Synthesis Web Research Assignment on Four Theories

No Master’s Degree in education should be given without a thorough understanding of these theories.

Complete the Web Research assignment below by doing the following:

1. Download 3-5 articles on the WWW that provide information for each of the four theories.

2. Complete your part of the Presentation for the one theory you have been assigned to present (see the
assignment below for this Presentation).

3. For the other three theories (besides your power point theory) read the articles you have downloaded
and highlight (w/highlighter pen) the main points that provide the information of this chart.

4. Add your notes to the appropriate chart for each theory below as you read. These charts are in a table
format so they will expand according to your input.

5. Submit only your highlighted articles and the corresponding chart for each theory at the appropriate
time according to the syllabus. Group responses in the charts are acceptable. However, each student
needs to submit their own articles.

6. You may collaborate with a colleague if you wish. Your responsibility it to come to know this information
very well and to be fluent in the discussion of each theory before the presentations.

***********************************************************************************************************

NOTE: This first yellow chart is the master chart for all four theories to provide an
overview. Do not write in this chart. Use the individual charts following this chart for
each theory to provide more writing space.
Add to this chart as you study the theories and hear the presentations.
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 This is your study guide for the Final Exam.
Make your notes succinct but full of information.

Comparative Chart of all Four Views of Learning (FYI)

Behavioral, Information Processing, Constructivist, and Social Learning
(Chart adapted by R. Timmons from H. Marshall, 1992 as cited in Woolfolk, 2004)

Theory/ Behavioral Information Constructivist/Individual Constructivist/Social Social Cognitive

Family of
Models
Processing Situated

Theoretical Behavioral Information Processing Psychological Individual Social Situated Social Cognitive
Basis
Cognitive/Psychological Cognitive Cognitive/Psychological Social/Constructivist Cognitive/intellectual
(Thinking/Self-Talk, (Metacognition, Process Constructivist (Includes: Beliefs, Self development linked with skill in
Metacognition) and Product (Concerned with Individual Perceptions, Expectations of social process
Orientation) Cognitive Development) Society)

Theorists Skinner, Watson, Pavlov, Anderson, Bruner, Piaget, Dewey Vygotsky, Dewey Bandura, Dewey
Ausubel, Gagne, Taba, Suchman, Bruner, Sternberg, Suchman, Bruner, Sternberg,
Gordon, Craik & Slavin Slavin Johnson and Johnson, Slavin,
Lockhart Johnson – Cooperative Johnson – Cooperative Lerning Shlomo Sharan , Thelen
Lerning

Knowledge New behaviors are learned, Fixed body of Changing body of Socially constructed knowledge Knowledge constructed and
knowledge to acquire, knowledge, continuously reconstructed by
Fixed body of knowledge to Built on what participants individuals/ groups
acquire, Stimulated from Individually contribute, construct together
outside, constructed in Students operate on experience
Stimulated from outside social world, to produce knowledge
Prior knowledge
influences how Built on what learner Knowledge has a personal
information is processed brings quality and is unique for each
individual
Learning Acquisition of facts, skills, Acquisition of facts, Active construction, Collaborative construction of Cooperative vs competitive,
concepts skills, concepts, and Restructuring prior socially defined knowledge and Synergistic,

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 strategies knowledge values
Occurs through socially Cognition as well as social
Occurs through drill and Occurs through the Occurs through multiple constructed opportunities complexity key to increased
guided practice effective application of opportunities and diverse learning
strategies processes to connect to what Learning is active construction
is already known kwl. Based on observation of
others in a more advanced stage
of development or skill level,
Experienced based learning
Teaching Transmission, Transmission, Challenge, Participant Modeling, Observation is
important
Presentation (Telling), Guide students toward Guide thinking toward more Co-construct knowledge with Model democratic processes,
Demonstration more “accurate” and complete understanding students Experience-based learning,
complete knowledge Inquiry and knowledge are
central
Assessment Explain the type of
Type assessment that is most
appropriate for each
theoretical view of learning
Role of Manager, supervisor Teach and model Facilitator, guide Facilitator, Guide, Co- Facilitator, Encouraging ,
Teacher effective strategies participant flexible supervisor, Co-
Correct wrong answers participant,
Correct misconceptions Listen for student’s current Co-construct different Requires high level of
conceptions, ideas, thinking interpretation of knowledge; interpersonal and instructional
Listen to socially constructed skill
conceptions Responsive to student
needs/Student centered
Role of Not usually considered Not necessary but can Not necessary but can Ordinary part of process of Peers /role models are primary
Peers influence information stimulate thinking, raise knowledge construction part of process of knowledge
processing questions construction.
Role of Passive reception of Active processor of Active construction (within Active co-construction with Participation is of primary
student information information, mind) others and self, importance,

Active listener, direction- Strategy user Active thinker, explainer, Active thinker, explainer, Cooperation with peers in a
follower interpreter, questioner democratic learning
Organizer and Interpreter, environment is necessary
reorganizer of
information Questioner,
Active social participator
Remember information

Woolfolk, A. (Ed.). (2005). Educational Psychology. (9th ed.). New York: Pearson Education Inc.

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 Complete the Following Chart for Each Theory
(Except the theory you are making the group presentation on as your Ppt. is adequate)

Personal Evaluation
Theory Behavioral Theory Facts/Ideas Provide your personal evaluation and
Traits https://www.simplypsychology.org/behaviorism.html experience for each category
applicable. Explain how learning
https://courses.aiu.edu/THEORIES%20OF%20LEARNING/2/2.pdf happens through reflecting on theory
traits.
https://www.learningscientists.org/blog/2017/8/10-1
http://www.rocketswag.com/medicine/psychology/behaviorism/Behaviori
sm-Teaching-Style-In-Education.html

Theoretical Behavioral- theory of learning in which all behaviors are learned through interaction with the environment through a process I use the behavioral theory very
Basis called conditioning. Behavior is simply a response to environmental stimuli. often with my students with
disabilities. I have been taught to
Cognitive/Psychological- Learning is a cognitive process, is effected by various reinforcement strategies, can occur without a use ABA therapy which is founded
change in behavior, and is influenced by cognition, environment, and behavior. in the behavioral theory. I use
reinforcements to teach my
Social Learning Theory- learning is a cognitive process that takes place in a social context and can occur purely through students skills and to help them
observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the maneuver through their
observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious maladaptive behaviors as we teach
reinforcement. replacement behaviors. I
understand the stimuli greatly
effects the learning environment
and I need to be aware of how they
easily trigger behaviors in my
students. Therefore I make my
room conducive for my students so
they feel safe and at ease.
Theorists and Skinner- 1938, Concepts of operant conditioning and shaping. The causes of an action and consequences. The concept of conditioning
relevant dates of Watson- 1913, psychology as the behaviorist views it. Want to see the learning occur physically. through Pavlov’s experiment is
Watson and Rayner- 1920, conditioned an orphan called Albert B (Little Albert) to fear a white rat. foundational to my studies as I
contributions Pavlov- 1897, experiment on conditioning after studying dog digestion. We can be trained into changing out behaviors and formulate how to teach concepts
provide a stimulus expect a certain response. while utilizing reinforcements. All
Thorndike- 1905, Law of Effect- responses that produce a satisfying effect in a particular situation become more likely to occur this while looking at skinners
again and those that produce a dissatisfying effect are less likely to occur again. operant conditioning and shaping.
my instructional strategies have
foundations in their work.
View of New behaviors are learned, through reinforcements and conditioning. There are many behaviors in the classroom that need to be In the school setting, teachers
shaped. Repetition and positive reinforcement work together in this learning theory. Positive and negative reinforcement work to would assess students to
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Knowledge motivate students in their learning. understand their behaviors and
the best reinforcements to
Fixed body of knowledge to acquire- student has appropriate collection of responses to specific stimuli and these responses are implement in encouraging their
then reinforced. Students have the ability to learn and gain knowledge and that happens through outside sources. Though their learning. By understanding how to
experiences and through the direction or modeling of other people motivate them, the teacher can use
that to get them to work and work
Stimulated from outside sources will cause different behaviors. Information is passed from teacher to student as a response from through behaviors. The teacher
a stimulus. will understand that students will
be stimulated by outside factors
Knowledge is a response of a learned behavior. The actions are knowledge that has been taught and reinforced. which can help to use in
Blank slate- humans are born empty of knowledge and knowledge is transferred an instructor to a child or student. instruction to motivate and engage
the learners.
Belief about Acquisition of facts, skills, concepts- repetition is necessary to learn appropriate responses to specific stimuli. And that is why Repetition in what my class lives
Learning behaviorism teaching methods use skill and drill exercises to ensure that repetition is done. by because my students need the
Another form of repetition is using question and answer exercises but here the questions get progressively difficult and students constant reminder to learned skills
are gently guided to the correct answers. Once the students learn the answers regular reviews are done so that they do not forget to obtain the information. Usually
them. I have a rotation of lesson topics
Students will learn when motivated and reinforced to do so. each week because we need to
With accurate reinforcement, the teacher can cultivate an environment to have the students learn the information and have constantly practice to avoid the
control over behaviors to be able to learn replacement behaviors. Working on all these skills helps the students to be active regression and to recuperate the
participants in their learning and be able to gain independence. skills.
Teaching: How Motivation is essential part of behaviorism teaching style in education. Motivation induces pleasant feeling and when a student I do not use many drills but I
is teaching experiences pleasant feelings, he is likely to make connection between a specific stimulus and the response that is appropriate to would like to incorporate them in a
that stimulus. Students will not learn answers (or responses) that they associate with negative reinforcements. sense with independent task boxes.
done? This system will be a series of tasks
 Drills. Teachers may practice skills using drill patterns to help students see the repetition and reinforcement that my students do everyday so that
behavioral learning theory uses. they can learn and become
 Question and answer. Teachers can use a question as a stimulus and answer as a response, gradually getting harder with familiar with a process. This will
questions to help students. include all of these elements of
teaching listed. Through different
 Guided practice. Teachers can be directly involved in helping students go through problems to give them the
activities the students will be
reinforcement and behavior demonstration you want them to follow.
engaged with drills of repetition,
 Regular review. Reviews are important to behavioral learning theory. Going back over material and giving positive answer questions, be guided by the
reinforcement will help students retain information much better. teacher to learn to use the task
 Positive reinforcement. Behaviorist classrooms utilize positive reinforcement regularly. This can be in the form of verbal boxes, have review from adults in
reinforcement and praise, reward systems, added privileges, and more.  the room, and will be given
positive reinforcement throughout
the process.
Role of Teacher Manager, supervisor-Teacher Token economy is a system in which targeted behaviors are reinforced with tokens (secondary I am constantly managing my
reinforcers) and later exchanged for rewards (primary reinforcers). classroom with a token economy
Use drills to help students practice through repetition and reinforcement and with positive reinforcements
Ask and answer questions to increase skill acquisition and monitor progress. because my students with
Repeated reviewing will help the students to revisit information so they do not lose skills or knowledge. disabilities need the constant
Correct wrong answers- if a teacher wanted to encourage students to answer questions in class they should praise them for every reminder of what they are working
attempt (regardless of whether their answer is correct). Gradually the teacher will only praise the students when their answer is for. I did find this helpful in any
correct, and over time only exceptional answers will be praised. classroom because it is
encouraging to students when they
get rewards in small ways for their
efforts and it helps them to keep
moving forward in the hopes of

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 reaching their goal or reward.
Role of Peers Not usually considered. Peers can be a source of stimulus
Guided practice/ we do step- turn and talk, think pair share or reinforcement to students which
Peers can help one another to participate in the question and answer portion of the lesson. is why it is important that the
teacher is on alert of any
antecedents that may trigger a
child to have behaviors. It is also
why we must teach children to not
instigate or respond to negatively
to students. Many things in the
environment can cause a response
that may be unwanted.
Role of student Passive reception of information- he students listens to the instruction of the teacher and follows the guided instruction and is a Not all student respond to the
participant in the reinforcement system. Takes the reinforcements from the teacher or adults in the room and follows the same reinforcements. O have one
schedule. student who does well with a token
Students will respond to the learning content and demonstrate a level of performance on specific goals and objectives. board system and positive praise, I
Active listener, direction-follower- The student listens to the instructor or teacher so that they can know how to do the skill or have another who uses first then
activity and follows directions based on their ability to. They must be active in following the reinforcement schedules and doing boards, another student who will
their part in order to receive them. As the student is observing, they will be able to take in information and learn from the complete a picture puzzle as a
environment or the teacher. token board, and another student
Personalized learning including prerequisite skills and external conditions, task analysis, and prompting. who works for their favorite toy. It
takes time to know what will
reinforce each student but once it
is made known. The teacher can go
forward in using different
schedules and implementing the
strategies.
3-5 Big ideas in List several Big Ideas that inform your instructional planning you have developed based on this theory. Explain Big Ideas and how you
theory 1. Reinforcement- I will provide reinforcement schedules to my students so that they will be motivated through their applied them.
learning process. I continuously applied
concerning 2. Repetition, guided instruction- I will incorporate drills and guided practice to move my students through their learning reinforcements as a teacher. I
teaching and and model how to do activities and lessons so that they may perform them. choose to and am instructed to use
learning that 3. Motivation- I will create an environment in my classroom that will be mindful on stimuli so that I can be sensitive to my positive reinforcement primarily to
you will apply in students. I will also use outside stimuli to enhance their learning process and make it more engaged and appealing to motivate my students in their
their senses. learning process. I do this so that I
your can help my students achieve small
professional goals and help them in their
practice. executive functioning when they
are in need of assistance in that
area. Repetitive lessons are
constantly used to ensure my
students are receiving an
appropriate amount of time to
revisit core concepts. I also
motivate my students through
positive praise and token boards so
they feel a sense of
accomplishment for their efforts.

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Lesson Plan you Describe the focus/use/intent of this lesson model and how it met the learning objective of your students Knowing this theory helps to
developed/used Focus- The focus is to provide students with an instructional lesson that is guiding them through a concept while motivating them ground me in the foundations of
through the use of reinforcements and understanding the stimulus/ response relationship that takes place during. behaviorism alongside other
rooted in this Use- The teacher will use the instructional strategies of this model to help the students through the lesson and the learning models to guide my instruction and
theoretical view process. The teacher will demonstrate and guide the students through their learning. shape my teaching style and
of learning. Intent- the intent of this lesson is to be aware of how the environment plays a role in the learning process and how to use environment.
reinforcements to motivate students in their learning.
List and briefly 1. Vocab Acquisition- teacher-guided instructional model that facilitates students’ development of vocabulary in a procedural and These two methods provides drills,
describe 2-5 inductive manner. The model enables students to attain deep understanding of key vocabulary in each aca-demic discipline. It repetition, guided practice,
also allows them to develop skills useful for independent vocabulary learning and cultivates students’ appreciation for the question and answer, review,
other lesson complexity of language. (Teaching Models, p.214) reinforcement, and teacher
models that fit directed instruction that will help
this theory. 2. Direct Instruction- , teacher-directed approach for addressing factual, procedural, and conceptual knowledge in all content the student to engage in deeper
areas and grade levels. In this model, the teacher’s role is to understand and introduce new content in a prescriptive way to learning. Direct instruction can
students. The teacher provides students with “expert” guidance by sharing with them knowledge and insights gained from helpful for the teacher to guide the
experience and study. The student’s role is to listen, learn, practice, and apply the knowledge, skills, or procedures he or she is learning time and for them to have
taught. (Teaching Models, p.87) more control over the stimulus
that is being presented and also
controlling the reinforcements that
are being delivered.
Growth How does/does not growth mindset develop in this theoretical view? I am curious how to better
Mindset:  Students can grow and change their behaviors and can adapt to learn from their environment. Through reinforcements, incorporate a growth mindset in
teachers can encourage and motivate students to grow and learn. Students can work hard to be engaged in the learning my teaching through this theory. I
Explain in this process and can exercise their brains. can implement the idea of training
theory  Learning occurs through conditioning. All behaviors can be learned and unlearned. their brains and learning from
 implement a growth mindset to replace previous mindsets that are not encouraging growth. others when they are stuck or need
help.

Long Term How does learning get into long term memory through the use of this theory? The most important factor to keep
Learning Things are put into memory through repeated experiences where rewards and punishments are influential in the process. learning in the long term memory
Information is transferred from the teacher to the learner through a response from a stimulus. Needs to be done repetitively to is to revisit the information
instill what expectations of the teacher and how to get their reinforcements. through repetition to ensure that
Distributed practice- practice as much as the students need to revisit the information to keep it relevant and in their memory. the students are not losing it but
practice it to keep it.
Assessment Explain the type of assessment that is most appropriate for each theoretical view of learning The use of the students work
Type Students show observable evidence of being able to perform or show their knowledge. Students can show it in many ways but it is samples or exit tickets on paper, on
crucial that it can be observed by the teacher. technology, or physical can show
evidence to the students’ learning
process and knowledge acquisition.
Design a perfect Perfect Assignment: Addition. This is an example of an
assignment for For this theory it would follow the outline of introduction, instruction, progress check, practice, wrap up. assignment I teach and my
this theoretical Introduction: Teaching will inform the students on the concept of addition while showing a video of addition to capture their students have learned the routine
attention. of the process of their learning.
perspective. It
Instruction: Teacher will provide guided instruction through the use of manipulative counting cubes and spinning wheel on the This helps them to anticipate the
must also be computer to make simple single digit addition problems. Students will take turns spinning the wheel and creating an addition length and process of what will
brain compatible sentence to complete with their peers. happen to minimize behaviors and
for long term Progress Check: I will ask the students throughout the instruction to see what they are learning and to check their progress in keep them on a schedule. The
memory. learning addition. repetition and making it engaging
Practice: Students will complete addition problems in small groups with different manipulatives to continue to get practice and in different ways is what helps to

7
 generalize the skill. This will be more repetition of the skill.
Wrap up: Students will show what they learned through a question and answer problem in the form of an exit ticket. It will have
one problem such as “2+3=”and the students will do their best to solve it on their own or with the appropriate level of prompting.
Design a perfect Perfect Assessment: I usually tell the students they can
assessment for To assess the students and to motivate them in their learning, I will use manipulative that they choose to answer the exit ticket choose something to work for
this theory for question at the end of their lesson. I will also let them choose a reinforcement they can receive once they complete it. This will throughout the day to get their
make it both engaging and motivating because they will be working for something they want once they complete the task. work done. most times that is
long term
enough to motivate them in their
memory. learning. Sometimes it does not
work but once the reinforcer is
identified, it makes everything
much easier.
Personal How do/could you apply this theory for teaching learning?
Application I can apply this theory in many ways and I do apply it throughout my days being a teacher. I also use it with teaching my little brother to learn. For example, my little
brother is learning to speak and I wanted to associate the “b” sound with asking for a book. So I found a book he really enjoys to use as the reinforcement. Once I had
that in place, I determined to give him positive praise and access to the book when he made the sound. I proceeding to show him the book and then I took it away and
(Provide 3 or prompted him to make the “b” sound. When he did not produce the sound I did not give him access to the book but instead we played a different toy. When He did
more examples) produce the sound, I gave him access to the book for about 1 minute. This continued several trails until I got him to say the “b” sound without me prompting him. He
learned to say the “b” sound when he wanted the book. This is the same methods of teaching that I use with my students because I find it effective to use reinforcement
schedules, motivation, and repetition.
I also use this model when analyzing behavior. I will need to see the stimuli that causes certain responses or behaviors with my students. I will take data on what
happened before the behavior and what the consequence is after to determine how to alter the stimuli to provide the appropriate plan of intervention. Much of what I
do and how I teach is founded in this theory.
Add web links https://www.simplypsychology.org/behaviorism.html
for articles. https://courses.aiu.edu/THEORIES%20OF%20LEARNING/2/2.pdf
https://www.learningscientists.org/blog/2017/8/10-1
http://www.rocketswag.com/medicine/psychology/behaviorism/Behaviorism-Teaching-Style-In-Education.html

Personal Evaluation
Provide your personal
Theory Information Processing evaluation and experience
Traits https://courses.lumenlearning.com/edpsy/chapter/information-processing-theories/ for each category applicable.
https://project542.weebly.com/uploads/1/7/1/0/17108470/information_processing_theory__education.com.pdf Explain how learning
https://www.learning-theories.com/information-processing-theory.html happens through reflecting
https://www.thoughtco.com/information-processing-theory-definition-and-examples-4797966 on theory traits.
https://sites.google.com/site/informationprocessingmodel/2-theorist

Theoretical Information Processing- systematic models of memory, cognition, and thinking. sensory memory, working memory, and long-term When teaching I want to continue
Basis memory. Exploring the way learning occurs and information is processed and stored. to focus on using information
processing strategies as I have seen
Cognitive- Our brains are like computers. Cognitive Learning Theory them be effective. For my students
Metacognition- Understanding thought processes with disabilities, I have to

8
 Process Orientation- Understanding the thought process throughout instruction understanding how they learn to
Product Orientation- Understanding the outcome of the learning best approach their lessons so they
can use their memory and thinking
to learn new information. Through
process orientation, I can
understand where my students are
through divergent and convergent
questions to see how they are
processing the information.
Theorists Anderson- ACT Theory- declarative, procedural and working memory. I appreciate the work of all these
Bruner- Constructivist Theory- learning is an active process where learners construct new ideas based on their current/past knowledge. theorists but I particularly enjoy the
Ausubel- Subsumption Theory-new material is related to relevant ideas in the existing cognitive structure on a practical basis. Piaget work of Bruner who implied a
Influence foundation of learning based on
Miller- Information Processing Theory- chunking and the capacity of short term memory. making connections to past
Gagne- Conditions of Learning Theory- Five major categories of learning: verbal information, intellectual skills, cognitive strategies, knowledge. I keep this in mind
motor skills and attitudes. when teaching so that my students
Taba- Instructional Strategies Model- determining objectives and content; learning experiences selected and organized in accordance with can make connections to their
specified criteria; teaching strategies of a variety of methods and technology, and an array of procedures and measures. learning. I know that if I want to
Craik & Lockhart- Levels of Processing- ability to access information in long-term memory will be affected by how much it was talk about plants, I have to
elaborated. Elaboration is the process of making information meaningful so it is more likely to be remembered. introduce the topic by talking about
plants that they were picking
outside at recess. This will help
them associate the new concepts
into schemas that are already
formed.
View of Fixed body of knowledge to acquire There is a topic that is going to be
Knowledge  There cannot be too much information present or else it will be overload on the brain. There must be an intentional amount of taught which needs to be a fixed
content that can be properly processed in the brain to increase retention. body of knowledge that is focused.
Too much content will be
Stimulated from outside overwhelming to the student. Then
 Through sensory memory, the stimulus form the outside is being constantly processed in this stage. With the vast amount of we use stimuli to engage and get
information, the brain is constantly working to screen it to be sure that it is only keeping what is relevant. the students interested in the topic
so they are ready to learn. The
Prior knowledge influences how information is processed knowledge that is gained is taking
 When connections are made to prior knowledge, there is a better outcome of the information being stored because it is chunked in form the outside of what they
into preexisting schemas through chunking and scaffolding. experience. Then they use what
they take in from the outside to
connect it to what they already
know. If they see something flying,
they may think it is a bird since
they know birds fly and have
wings. But they can learn that other
things also have wings and fly like
butterflies. Now they can begin
making new schemas.
Learning Acquisition of facts, skills, concepts, and strategies Using automaticity strategies such
 When learning concepts, using automaticity strategies can help to get students to store the information so that is can be retrieved as repetition to retain facts and
quickly. skills and strategies will help
Occurs through the effective application of strategies students to learn. I must also keep
 connect lesson to learners, make it meaningful, encoding, retrieval, organizational strategies. in mind the process of memory and

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 how to structure lessons so that
there is a place for meaning,
encoding, retrieval, and organizing
content. I know I learned my
multiplication facts through timed
tests every day after lunch in 6th
grade. It was like a game to beat
my high score. there are different
methods of learning that can be
effective while making it fun.
Teaching Transmission Through repetition of lessons
 sensory memory and working memory are limited so it is important to selectively focus attention on important information and weekly for my student, we are
engage in as much automated processing as possible. Automaticity in basic skills is the goal for instructors. always practicing a set of skills that
can be frequently retrieved. I am
Guide students toward more “accurate” and complete knowledge mindful to keep in mind the goal of
 Students need sustained and regular practice using information and be able to connect new information to existing information. automaticity of basic skills.
Good learners use a variety of strategies and practice automaticity.
Role of Teach and model effective strategies I am currently working on using the
Teacher  Incorporate 5 senses to help students remember what they are learning, build background knowledge, minimize and eliminate five senses to engage my students
distractions, encoding skills (organizing, inference, elaboration strategies), opportunities for hands on learning. and make better connections to
Correct misconceptions their learning. To find ways for
 Teachers can lecture for long amounts of time and assume their audience is learning but without using different instructional information to go into long term
strategies and implementing practice and the use of the working memory, it might not be learned content. memory, I want to incorporate
sensory stories so that students are
making meaningful connections to
the story. I am hoping this strategy
will help them to increase their
reading comprehension and have
deeper learning.
Role of Peers Not necessary but can influence information processing When I see my students discussing
 Engaging and communicating with peers about learned content can help move information from short term to working memory what they learned outside of the
to long term. They are able to process information through one another. classroom and applying it to real
life, I am able to see the outcome of
their learning. Through discussion,
they are able to learn from one
another.
Role of Active processor of information- they must be an active not just passive participant of their learning. My students are often distracted
student Strategy user- use different strategies to engage and learn information. and this impedes their learning. I
Organizer and reorganizer of information- Organize, group, and regroup information as it is being processed. have to encourage them to be good
Rememberer- work to find ways to connect to the learning in order to move it to long term memory, It takes an effort to remember listeners and make good choices to
information. have them focus on my instruction.
If they do not work to actively
focus, the information will not be
learned.
3-5 Big ideas List several Big Ideas that inform your instructional planning you have developed based on this theory. I apply sensory memory by giving
in theory Sensory Memory my students small amounts of
concerning  Manage limited amounts of information, students will learn through their senses, so a lesson that incorporates as many as their information at a time and time to
teaching and senses as possible will be very beneficial to learn it. With the sensory intake being so short, it is important to make the process it through questioning. I
learning that information stick. The stimuli is processed through one or more of their senses. also engage their sense to try and
you will Working Memory increase the chance of their use of
10
apply in your  Manage limited amounts of information. Information coming in either goes into working memory or is deleted. Information is their working memory. To keep the
professional assigned meaning. This is why we want to make the content meaningful to the student so that they are able to keep the information in working memory, I
practice. information in working memory and later stored in long term memory. Constantly working to store and delete information. make the content relatable to them
Long Term Memory so they make connections. Once
 Not constrained to capacity or duration. This is a storage location for all facts and knowledge in our memory. Information must they make connections, we use
be organized and able to be retrieved quickly in order to be practical for learners. Encoding is the process of moving information encoding strategies to move it to
from working memory to long term memory. Retrieval is when the memory is searched and we can use the information that is long term where it is later retrieved
stored. often to ensure permanent
residence in long term memory.
Growth How does Growth Mindset develop in this theory? I will instruct my students when
Mindset:  Learning involves building on what we already know to scaffold the new information. they are working though their
Explain in  The brain is always growing as we are developing intelligence. It is not fixed but rather always changing and learning. lessons that they need to exercise
this theory their brain to learn the information.
It is only to not learn it yet but the
more they work at it the more they
will understanding it. I encourage
them to keep trying when they want
to give up and often times they are
able to do what they thought they
could not.
Assessment Explain the type of assessment that is most appropriate for each theoretical view of learning When I assess my students I tend to
Type  Critical Thinking- Students can argue their point in a paper or verbally just observe their work and the
 Collaboration- group project to display thinking and learning answers they give me to see what
 Communication- talk with peers or teacher about the topic to gage understanding they understand. I can do a better
 Creativity- creatively find a way to express knowledge, make a video, act out a scenario, make a poster, etc. job at looking into the models to
provide exit tickets so that I am
aware and have concrete evidence
of their work. I know that this is a
helpful strategy to help them
retrieve and use the information
they just learned about.
Perfect Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long term memory. I want to implement this lesson
Assignment  Following the informational processing model, I would teach my students about money by using repetition and making next year and see what I can make
meaningful connections to ensure that the information gets stored. I would also ensure there is novelty so they are excited to be better for my students. I want to be
engaged. I would introduce the lesson with a video then ask que sure I incorporate methods of the
 stions about what money is and what it is used for. Then I would conduct an assignment to shop items around the class that have IPT to help my students in their
price tags. After that they will use their pretend money to make a purchase. Doing this weekly will help them to actively memory process.
participate in their learning and use repetition to store the concepts of money into long term memory. They will have to retrieve
and practice the information often which will hopefully lead to automaticity of basic skills.

Perfect Design a perfect assessment for this theory for long term memory. I do not always think about the
Assessment  I will use an exit ticket and observation throughout the assignment to assess what the students are learning and what they still perfect assessment and I will
need practice on. I will give them each an exit ticket that asks them the name or value of each coin. I will then be able to assess continue to evaluate my learning so
what to focus on in the next weeks lesson on money. that I can find the best assessments
that work for my students.
Long Term How does learning get into long term memory through the use of this theory? When information is sent to long
Learning Organizing the information and repetition term memory, my students are able
 Gain students attention, activate prior knowledge, point out important information, present information in an organized to remember the content. When I
manner, show students how to chunk information, provide opportunities to elaborate on information, repetition through coding, ask questions about what we learn,
relearning, overlearning of fundamental concepts and skills. I have been surprised when I see
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 the information that stayed with
them. It was connected to learning
that was hands on and allowed
them to explore their senses. I let
them see, hear, and touch the lesson
and they remembered better than
just instruction.
Lesson How does a specific lesson model in this theory get learning into long term memory? I will make a better effort to
Model/long  Organize curriculum and use task analysis to break it into steps provide organized and limited
term learning  Provide repetition activities using games, quizzes, flashcards, etc. information throughout my lesson
 Present information one at a time by limiting distractions so that the students can have more
 Provide information into chunks and lists and help students organize information through lists and groups success in learning their material.

Theor Constructivist/ Constructivist/Social Situated Personal Evaluation

Provide your personal evaluation and
y Individual experience for each category applicable.
Traits Explain how learning happens through
reflecting on theory traits.
Theoretical Psychological Individual- learning is a process Social Situated- Thinking and learning making sense only I can see utilizing aspects of both the individual and
Basis where individuals create meaning from his own within particular situations. All thinking, learning, and social constructivist model in cultivating
experiences with the world. Focus is on the cognition are situated within a particular context. opportunities for students to individually and
individual and how they interact with their creatively make meaning of knowledge and express
environment developing their own meaning within Social/Constructivist themselves in their own unique way and then
it . (Includes: Beliefs, Self-Perceptions, Expectations of Society) sharing that with one another to encourage a social
learning is a collaborative process. It is a series of situation where they learn from one another.
Cognitive/Psychological Constructivist coordinated, synchronous activity that attempts to construct
(Concerned with Individual Cognitive and maintain shared conception of a given problem.
Development) Learning is a process where knowledge is co-constructed
Each student is at their own pace cognitively and is through a process of social interaction.
unique in how they process information and that
must be taking into consideration when teaching the
learner.
Theorists Piaget, Cognitive Constructivism, people produce Vygotsky- Social Constructivism- Zone of Proximal I specifically enjoy the cooperative learning aspect
knowledge and form meaning based upon their Development of this theory because I enjoy seeing my students
experiences. Dewey- education to be grounded in real experiences taking pride in what they know and teaching their
Dewey- education to be grounded in real Bruner- learning is an active, social process in which peers. I also like when my students ask each other
experiences students construct new ideas or concepts based on their questions instead of coming to me all the time. It
Suchman, current knowledge. encouraged social skills and it helps them to build
Bruner- learning is an active, social process in Sternberg- individual initiative in the process of constructing knowledge construction through building
which students construct new ideas or concepts the cognitive structure and made a serious exploration on relationships. It is academic learning and social
based on their current knowledge. how to give full play to individual initiative in the cognitive emotional learning.
Sternberg- individual initiative in the process of process

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 constructing the
cognitive structure and made a serious exploration Johnson – Cooperative Learning, individuals must work
on how to give full play to together to accomplish a goal.
individual initiative in the cognitive process
Slavin- top down processing, cooperative learning Slavin- top down processing, cooperative learning and
and generative learning. Help students achieve generative learning. Help students achieve learning
learning objectives. objectives.
Johnson – Cooperative Learning, , individuals must
work together to accomplish a goal.

Knowledge Changing body of Knowledge as students learn new Socially constructed knowledge- knowledge is constructed I will use sensory opportunities to help my students
information. through human activity. construct their knowledge. My mod/sev students
rely heavily on using all their senses to fully
Individually constructed in social world- students Built on what participants contribute, construct together as immerse themselves in their learning. I am going to
take pieces and put them together in their own they work together. Individuals create meaning through research new ways to incorporate more senses into
unique way. Uses sensory input to learn. Is an active their interactions. each lesson so that I can engage them more fully
not passive activity. and help them retain and gain more knowledge.
Knowledge is constructed depending on how a person is
Built on what learner brings- each new component raised both personally and socially.
needs to be integrated with prior understandings
and also integrated with other related concepts.
Learning Active construction, Restructuring prior knowledge Collaborative construction of socially defined knowledge For my students to learn, I want to incorporate the
and values aspect of multiple opportunities. This will help my
Occurs through multiple opportunities and diverse Occurs through socially constructed opportunities students to take what their learning and generalize
processes to connect to what is already known it across different settings and scenarios. I will also
Learning is a constantly dynamic process. Knowledge and learning is highly situated and it is be sure to start lessons out with asking the students
Understanding of concepts or principles develops constructed within a given context. about their own experiences so that I can grab their
and becomes deeper over time. attention before starting the lessons.
Each new component needs to be integrated with The environment is important in the process of constructing
prior understanding and also integrated with other knowledge while situated cognition related to the
related concepts. environment as a product of knowledge itself.

Teaching The teacher is challenging individuals to deepen Each person is a participant in the group learning or social As a teacher I would like to combine all these
their learning individually and helping the progress learning process. Even the teacher, the students have the elements to have a well-rounded experience and
them in their cognitive processes. chance to teach one another in their social situations. have a better chance at reaching my students. I will
focus on the environment since many of my students
Guide thinking toward more complete Co-construct knowledge with students is crucial in have sensory sensitivities. I want them to be able to
understanding in a way that creates more avenues accentuating the group as a creator of knowledge in addition be positively stimulated by the class and the culture
of learning so they acquire more dynamic to individual cognition. of the class rather than it doing harm to their
knowledge. The teacher must recognize that knowledge starts off of the learning experience.
knowledge creation process with the cycle of personal
Create an environment for students to construct understanding and then highlights the cycle of social
knowledge. knowledge building finishing off with the individual.
Leads to incorporating both individual and group learning
experiences.
Role of Facilitator, guide- The create an environment for Facilitator, Guide, Co-participant- created an environment As the teacher, I can create an environment that
Teacher learning and problem solving. for students to construct knowledge. encourages problem solving. Often times in SPED,
They have an understanding of each of their adults are more eager to step in for the child before
students' learning. Co-construct different interpretation of knowledge so they they get the chance to try on their own. I want to
Guides students to build on prior knowledge can gain a comprehensive view of a topic. challenge my students so that they can grow in their

13
 Provide scaffolding for their students to aid in their Listen to socially constructed conceptions independence.
learning.
Listen for student’s current conceptions, ideas, Present students with problem situations, allowing them to
thinking. identify core problems and guide them in different levels as
the situation demands for students to find a solution.
Help students to be an apprentice in a given context.

Role of Not necessary but can stimulate thinking, raise Ordinary part of process of knowledge construction- When I will use collaboration between students to
Peers questions. students collaborate together, you are able to learn and encourage social interactions. Even though some of
build off of one another. Through these interactions, you will my students are non-verbal, by pairing them into
obtain this knowledge. constructed heterogenous groups, I can help them
to discuss with one another and bounce ideas off of
Their knowledge can deepen through working with others as each other.
they begin to see things in new perspectives and gain insight
into other people’s experiences.

Role of Active construction (within mind)- students have Active co-construction with others and self by taking what Students will need to develop the ability to be active
student equal authority and responsibility as the teacher. they have learned and and sharing it with one another so learners and it will be my job to facilitate those
Students guide learning that occurs within the that they can converse between their ideas. opportunities. I will give students more of a chance
classroom. to choose topics they enjoy to incorporate that into
Lessons are based around the interests and Active thinker, explainer, Interpreter, Questioner, the lessons so they are more excited to engage. I will
questions that are provided by students Active social participator in group learning to be able to also teach them to think deeper and explain their
Students build their knowledge through gain information from others and to provide new learning.
interactions that occur within the classroom. perspectives to others in the group.
Active thinker, explainer, interpreter, questioner Students can be apprentices to allow them opportunity to be
the teacher and think like a teacher in guiding discussion.
3-5 Big List several Big Ideas that inform your instructional planning you have developed based on this theory. I will help students find opportunity to express thier
ideas  Expressing knowledge, learning, and making meaning in their own unique way. knowledge, learning, and making meaning in their
 Lessons must be based around the interests and questions that are provided by the students. own unique way. My lessons will be based around
 Students need to be actively involved in their thinking bother individually and alongside one another in the interests and questions that are provided by the
groups and social situations. students. I will be sure to ask many questions and
gear the lesson to relate more closely to them.
Students need to be actively involved in their
thinking bother individually and alongside one
another in groups and social situations. I will have
more opportunity for students to learn on their own
and then come together in groups to share and
deepen their learning.
Growth Intrinsic motivation promotes a growth mindset. Intrinsically, students can be motivated by a growth
Mindset: Provides students with tolls for how to learn . mindset through learning from each other and
Explain in Collaborating with others allows them to learn from each other. question what they are learning. Students will be
this theory Students are taught to question everything they learn- from teachers and peers. able to work with others and follow after the
The students will be able to eventually learn to see all experiences as learning opportunities. successes of others. Though challenged, I will help
them to recognize that they have the opportunity to
learn when they are having trouble working
through something.
Perfect Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long term memory. I hope to replicate this assignment because I believe
Assignment:  To go along the same format and idea of this assignment, students will be able to replicate this same it incorporates how to both be active learners and
process on their own. They will think of something they would like to buy and then find out how they can work with others. They will have to take ownership
earn the money to get it. This allows them to connect with something meaningful to them and they can be of their assignment and think deeply about their

14
 motivated to do this assignment. There will be several adults available for help when needed for the content to present it. They will use their past
students. experiences to recall what we have learned before
 They will develop a PowerPoint that we can present. It will be three slides. The first slide will be a picture about making a purchase. They we will build upon
of what they want to buy. The second slide will be how much it cost. The third slide will be how they are that by using their interests in their assignment. I
going to work for the money. allowed them to choose what they did their
 This is brain compatible and the perfect assignment because it is a repetitive process to what was assignment about so they will be more interested.
previously collaborated on and it is utilizing prior knowledge to build upon learning on new information. The last slide incorporates an element of life skills
The student will have to use critical thinking and recall information that has been learned to do this that will be beneficial for their future application.
assignment. Following the constructivist theory, the students will be actively engaged in their learning and
they will be motivated intrinsically because they will be based on all their own ideas and it will relate to
them directly.

Assessment Explain the type of assessment that is most appropriate for this theoretical view of learning. This assessment is useful because I am able to
Type As a tool, I will use their group project poster at the end of their lesson to see how they worked through the process observe and document their learning process in how
and can articulate their work. Some students will not be able to do a lot of this work to the level of others but using they worked with others, how they were active in
supports, they will be just as engaged. For example, when locating on the internet, we can show their pictures and the process, and to what extent they understood the
ask them to point to the “fill in the blank”. That is how they can make a choice. lesson through the prompts that were needed for
 This assessment supports the constructivist theoretical model because it involves creating opportunity for each students as they worked on their projects. I
students to be actively learning by engaging in real world scenarios that connect themselves to their will work to incorporate these elements in the
experiences. As the students work together in a group, they will be applying the social aspect of this theory assessment process.
that states that individuals come together with their experiences to give input to the group. This is the case with
this assessment, as the students get to work alongside one another to complete the assignment.

Long Term How does learning get into long term memory through the use of this theory? To help my students move information into long
Learning Repetition- turns short term memory into long term memory. term memory, I will use repetition and their prior
Prior knowledge is essential to the learning process. knowledge to build their knowledge base. With my
When problem solving, perceptual or conceptual similarities between existing knowledge and a new problem can kids it is especially important to connect their
remind people of what they already know. learning to what they know to ensure they are able
Information not connected with a learner’s prior experiences will be quickly forgotten. to make connections and see how they can use their
The learners must actively construct new information into his or her existing mental framework for meaningful information in the future. Through the life skills
learning to occur. connection, I will make sure that they constantly are
using what they learn in a practical and useful way.
Lesson How does a specific lesson model in this theory get learning into long term memory? In my lessons I can use the constructivist theory as a
Model/long In a lesson, it is crucial to move through the steps, remembering, understanding, applying, analyzing, evaluating, basis to incorporate problem based scenarios to get
term creating. With all lessons, you start with prior knowledge and build on that through scaffolding. my students to be actively involved in solving
learning Teachers can use Problem- Based Model or the Socratic Seminar Model. problems and using more critical thinking in their
Problem Based- present the problem, develop a plan for solving the problem, implement the plan for solving the learning. This will help then to begin to make
problem, and evaluate the implementation plan results. strides toward independence and find ways to use
Socratic Seminar- Introduce the Socratic seminar model, facilitate their knowledge in practical ways.

Personal I will focus on creating opportunities for my I will focus on creating opportunities for my students to be I believe the constructivist theory has key
Application students to be active learners. I can do this making active learners. I can do this making sure they are involved components that will make the learning
sure they are involved in the learning process. I can in the learning process. I can also be sure their knowledge environment useful for my students to deepen their
also be sure their knowledge can be constructed can be constructed based on their prior knowledge to gain to learning.
based on their prior knowledge to gain to information. I will make sure the content is relevant to
information. I will make sure the content is relevant students so that the students will feel connected to their
to students so that the students will feel connected learning. I will also emphasize students working alongside
to their learning. I will also encourage critical one another so they can construct knowledge through social
thinking opportunities through asking questions interactions. When working in groups, I will make time for
and encouraging the students to discuss with others. heterogeneous groups so that students can learn from one
15
 another and give each other ideas.

Web links https://educationaltechnology.net/constructivist- https://nishancperera.wordpress.com/2011/01/31/constructiv

for articles learning-theory/ ism-social-constructivism-and-situated-cognition-a-sliding-
https://www.simplypsychology.org/constructivism.h scale-by-nishan-perera/
tml https://www.thirteen.org/edonline/concept2class/constructivi
https://nishancperera.wordpress.com/ sm/index_sub4.html
https://francis-
press.com/uploads/papers/UVYsjWl0MN7MEdoN6inN22M
7MmHkepEgFJMVKfYB.pdf

Theory Social Learning

GROUP PROJECT
Address each area https://docs.google.com/presentation/d/1MeHqLlWhGwFZgFrX8nEOEXHFIeT6FixqE43ti4B7xx0/edit?usp=sharing
according to the
views of this
theory.
Theoretical Basis Social Learning Personal Evaluation
Provide your personal
Cognitive/intellectual development linked with skill in social process evaluation and experience for
each category applicable.
Explain how learning
happens through reflecting on
theory traits.
Theorists Bandura, Dewey

Johnson and Johnson, Slavin, Shlomo, Sharan , Thelen

View of Knowledge constructed and continuously reconstructed by individuals/ groups

Knowledge
Students operate on experience to produce knowledge

Knowledge has a personal quality and is unique for each individual

How does learning Cooperative vs competitive,
happen in this Synergistic,
theoretical view? Cognition as well as social complexity key to increased learning
Learning from observation of others in a more advanced stage of development or skill level,
Experienced based learning

16
Teaching Modeling, Observation is important
Model democratic processes, Experience-based learning, Inquiry and knowledge are central
Role of Teacher Facilitator, Encouraging , flexible supervisor, Co-participant,
Requires high level of interpersonal and instructional skill
Responsive to student needs/Student centered
Role of Peers Peers /role models are primary part of process of knowledge construction.
Role of student Participation is of primary importance,

Cooperation with peers in a democratic learning environment is necessary

Growth Mindset:
Explain in this
theory
3-5 Big ideas List several Big Ideas that inform your instructional planning you have developed based on this theory. Explain Big Ideas and how
you applied them.
Perfect Design a perfect assignment for this theoretical perspective. It must also be brain compatible for long term memory.
Assignment:
Assessment Type Explain the type of assessment that is most appropriate for this theoretical view of learning.

Design a perfect Perfect Assessment:

assessment for this
theory for long
term memory.
Long Term How does learning get into long term memory through the use of this theory?
Learning
Lesson Model/long How does a specific lesson model in this theory get learning into long term memory?
term learning

Personal How would you apply this theory for teaching students how to learn?
Application

(Provide 3 or more
examples)
Web links for
articles

Group Presentation on Theory and Learning

Essential Question: How does learning happen (specifically in this theory)?
17
Group Members:

 Get to know your group members names and contact information.

 Develop a means of communication so you can work collaboratively without meeting face to face. Names and cell phones/e-mail are usually
exchanged.
Essential Question for this presentation: How does long term learning happen in this (the theory you are assigned) theoretical view?
 Use ideas in the sample Power Point I have posted in BB as the main content areas to include for this project.
 Feel free to include other valuable points from your professional study.

Presentation Skills: DO NOT just read the presentation notes:

 Talk in professional and expert voice to your colleagues using your e-format/tools to enhance the presentation and deepen the learning.
 Always face the audience and make eye contact.
 The Ppt. is a reference point but you will add more information as a professional.
 Speaking skills will be noted.
 Appropriate understanding and use of vocabulary related to presentation topic is important.
 Technology is appropriate and engaging
Purpose:
1. This presentation, using technological recourses, will be the main source of information shared in class concerning this theory. Therefore, it is
very important that it is complete and that the information is correct.
2. The presentation will be shared on Blackboard so that all students will have access to it for study purposes.
3. This presentation should be appropriate for your faculty in-service meetings or team meetings. It should be informative and practical providing
useful information and samples for the participants. Keep in mind that the participants will include K-12 teachers as well as administrators.
Directions:
 You must use the Ppt. posted in BB as a guide for the content that must be included in your presentation.
 Prepare a Power Point or video presentation of about 45 minutes using current technological tools. If there are interactive demonstrations it is
acceptable to use a longer time period.
 This will be a group project so divide the tasks in an appropriate manner so that all members participate equally.
 Each group member will submit the whole presentation (or their part) with clear indications of their exact contribution to the presentation.
 Note other resources used that would indicate your participation. (tools or curriculum from our school)
 Use engaging and cutting-edge technology.
 Include Video, web links, and shared www space such as Voice Thread, WIKI, Google docs, or Live Text
 Be prepared to share a lesson model that goes to support your presentation. Explain what works well and what you would change to make
improvements. You are accountable for the information in the related text chapters of your lesson models so come prepared to be experts on the
text material.

EDU 542: Professional Presentation Rubric

18
 Points Possible 0 Points 50% of Points 80% of Points 100% of Points Total
Audience cannot Audience has difficulty Information is in logical 10 Points
10 Points understand presentation following presentation sequence which audience Information is presented in logical, interesting
Organization because there is no because of lack of can follow and take notes. sequence which audience can easily follow and
sequence of information. organization. take notes.
Presenters do not have Presenter is Presenter is at ease with 20 points
grasp of information; uncomfortable with expected answers to all Presenters demonstrate full knowledge (more
20 Points cannot answer information and is able to questions, but fails to than required) by answering all class questions
Subject Knowledge questions about subject answer only rudimentary elaborate. with explanations and elaboration.
and Mechanics or spell or pronounce questions. Some
words correctly. misspellings.

Superfluous graphics or Some graphics that Graphics relate to text and 20 Points
20 Points no graphics support text and presentation. Graphics explain and reinforce screen text and
Graphics presentation minimally. presentation.

Presentation has Presentation has several Presentation includes use of 25 Points

minimal use of different uses of a variety of tools to add Presentation has a WOW effect using various
technology beyond use technology. interest and understanding. new types of (technology/videos/fresh new ideas)
25 points of a Power Point. Presenters have a good that add interest and support for learning the
Technology command of the tools they material. Presenters use the tech tools effectively
are using. and efficiently and can explain to others how to
use the new tech tools.

15 Points Student reads all of Student occasionally uses Presenter(s) introduces 15 Points
report with no eye eye contact, but still reads themselves and maintain eye Presenters introduce themselves and respect
Engagement of
contact. most of report and seems contact most of the time but audience. All presenters maintain eye contact
Audience and Student does not seem to contribute less than fair frequently returns to notes. with audience, seldom returning to notes.
Participation & to contribute much to the share to project. Students contribute fairly to Students obviously contribute to the project and to
Professional group work. project. the presentation in a professional manner.
Appearance Professional attire noted.
10 Points Student mumbles, Student's voice is low. Student's voice is clear. 10 Points
incorrectly pronounces Student incorrectly Student pronounces most Student(s) uses a clear voice and correct, precise
Elocution and Eye terms, and speaks too pronounces terms. words correctly. Most pronunciation of terms so that all audience
Contact quietly for students in Audience members have audience members can hear members can hear and understand presentation.
Look and act like a the back of class to difficulty hearing presentation. Actions denote confidence.
professional hear. presentation.
Total Points:

19