying 2-Digit by 2-Digit Numbers, n.d.)

 Lesson Plan
Cont.  Next, write your 4 simpler
problems based upon the place
value.
3 x 4 = 12
20 x 4 = 80
10 x 3 = 30
20 x 10 = 200
Add the partial products to get a
product of 322.
 
Guided Let's try one together.
Problem:  59 x 37
Identify the place value to help
with writing the 4 simpler
problems.

Tens ones
5 9
Write3 the 4 simpler
7 problems.
9 x 7 = 63
50 x 7 = 350
30 x 9 = 270
50 x 30 = 1,500
Add the partial products to get a
product of 2,183
(Multiplying 2-Digit by 2-
Digit Numbers, n.d.)
 Lesson Plan
Cont. For this activity, I put the students in pairs.  I give each group a 
Independent/ Group Activity Sheet Multiplying a 2-digit by 2-digit.docx. The
students must work together to find the product of the 2-digit by
Small Group
2-digit multiplication problem.  They must use clear definitions
and terminology as they precisely discuss this problem. The
students are required to multiply using the expanded algorithm
based on place value .  In this lesson, they apply skills previously
learned.   The students are guided to the conceptual
understanding through questioning by their classmates, as well as
by me.  The students communicate with each other and agree
upon the simpler problems in the expanded algorithm and must
find the product for the problem.  This is evident in their 
Student Work.  This takes discussion, critiquing, and justifying of
answers by both students.  As the groups discuss this task, they
must be precise in their communication within their groups using
the appropriate math terminology for this skill. Each pair has
counters to help them with their models, thus giving them a
visual of how many cupcakes will be baked. As I walk around, I
am listening for the students to use "talk" that will lead to the
answer.  I am holding the student
accountable for their own learning. 
 Lesson Plan
Cont. During the phase, I monitor and assess the
students' progression of understanding through
questioning.  Possible questions to help lead to
the solution are as follows:
1.  What is the value of each number?
2. After you find the 4 partial products, what
must you do next?
3.  How can using an area model help you
understand this problem?
As I walked around to monitor and question
students, I was impressed by the students
conversation.  At the beginning of the school
year, we implemented Accountable Talk (a
trademark for the Institute for Learning).  With
Accountable Talk, the students must agree or
disagree in a respectful manner.  They question
each other's work by asking, "Can you explain
more?, How did you get that answer when the
problem said...(they refer back to the text), I
think, etc.

Exit Ticket
46 x 53 =
 The exit tickets is collected to be used to
determine which students I will work with in
small group for remediation. 

(Multiplying 2-Digit by 2-Digit Numbers, n.d.)

B. Learning Theory Reflected in Lesson
Plan
 The Learning Theory reflected in this lesson is
the cognitive theory.
 I know it is the Cognitive theory because in the
lesson I am using modeling to solve the
multiplication problem
 I am explaining the steps needed to solve the
problems
 I am demonstrative to the students how to solve
the multiplication problems.
 C. Adapted Lesson Plan
● I could adapt the lesson plan to model the
constructivism approach.
● I could change the lesson so that instead
of showing the students how to solve the
problems step by step. I could give them
the problems while they work in small
groups and observe the different method’s
they use to solve the problems
● I could observe how they solve the
problems in their unique ways when they
draw on their “world-based interactions and
experience.”
D. Most Beneficial Lesson Plan and
Justification
 The most beneficial lesson plan would be my
original plan based on cognitivism.
 I currently have 15 students in my class, and that
number is constantly changing because of
COVID-19 and students choosing/changing
instruction from face to face to virtual and
vice/versa. Due to this constant change in class
make-up and the wide range of abilities my
students have, working with them demonstrating
each step to solve 2 digit by 2-digit multiplication
is the most effective way I must instruct them. I
want them to have a clear method that has been
demonstrated to them if they go virtual and don’t
have me sitting with them helping solve math
problems.
E. Benefits of Following a Design Theory

 I can use design theory to create a unit

of instruction for my students.
 It will answer who the audience is and
how the audience will learn throughout
the unit that I create.
 Design Theory helps create instruction
that is effective by detailing out the
amount of time students/teachers have
to put in for the unit to be most effective
F.  Discuss the strengths and limitations of using different
theories of design (Backwards Design, Gagne’s Nine Events
of Instruction, and Teaching for Understanding) in your
instructional setting.
 F. Strengths/Limitations of
Backwards Design
 The first point about Wiggin's backward design is
that you start at the end and you work your way
backwards to the beginning.
 Strengths:
 Wiggin’s backwards design focuses on the “end
goal” to create a sense of purpose for the lessons
leading to that “end goal”
 Clear Goals
 Helps map out lesson plans
 Performance goals and clear and defined
 Limitations:
 Little flexibility
 Requires a huge investment in time to develop
the assessments.
 Students have no ability to explore during the
lesson.
 F. Strengths/ Limitations of Gagne’s
Events
 Strengths
 Focus on student attention
 Scaffolding builds on prior knowledge
 Students master one step at a time
before moving on to the next step
 Strong Structure for students.
 Limitations
 There is no differentiated outcomes
for students
 No creativity
 Very time intensive to meet all 9
events in a lesson.

 (E-Learning Gamification, Videos and

Courses Development, n.d.)
 F. Strengths/Weaknesses of Teaching
for Understanding
 Strengths:
 Differentiated Instruction
 Long-Term thinking centered process
 Provided on-going assessments
 Engages students in authentic work
 Supports collaboration
 Weaknesses:
 Requires a non-traditional teaching style
 Requires an extended amount to time to see results
 Creating numerous assessment can be time consuming
 Constant testing is stressful to students and teacher.
 (Teaching for Understanding: Definition, n.d.)
G. Most Appropriate Design Theory for
My Instructional Setting and
Justification
● With my current instructional setting due
to covid-19 my most appropriate design
theory would be Gagne’s Nine Events.
● I constantly have 5th grades changing
from face to face to virtual and back. The
only effective way I am teaching them is
to guide them through the material. Using
reptation in my lessons help student
retain information.
G. Example(s) of Most Appropriate
Design Theory in My Instructional
Setting
● I gain the students attention by relating
the material to something in their lives.
● I display the objectives for the students
so that they know they goal
● I ask question about the previous lesson
in order to tie in the last lesson with this
lesson
● We take notes
 H. References
● https://www.slideshare.net/candy506/cog
nitivism-theory-jean-piaget
(slide 6)
● https://betterlesson.com/lesson/530626/mu
ltiplying-2-digit-by-2-digit-numbers
(Lesson Plan)
● https://playxlpro.com/a-quick-overview-of-
gagnes-9-events-of-instruction-model-in-
e-learning/
(Slide 20
● https://www.mbaea.org/media/cms/TFUd
efinition_FDF8509B3167D.pdf
(slide 21)
 References
 candy506. (2015, February 16). Cognitivism Theory/ Jean Piaget.
https://www.slideshare.net/candy506/cognitivism-theory-jean-pia
get

 ‌Multiplying 2-Digit by 2-Digit Numbers. (n.d.). BetterLesson.

Retrieved October 11, 2020, from
https://betterlesson.com/lesson/530626/multiplying-2-digit-by-2-
digit-numbers

 E-Learning Gamification, Videos and Courses Development.

(n.d.). E-Learning Gamification, Videos and Courses
Development. Retrieved October 11, 2020, from
https://playxlpro.com/a-quick-overview-of-gagnes-9-events-of-in
struction-model-in-e-learning/
 ‌Teaching for Understanding: Definition. (n.d.). Retrieved
October 11, 2020, from
https://www.mbaea.org/media/cms/TFUdefinition_FDF8509B316
7D.pdf