5210 GROUP WORK UNIT 6 May 17, 2022.docx

5210 GROUP WORK UNIT 6- the assignment is about the student's perspective in terms of learning style.

1. Rationale
Rationale suggestion: We propose that the schools implement strategies that use the psychomotor
Sunnydale School Assessment
Aaron S. Wilson, Juliet
University of the People
EDUC 5210: Learning Theory and Implications for Instruction
May 17, 2022
Aaron’s Observations at Morning Star Elementary and Junior High School Liberia
What did you see in class, in terms of teaching methods and student behavior or performances?
Observing the 10th grade English class at Morning Star Elem and Junior High School Liberia,
several noteworthy observations were made regarding the teacher's approach to instruction and
the student’s behavior and performance in response. First, the teacher would conduct her entire
lesson from the front of the classroom. There was little interaction between the teacher and the
students, or amongst the students themselves. As a result, several students have been observed
dozing off, focusing their attention on other sections of the classroom, or participating in
distracting behavior such as loudly tapping pens and pencils on desks and chairs.

2. What is the theoretical approach of the teacher? Is the teacher employing many students?
What makes you think that? What evidence do you have?
This classroom's teacher seems to be largely using social cognitive theory as a theoretical
approach. Much of the instruction was done through vicarious learning methods, such as looking
at visuals and text shown on the screen or listening to the teacher talk.
Learning was mostly accomplished through observation, which did not appear to hold the pupils'
attention as they were spotted dozing off-task and conversing with one another.
Not only was there a lot of observation going on, but there were no reinforcements to keep the
pupils' attention spans up (Schunk, 2012). Is the current theoretical framework working? What
changes would you recommend?
While some aspects of the social cognitive theory are beneficial, teenagers will learn more
effectively if constructivist learning theory is used in conjunction with social cognitive theory.
As a result, students should become active learners who build knowledge for themselves and on
their own terms. Students who can generate knowledge for themselves and via interactions with
one another have a lot of power. This will aid in the growth of the emotive domain, which will
only help the cognitive domain improve.
Are the domains of learning demonstrated by not only was there a lot of observation going on
but was the teacher also appropriate for the class's learning objectives? Is there a wide range of
complex hierarchies? What evidence do you have? What advice would you give the teacher?
The affective domain is underrepresented in the class's learning objectives.

3. Furthermore, the lower three levels of the cognitive domain's taxonomy receive insufficient
attention. The teacher advances too fast through the cognitive domain, leaving them with
insufficient time to prepare for the cognitive domain's analysis, synthesis, and evaluation stages.
Furthermore, the cognitive domain's knowledge, comprehension, and application stages are
difficult to completely realize due to a lack of focus on the affective and psychomotor domains
(Kasilingam, et al., 2014).
This instructor may benefit from additional emotive domain inclusion, as they appear to
struggle with motivation as a result of the significant volume of off-task activity. If the instructor
insists on largely teacher-led education, she might want to include more emotive development.
This can involve adding extra audio or video, bringing guest speakers or teachers, or offering
professional examples of how what the students are learning in class can be applied to their life
(Kasilingam, et al., 2014).
Given the neuro-maturational state of the students and their biological ages, how would
you assess the appropriateness of the teacher’s practices? Are the teacher’s strategies
aligned with brain-based research about adolescent learners?
The kids in this class range in age from fifteen to sixteen years old. Adolescents can perform as
well as adults at this age if there are no social or emotional variables interfering with their
performance. However, expecting these forces to remain absent from the classroom is
unreasonable (Armstrong, 2016). In working with adolescents, the tactics that this instructor has
implemented are ineffective. Because the teenage brain does not yet have a fully developed
frontal cortex, the amygdala, which is responsible for many of the brain's emotional and

4. impulsive decisions, does much of the reasoning (Sun Protection Outreach by Students, n.d.). I
saw that this teacher made an effort to assist children in learning and use the method of infusing
emotion. While this teacher had a great sense of humor, he used sarcasm in an unsuccessful
manner with this group of kids. Some of the kids were visibly angered by the sarcastic humor
and were distracted from the class as a result. He had the right idea because generating emotion
in the classroom can be very beneficial to teenage learning. His execution was absolutely
unsuitable (Sun Protection Outreach by Students, n.d.).
References
Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle and
high
school students. Retrieved from https://www.weareteachers.com/wp-content/uploads/ASCD-2
Book-Sample-PoweroftheAdolescentBrain.pdf
Darrin, D., & Darrin, D. (2017). Behavioral vs Cognitive Perspectives on Learning Theories.
Retrieved September 16, 2020, from
https://educationalresearchtechniques.com/2015/02/03/behavioral-vs-cognitive-perspectives-on
learning-theories/
Kasilingam, G., Ramalingam, M. & Chinnavan, E. (2014). Assessment of learning domains to
improve student’s learning in higher education. Retrieved from
https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf

5. McLeod, Saul. (2018). Jean Piaget's Theory of Cognitive Development. Simple Psychology.
Retrieved from https://www.simplypsychology.org/simplypsychology.org-Jean-Piaget.pdf
Northern Illinois University. (n.d.). Gagne’s 9 Events of Instruction. Retrieved from
https://www.niu.edu/facdev/_pdf/guide/learning/gagnes_nine_events_instruction.pdf