This document discusses three main theoretical foundations of instructional design: behaviorism, cognitive perspectives, and constructivism. It provides details on behaviorism including classical and operant conditioning. Cognitive perspectives focus on mental processes and use models like Bloom's Taxonomy. Constructivism emphasizes student experiences and approaches like project-based and inquiry-based learning which allow students to learn through hands-on projects and questions.

1. Assignment 2.1
Tara Schermer
THEORETICAL FOUNDATIONS AND
INSTRUCTIONAL DESIGN

2. THEORETICAL FOUNDATIONS
 There are three  BEHAVIORISM
main  COGNITIVE
foundations of PERSPECTIVES
instructional &
design  CONSTRUCTIVIS
including: M

3. BEHAVIORISM
 Behaviorism focuses  Classic
strictly on observable
behaviors through Conditioning &
different types of
 Behavioral/
conditioning, and pays
no attention to mental Operant
activity that occurs Conditioning
during learning. There
are two types of
conditioning that
behaviorism uses to
assess learning
including:

4. CLASSIC CONDITIONING BEHAVIORAL/OPERANT CONDITIONING
 Classic conditioning is used  Behavioral/operant conditioning uses
reinforcement after it is established
when attempting to get a as a result of a certain stimulus. This
natural reflex to respond to is usually done through a process
a stimulus. that is continued over and over again
until the person/animal responds to a
certain stimulus with the same reflex
every time.
BEHAVIORISM

5. BEHAVIORISM
 Behaviorism can be helpful and useful because
it is very easy to understand since it focuses
strictly on observed behaviors, rather than
mental activity.
 It is a foundation that many teachers use by
rewarding students with positive behavior and
punishing those with negative behavior.
 However, since behaviorism disregards the
activities of the mind, it does not account for all
kinds of learning.

6. COGNITIVE PERSPECTIVES
 Cognitive perspectives focuses on what
behaviorism disregards and that is trying to
understand the hidden processes that take
place in the learner’s brain.
 It combines prior knowledge with learning to
create new knowledge in which they can then
use reinforcement again to provide feedback
and encourage positive learning.
 Cognitive perspectives use Bloom’s Taxonomy
and Types of Knowledge to systemize
instruction.

7. BLOOM’S TAXONOMY TYPES OF KNOWLEDGE
 Bloom’s Taxonomy  The different types of
identifies three different knowledge can be
learning domains categorized into
including, cognitive, affectiv declarative, procedural, str
e, and psychomotor. ategic, and metacognitive
knowledge.
 All these aspects focus on
cognitive perspectives and
understanding the learning
that goes on in the brain.

8. CONSTRUCTIVISM
 Constructivism is a less concrete foundation that focuses on the
different experiences we have in our lives and how we can reflect
on those to construct our own understanding of the world.
 Radical constructivism involves the elimination of a standardized
curriculum and focuses more on student experiences/prior
knowledge and uses hands-on problem solving.
 This includes letting students judge their own progress rather than
giving them tests and grades, therefore, this approach is not very
realistic.
 Although it is not commonly enforced, it does a great job of
allowing students to collaborate with one another and learn from
their real-life experiences.
 However, without testing and grades, evaluation through
constructivism is difficult to design.

9. CONSTRUCTIVIST MODELS OF
INSTRUCTIONAL DESIGN
 There are several  Project-based
models of instructional
design that can be learning &
used in the
 Inquiry-based
classroom, but I have
chosen to focus on two learning
models I find to be
most effective which
include:

10. PROJECT-BASED LEARNING
 Project-based learning is
a teaching and learning
strategy that engages
learners in complex
activities that force them
to collaborate to solve
problems and formulate
answers.
 This type of learning
encourages students to
choose and organize
their activities, conduct
research, and
synthesize information.

11. PROJECT-BASED LEARNING
 Project-based learning creates a student-centered learning
environment, allowing teacher facilitation, but not direction.
 It is also based off authentic and real life experiences with
multiple perspectives that allows students to gain insight
from many different points of view.

12. PROJECT-BASED LEARNING
 This video talks about seven different
components that make up project-based
learning and how these components help
students build knowledge through interactive
activities.
 http://www.youtube.com/watch?v=Vm_Noay
YkLo&feature=channel_video_title

13. TRADITIONAL VS. PROJECT-BASED LEARNING

14. INQUIRY-BASED LEARNING
 Inquiry-based learning is
similar to project-based
learning in the sense that
its approach is less
teacher focused and more
geared towards hands-on
activities and student
centered discovery.
 Students are pressed to
develop their own
questions that hold some
value and meaning to
them and to formulate an
answer from their own
hands on experiments.

15. INQUIRY-BASED LEARNING
 Inquiry-based learning  1. Formulate a question
follows a step-by-step  2. Establish a
approach to help hypothesis
students build  3. Develop an
knowledge and gain experimental design
answers.
 4. Analyze the data
 There are about six
steps to this learning  5. Reach conclusions
process that includes:  6. Communicate the
results

16. INQUIRY-BASED LEARNING
 Inquiry-based learning allows
schools to move away from
the traditional forms of
instruction in which the
teacher simply gives students
the facts and they are forced
to be able to relay the
information back on a test.
 This type of instruction and
learning creates an active
learning environment in which
students are able to make the
content more meaningful and
understandable to pertain to
real life experiences.

17. THE LEARNING PYRAMID
 This pyramid shows how
much more effective learning
can be through
interactive, project and inquiry-
based instruction and learning.
 The average retention rates
dramatically increase as
students are given the
opportunity to do hands-on
experiments and by allowing
them to share their findings
and help inform their
classmates of what they
discovered.