[Solved] Discussion Post

Assignment Prompt & Instructions

Due Tomorrow. – ## EducationalTheories.docx – MDP3.jpg – MDP3.1.jpg **## EducationalTheories.docx** 2 **Applying Educational Theories in Lesson Planning** Institutional Affiliation: ACE Student’s Name: Racquel Leger EDUC 4033-Philosophy and History of Education Professor’s Name: Kara Jones Due Date: 1/21/2024 **Applying Educational Theories in Lesson Planning** For this assignment, I will consider teaching the skill of understanding and solving multiplication word problems at the 3rd-grade level. I will select Constructivism and Bloom's Taxonomy educational theories. **Constructivism** According to this theory, students will actively create their knowledge by expanding it. Students will work in groups to solve the multiplication word problems by discussing and sharing their problem-solving techniques. Together, students will create meaning and benefit from peer learning through this cooperative method (Paleeri, 2015). **Bloom's Taxonomy** I will categorize learning using Bloom's Taxonomy according to their level of cognitive complexity. The lesson plan will integrate activities covering many levels of Bloom's Taxonomy to support this notion. These activities range from fundamental multiplication fact memory to higher-order thinking abilities like analysis and application (Mahmud et al, 2018). **LESSON PLAN** | | | | — | — | | **Grade Level: 3rd grade** **Subject or Topic: Mathematics – Multiplication Word Problems** | | **Objective and State Standard:** | · Students will be able to understand and solve multiplication word problems.<br>· Common Core Math Standard for 3rd Grade – CCSS.MATH.CONTENT.3.OA. A.3 | | **Materials** | · Whiteboard and markers<br>· Multiplication flashcards<br>· Printed multiplication word problem worksheets<br>· Group activity sheets | | **Activities** | | **Introduction (Behaviorism)** | Play a quick game in class to practice multiplication facts. This makes use of behaviorism by using repetition to reinforce fact memory. | | **Direct Instruction (Cognitivism)** | Clearly explain the procedures for resolving word problems using multiplication. To help with cognitive comprehension, use examples and visual aids. | | **Group Activity (Constructivism)** | Students should work in small groups to tackle word problem scenarios together. Promote dialogue and the exchange of various approaches to problem-solving. | | **Application (Bloom's Taxonomy)** | Solve increasingly difficult multiplication word problems on your own by applying analytical and application skills. Bloom's Taxonomy is consistent with this higher-order thinking. | | **Assessment** | | **Formative Assessment** | through group discussions | | **Summative Assessment** | through individual problem-solving worksheets | | **Differentiation** | | · Offer extra assistance to students who are having trouble during group activities.<br>· Present advanced students with more difficult word problems. | | **Closure** | | · Recap the essential methods for resolving word problems using multiplication.<br>· Give assignments so that you may practice more. | **Summary** **What is my Lesson?** The main objective of planning and carrying out the third-grade children's multiplication word problem lesson was to provide an interesting and welcoming learning environment. With group projects and mental exercises, the lecture sought to improve the student's grasp of multiplication. The goal of selecting word problems using multiplication was to foster critical thinking and problem-solving skills and reinforce mathematical knowledge. **How might diverse students learn this lesson?** This lesson will have a variety of benefits for a diverse student. I incorporated Constructivism-inspired group exercises into the curriculum to provide students a platform to interact with one another and share various problem-solving techniques actively (Voskoglou, 2010). In the classroom, this cooperative approach supports a feeling of community while accommodating a variety of learning styles. Furthermore, using Bloom's Taxonomy, I covered different cognitive levels in the lecture. In addition to memorizing multiplication facts, students also evaluated and used their information to go through increasingly difficult word problems (Zain et al., 2012). This tiered method encourages a more inclusive learning environment by recognizing and accommodating the range of cognitive capacities in the classroom. **What are the theories I incorporated into my lesson? Why did I select these?** Constructivism and Bloom's Taxonomy are the two educational approaches that I deliberately chose to incorporate into the lesson. Constructivism is the theory I picked to highlight the value of group learning and active knowledge building. Students might gain from varied viewpoints and shared experiences through group activities, which would improve their comprehension of multiplication word problems. I used Bloom's Taxonomy to organize the lecture so that students moved from memorizing basic information to higher-order thinking abilities. This deliberate integration aimed to give pupils a thorough and supported learning experience. **What have I learned while completing this assignment?** I have learned much about the subtle application of educational ideas while developing this lesson and reflecting on its execution. Creating lesson plans forced me to think about how to educate different types of students and what material to cover. It was evident from the students' participation in the group activities and their aptitude for solving challenging issues that Constructivism and Bloom's Taxonomy were a successful combination. This assignment has shown the need to carefully plan instructional designs considering the pedagogical strategies and subject matter that will promote students' learning. It emphasized how theory and practice interact dynamically in the classroom—a lesson that will surely guide my future teaching initiatives. **References** Mahmud, M. M., Yaacob, Y., Ramachandiran, C. R., Ching, W. S., & Ismail, O. (2018). Theories into practices: Bloom’s taxonomy, comprehensive learning theories (CLT) and e-assessments. ICEAP 2019, 2, 22-27. Paleeri, S. (2015). Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT). Journal on School Educational Technology, 10(3), 1-12. Voskoglou, M. G. (2010). PROBLEM-SOLVING AS A COMPONENT OF THE CONSTRUCTIVIST VIEW OF LEARNING. Journal of Education Research, 4(3). Zain, S. F. H. S., Rasidi, F. E. M., & Abidin, I. I. Z. (2012). Student-centred learning in mathematics constructivism in the classroom. Journal of International Education Research (JIER), 8(4), 319-328. **MDP3.jpg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mdp3-jpg) **MDP3.1.jpg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mdp3-1-jpg) **MDP3.1.jpg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mdp3-1-jpg) **## EducationalTheories.docx** 2 **Applying Educational Theories in Lesson Planning** Institutional Affiliation: ACE Student’s Name: Racquel Leger EDUC 4033-Philosophy and History of Education Professor’s Name: Kara Jones Due Date: 1/21/2024 **Applying Educational Theories in Lesson Planning** For this assignment, I will consider teaching the skill of understanding and solving multiplication word problems at the 3rd-grade level. I will select Constructivism and Bloom's Taxonomy educational theories. **Constructivism** According to this theory, students will actively create their knowledge by expanding it. Students will work in groups to solve the multiplication word problems by discussing and sharing their problem-solving techniques. Together, students will create meaning and benefit from peer learning through this cooperative method (Paleeri, 2015). **Bloom's Taxonomy** I will categorize learning using Bloom's Taxonomy according to their level of cognitive complexity. The lesson plan will integrate activities covering many levels of Bloom's Taxonomy to support this notion. These activities range from fundamental multiplication fact memory to higher-order thinking abilities like analysis and application (Mahmud et al, 2018). **LESSON PLAN** | | | | — | — | | **Grade Level: 3rd grade** **Subject or Topic: Mathematics – Multiplication Word Problems** | | **Objective and State Standard:** | · Students will be able to understand and solve multiplication word problems.<br>· Common Core Math Standard for 3rd Grade – CCSS.MATH.CONTENT.3.OA. A.3 | | **Materials** | · Whiteboard and markers<br>· Multiplication flashcards<br>· Printed multiplication word problem worksheets<br>· Group activity sheets | | **Activities** | | **Introduction (Behaviorism)** | Play a quick game in class to practice multiplication facts. This makes use of behaviorism by using repetition to reinforce fact memory. | | **Direct Instruction (Cognitivism)** | Clearly explain the procedures for resolving word problems using multiplication. To help with cognitive comprehension, use examples and visual aids. | | **Group Activity (Constructivism)** | Students should work in small groups to tackle word problem scenarios together. Promote dialogue and the exchange of various approaches to problem-solving. | | **Application (Bloom's Taxonomy)** | Solve increasingly difficult multiplication word problems on your own by applying analytical and application skills. Bloom's Taxonomy is consistent with this higher-order thinking. | | **Assessment** | | **Formative Assessment** | through group discussions | | **Summative Assessment** | through individual problem-solving worksheets | | **Differentiation** | | · Offer extra assistance to students who are having trouble during group activities.<br>· Present advanced students with more difficult word problems. | | **Closure** | | · Recap the essential methods for resolving word problems using multiplication.<br>· Give assignments so that you may practice more. | **Summary** **What is my Lesson?** The main objective of planning and carrying out the third-grade children's multiplication word problem lesson was to provide an interesting and welcoming learning environment. With group projects and mental exercises, the lecture sought to improve the student's grasp of multiplication. The goal of selecting word problems using multiplication was to foster critical thinking and problem-solving skills and reinforce mathematical knowledge. **How might diverse students learn this lesson?** This lesson will have a variety of benefits for a diverse student. I incorporated Constructivism-inspired group exercises into the curriculum to provide students a platform to interact with one another and share various problem-solving techniques actively (Voskoglou, 2010). In the classroom, this cooperative approach supports a feeling of community while accommodating a variety of learning styles. Furthermore, using Bloom's Taxonomy, I covered different cognitive levels in the lecture. In addition to memorizing multiplication facts, students also evaluated and used their information to go through increasingly difficult word problems (Zain et al., 2012). This tiered method encourages a more inclusive learning environment by recognizing and accommodating the range of cognitive capacities in the classroom. **What are the theories I incorporated into my lesson? Why did I select these?** Constructivism and Bloom's Taxonomy are the two educational approaches that I deliberately chose to incorporate into the lesson. Constructivism is the theory I picked to highlight the value of group learning and active knowledge building. Students might gain from varied viewpoints and shared experiences through group activities, which would improve their comprehension of multiplication word problems. I used Bloom's Taxonomy to organize the lecture so that students moved from memorizing basic information to higher-order thinking abilities. This deliberate integration aimed to give pupils a thorough and supported learning experience. **What have I learned while completing this assignment?** I have learned much about the subtle application of educational ideas while developing this lesson and reflecting on its execution. Creating lesson plans forced me to think about how to educate different types of students and what material to cover. It was evident from the students' participation in the group activities and their aptitude for solving challenging issues that Constructivism and Bloom's Taxonomy were a successful combination. This assignment has shown the need to carefully plan instructional designs considering the pedagogical strategies and subject matter that will promote students' learning. It emphasized how theory and practice interact dynamically in the classroom—a lesson that will surely guide my future teaching initiatives. **References** Mahmud, M. M., Yaacob, Y., Ramachandiran, C. R., Ching, W. S., & Ismail, O. (2018). Theories into practices: Bloom’s taxonomy, comprehensive learning theories (CLT) and e-assessments. ICEAP 2019, 2, 22-27. Paleeri, S. (2015). Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT). Journal on School Educational Technology, 10(3), 1-12. Voskoglou, M. G. (2010). PROBLEM-SOLVING AS A COMPONENT OF THE CONSTRUCTIVIST VIEW OF LEARNING. Journal of Education Research, 4(3). Zain, S. F. H. S., Rasidi, F. E. M., & Abidin, I. I. Z. (2012). Student-centred learning in mathematics constructivism in the classroom. Journal of International Education Research (JIER), 8(4), 319-328. **MDP3.jpg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mdp3-jpg) **MDP3.1.jpg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mdp3-1-jpg) **## EducationalTheories.docx** 2 **Applying Educational Theories in Lesson Planning** Institutional Affiliation: ACE Student’s Name: Racquel Leger EDUC 4033-Philosophy and History of Education Professor’s Name: Kara Jones Due Date: 1/21/2024 **Applying Educational Theories in Lesson Planning** For this assignment, I will consider teaching the skill of understanding and solving multiplication word problems at the 3rd-grade level. I will select Constructivism and Bloom's Taxonomy educational theories. **Constructivism** According to this theory, students will actively create their knowledge by expanding it. Students will work in groups to solve the multiplication word problems by discussing and sharing their problem-solving techniques. Together, students will create meaning and benefit from peer learning through this cooperative method (Paleeri, 2015). **Bloom's Taxonomy** I will categorize learning using Bloom's Taxonomy according to their level of cognitive complexity. The lesson plan will integrate activities covering many levels of Bloom's Taxonomy to support this notion. These activities range from fundamental multiplication fact memory to higher-order thinking abilities like analysis and application (Mahmud et al, 2018). **LESSON PLAN** | | | | — | — | | **Grade Level: 3rd grade** **Subject or Topic: Mathematics – Multiplication Word Problems** | | **Objective and State Standard:** | · Students will be able to understand and solve multiplication word problems.<br>· Common Core Math Standard for 3rd Grade – CCSS.MATH.CONTENT.3.OA. A.3 | | **Materials** | · Whiteboard and markers<br>· Multiplication flashcards<br>· Printed multiplication word problem worksheets<br>· Group activity sheets | | **Activities** | | **Introduction (Behaviorism)** | Play a quick game in class to practice multiplication facts. This makes use of behaviorism by using repetition to reinforce fact memory. | | **Direct Instruction (Cognitivism)** | Clearly explain the procedures for resolving word problems using multiplication. To help with cognitive comprehension, use examples and visual aids. | | **Group Activity (Constructivism)** | Students should work in small groups to tackle word problem scenarios together. Promote dialogue and the exchange of various approaches to problem-solving. | | **Application (Bloom's Taxonomy)** | Solve increasingly difficult multiplication word problems on your own by applying analytical and application skills. Bloom's Taxonomy is consistent with this higher-order thinking. | | **Assessment** | | **Formative Assessment** | through group discussions | | **Summative Assessment** | through individual problem-solving worksheets | | **Differentiation** | | · Offer extra assistance to students who are having trouble during group activities.<br>· Present advanced students with more difficult word problems. | | **Closure** | | · Recap the essential methods for resolving word problems using multiplication.<br>· Give assignments so that you may practice more. | **Summary** **What is my Lesson?** The main objective of planning and carrying out the third-grade children's multiplication word problem lesson was to provide an interesting and welcoming learning environment. With group projects and mental exercises, the lecture sought to improve the student's grasp of multiplication. The goal of selecting word problems using multiplication was to foster critical thinking and problem-solving skills and reinforce mathematical knowledge. **How might diverse students learn this lesson?** This lesson will have a variety of benefits for a diverse student. I incorporated Constructivism-inspired group exercises into the curriculum to provide students a platform to interact with one another and share various problem-solving techniques actively (Voskoglou, 2010). In the classroom, this cooperative approach supports a feeling of community while accommodating a variety of learning styles. Furthermore, using Bloom's Taxonomy, I covered different cognitive levels in the lecture. In addition to memorizing multiplication facts, students also evaluated and used their information to go through increasingly difficult word problems (Zain et al., 2012). This tiered method encourages a more inclusive learning environment by recognizing and accommodating the range of cognitive capacities in the classroom. **What are the theories I incorporated into my lesson? Why did I select these?** Constructivism and Bloom's Taxonomy are the two educational approaches that I deliberately chose to incorporate into the lesson. Constructivism is the theory I picked to highlight the value of group learning and active knowledge building. Students might gain from varied viewpoints and shared experiences through group activities, which would improve their comprehension of multiplication word problems. I used Bloom's Taxonomy to organize the lecture so that students moved from memorizing basic information to higher-order thinking abilities. This deliberate integration aimed to give pupils a thorough and supported learning experience. **What have I learned while completing this assignment?** I have learned much about the subtle application of educational ideas while developing this lesson and reflecting on its execution. Creating lesson plans forced me to think about how to educate different types of students and what material to cover. It was evident from the students' participation in the group activities and their aptitude for solving challenging issues that Constructivism and Bloom's Taxonomy were a successful combination. This assignment has shown the need to carefully plan instructional designs considering the pedagogical strategies and subject matter that will promote students' learning. It emphasized how theory and practice interact dynamically in the classroom—a lesson that will surely guide my future teaching initiatives. **References** Mahmud, M. M., Yaacob, Y., Ramachandiran, C. R., Ching, W. S., & Ismail, O. (2018). Theories into practices: Bloom’s taxonomy, comprehensive learning theories (CLT) and e-assessments. ICEAP 2019, 2, 22-27. Paleeri, S. (2015). Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT). Journal on School Educational Technology, 10(3), 1-12. Voskoglou, M. G. (2010). PROBLEM-SOLVING AS A COMPONENT OF THE CONSTRUCTIVIST VIEW OF LEARNING. Journal of Education Research, 4(3). Zain, S. F. H. S., Rasidi, F. E. M., & Abidin, I. I. Z. (2012). Student-centred learning in mathematics constructivism in the classroom. Journal of International Education Research (JIER), 8(4), 319-328. **MDP3.jpg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mdp3-jpg) **MDP3.1.jpg** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mdp3-1-jpg) – 1 – 2 – 3