Running head: LESSON PLAN CRITIQUE 1

Lesson Plan Critique:

Graphing Linear Equations Through Learning Theorist Lens

Dana Bjornson (neé Allingham)

ETEC 512

University of British Columbia

Abstract

In 1999, when I started teaching full-time, I taught as many other teachers taught. Simply put, I

taught the same way in which I had learned the material. After all, if the stand-and-deliver

methodology worked for an average student like myself, why wouldn’t this method work for my

students, as well? I did my best to have manipulatives, engaging labs, and entertaining lessons

that were spiced up with occasional anecdotes and analogies, whenever I could make them work!

With each year that has ticked by, my practice has evolved incrementally — that is, until now.

Keywords: Information Processing, Cognitive Neuroscience, Vygotsky.

Lesson Plan Critique:

Graphing Linear Equations Through Learning Theorist Lens

The subjects that I teach are purely academic mathematics and senior physics. These

areas depend on sequential, detailed, and structured methods in problem-solving, should entrance

into post-secondary, STEM-related fields be the academic pathway for a student. When I was

analyzing this lesson plan, my goal was to analyze its components using the accepted learning

theories, supporting Vygotsky theory about the zone of proximal development, cognitive

neuroscience, and information processing, while also maintaining the necessary academic rigor

that my courses demand.

Through a Vgygostkian Lens

Vygotsky believed that the learner’s spontaneous, real-life experiences anchor their non-

spontaneous experiences, and that learning new material is accomplished through interacting

with “More Knowledgeable Others” (Glassman, 1994). From an early age, Vygotsky himself was

surrounded by numerous MKOs, thereby establishing the critical importance of sociocultural

interactions in his learning theory (Pass, 1999). MKOs can help guide learners through their zone

of proximal development, the zone of the learning process in which learners require assistance

from an external source (John-Steiner & Mahn, 1996).

My revised lesson plan now has sociocultural interactions built into every class, which

will allow either myself, more advanced students, or online programs to serve as MKOs for

students in need. Vygotsky maintained that, for information to be internalized, learners must

transform communicative language into inner speech and, finally, into verbal thinking (John-

Steiner & Mahn, 1996). In a traditional mathematics class, there are few to no opportunities for

students to interact with their MKOs; hence, the internalization process is likely not actualized
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during class time. The Algebra Bootcamp teams, whiteboard activity, and Google Slide

collaboration activities ensure that students are no longer acting in isolation within their learning.

During the work block, I will be mirroring students’ work to the entire class via Apple TV, so that

MKOs can share their process with others.

Through a Neuroscience Lens

Students arriving into a typical academic Mathematics 10 class are not created equal.

Each comes with a different amount of psychological “math baggage” which can negatively

affect their intrinsic motivation to work diligently; moreover, their skill levels vary considerably.

Thankfully, cognitive neuroscience considerations can help educators navigate through issues in

their classrooms. Zamarian, Ischebeck, and Delazer point out that, with intensive practice,

mathematical processes are moved from the frontal lobes of the brain responsible for “working

memory” and into the left AG, where the retrieval of information is automated (2009). Taking

advantage of our students’ dopamine pleasure response system can lead not only to higher levels

of engagement, but ultimately to the building of skills and adaptive responses to information. As

well, learning and assessment that have been chunked into challenging, yet realistic goals, will

allow the teenaged brain’s desire for immediate gratification to be recognized and honoured

(Willis, 2011).

Since I want to “score” with accessing my students’ dopamine reserves, I have revised

my lesson plan to include the Desmos Marble Slides Activity. This online program allows

students to progress incrementally to

more difficult tasks with the goal of

creating a slide, that falling marbles can

slide down and pass through a

succession of stars. The popular, interactive quizzing program Kahoot has also now been added

to the lesson. In Kahoot, students can be anonymous; they can work together or individually;

and they receive encouragement and praise along the way. Although I will still utilize direct

instruction, this note-taking process is done using a guided, Cornell Notes system that

incorporates colour, reinforcement, and social learning activities.

Through an Information Processing Lens

Humans, like a computer, require information to be received, processed, and stored,

should they ever wish to retrieve that information (Orey, 2001). Although there exist many

models that information processing theory has adopted, the most prevalent would be the Stage

Model, whereby information may undergo a three-step process via the Sensory Register (SR),

into the Short Term Memory (STM), and eventually into the Long Term Memory (LTM)

(Conlan, Gallant, & Kim, 2016).

Sensory Register

Nothing beats a first impression, so say some. Intuitively, educators know that lessons

that can grab a student’s attention quickly are better than those that lack any flair. The sensory

register is our brain’s “first impression” receptor. All of our senses affect this register: seeing

and hearing, as well as tactile, olfactory, and gustatory inputs. As information stays in the SR for

only a few seconds at most, educators do not have very long to hold onto a student’s focus before

the pedagogical effect is lost (Banikowski, 1999).

Initially, my lesson plan sometimes lacked a “SR-grab-you Moment.” Now, each day

begins with an activity that is different from the typical note-taking, followed by traditional or

non-traditional reinforcement activities. Group work as a team, whiteboard activities, Desmos

Marble Slides, and Kahoot all serve to enrich students’ SRs. In my experience, simply working
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with colourful markers on a whiteboard is engaging for students, even though it is not very “high

tech.” As Kahoot seems to be taking over many classrooms at my school as a pedagogical

methodology, merely hearing the theme music motivates students to participate actively in a

traditionally inactive subject.

For educators, the impact of the short duration of the SR amplifies the need not to barrage

students with too much information at once. Being clear about what information is important to

retain is critical, as well (Banikowski, 1999). To address this notion, throughout my unit I use

highlighters strategically and sparingly, and arrange the lessons so that only one or two learning

outcomes are addressed per class.

Short-Term Memory

Should information enter one’s STM, one’s brain has just 15 to 30 seconds to make use

of it before risking forgetfulness. Information is being actively processed in the STM, allowing

us to both perceive and address stimuli during that short time span (Orey, 2001; Lutz & Huitt,

2003). The STM’s main role is to process the information for one of three purposes:

1. to purge information that is not perceived as important;

2. to retain information in one’s “working,” STM memory via repeated practice; or

3. to transfer information to one’s LTM via rehearsal or encoding—where it is now

“learned” (Banikowski, 1999).

Students with normal cognitive function require repeated actions as many as 40 times

before the skill becomes automated, and thus transferred to their LTM (Banikowski, 1999).

Throughout this unit, I have now provided multiple opportunities for information to be rehearsed

and processed in the students’ STM, thereby increasing the likelihood of the information being

stored in their LTM.

Long-Term Memory

Should information make its way into the seemingly unlimited LTM, many theorists

believe that it is there for life. Sometimes the pathways leading to the information erode, making

one believe that one has forgotten; however, such is likely not the case. For mathematics

students, problem-solving requires the semantic declarative memory in the LTM to be activated;

activation requires the linking of new ideas to pre-existing ones, in a process called “elaboration”

(Orey, 2001). It has also been suggested that combining personal experiences that activate

students’ episodic declarative memory will further embed information in the LTM’s data bank

(Banikowski, 1999).

Initially, my lesson plan had limited opportunities for students to create elaborative

pathways that that would enable them to access the information. With the revisions, however,

metacognitive strategies are now involved, such as self-evaluation on the Marble Slides activity

and art project, and requiring students to submit their notes that fully maximize the Cornell Note-

taking strategy. As well, the addition of the Algebra Bootcamp, Whiteboard Activity, and Marble

Slides will simultaneously impact both episodic and semantic declarative memories.

With the Algebra Bootcamp, students work together to solidify their skills prior to the

new information being presented. Since the students will have been utilizing algebra since

Grade 8, this activity enables them to transfer these skills into the LTM, should it not already be

there. The Whiteboard Activity will review a skill from the previous unit, and the Desmos

Marble Slides will rehearse information from the previous day. The Kahoot will review the

week’s material in a highly entertaining fashion. The art project will cumulate all skills into one

finale in which students will be expected to produce a minimum of 75 equations, that are
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individually restricted in their domains and ranges. Without question, there now are multiple

rehearsal opportunities!

Conclusion

For many people, a mathematics class represents a time plagued with frustration and

stress. It is my hope that by incorporating more social, collaborative, brain-based methodologies

into my practice, the negative feelings that many students harbor will at least be minimized.

Nevertheless, I am not prepared to abandon direct instruction techniques for most of my lessons,

as I feel that upper-level math and science demand precision and proper technique. As well,

educators should be ever mindful of a significant limitation that cannot be ignored: class time is

finite. Creating activities that overlap theories is an ideal way to circumnavigate the time

limitation. With time management also being a consideration, a blend of traditional and modern

learning approaches is what my view of “21st Century” learning ultimately looks like in my

classroom.
LESSON PLAN CRITIQUE 9

References

Banikowski, A. K. (1999). Strategies to enhance memory based on brain-research. Focus on

Exceptional Children, 32(2), 1.

Conlan, P., Gallant, M. & Kim, D. (2016). Information Processing Theory Presentation.

Retrieved from http://iptheoryetec512.weebly.com/information-processing.html

Glassman, M. (1994). All things being equal: The two roads of Piaget and

Vygotsky. Developmental Review, 14(2), 186-214. doi:10.1006/drev.1994.1008

John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A

Vygotskian framework. Educational Psychologist, 31(3),

191.doi:10.1207/s15326985ep3103&4_4

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and

applications. Educational Psychology Interactive. Retrieved from

http://www.edpsycinteractive.org/papers/infoproc.pdf

Orey, M. (2001). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning,

teaching, and technology. Retrieved from http://epltt.coe.uga.edu/

Pass, S. J. (1999). Jean Piaget and Lev Vygotsky: A historical comparison of their early

biographies (Doctoral dissertation). Retrieved from

http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com.ezproxy.library.ubc.ca/

docview/304529396?accountid=14656

Willis, J. (2011). A neurologist makes the case for the video game model as a learning tool.

Retrieved from https://www.edutopia.org/blog/neurologist-makes-case-video-game-

model-learning-tool
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Zamarian, L., Ischebeck, A., & Delazer, M. (2009). Neuroscience of learning arithmetic:

Evidence from brain imaging studies. Neuroscience and Biobehavioral Reviews, 33(6),

909-925. doi:10.1016/j.neubiorev.2009.03.005