Professional Documents
Culture Documents
By Michael Bui
and used to analyze the content and purpose of the lesson. This analysis will be separated into
four sections: Reflection of the Theories, Gaps in Lesson, Proposed Changes and Summary.
Reflection of Theories
I. Behavioral
Many parts of the discussed lesson utilizes positive reinforcement as a way of structuring
the lesson. Classroom routines and management are vital for creating an atmosphere conducive
to learning. Participation from students is solicited and encouraged through the use of
participation marks, praise for correct answers, validating responses by writing them on the
board and asking students to recall information they have been taught in the past. As part of their
classroom routine, students are asked to answer the central question at the beginning and end of
the class with well-reasoned arguments earning participation marks. This forms much of what
Skinner (Standridge, 2002) indicated about operant conditioning in training students to respond
Other established routines during the lesson include reminders about putting up their
hand to participate and praising those who are modelling the desired behavior. Negative
punishment includes me abruptly stopping my instructions until the class is silent. In order to
extinguish that behavior, a stimulus is taken away, which includes me providing the next set of
instructions. In the summative assessment, students are being rewarded for following a template
Throughout the lesson, there are attempts to move items from working memory to long
term memory and the repeated use of recall. Beginning with associating their working definitions
foreign term to them, social entrepreneurship. From there, students are asked to complete a
survey that will reinforce some ideas and concepts they had about entrepreneurs and connect it to
components that they personally value about entrepreneurs. After personalizing it, students are
asked to apply these values and draw a diagram about how their values connect to the
entrepreneur they are creating a case for. These represent metacognition and cognitive strategies
that are in place to help solidify their understanding of the material. By asking students to
reconceive the information they are processing, they are better able to retain it.
where they learned in the past through note taking, teacher modelling, class modelling and
individual application. They are utilizing the Social Entrepreneur Features Assignments with the
existing framework and relating information about social entrepreneurship to the information
they will find about their selected business persons with an aboriginal focus. Association is often
used during the lesson to bridge short term and long term memory. In presenting their case to the
class, students utilize reciprocal teaching which reinforces the discussed concepts to the class.
III. Constructivism
Collaboration is structured throughout the lesson for students to work together to create
meaning for themselves and others. During the pre-activity, the micro business idea is left to the
imagination of students to work together and scaffold each other to devise a suitable idea. In
generating different ideas, they need to consider the market, the need, the want, the consumer
and the impact that their decisions would have on settling on that idea. By conducting a cost-
benefit analysis, students had full creative freedom to suggest unconventional product or service
Students are also asked to construct meaning for the term Social entrepreneurship and
apply their own values to determine whether an entrepreneur is successful. Each person has a
different set of experiences that they are drawing from to come to these conclusions. The term
success is subjective and students are asked to reflect and generate their own definitions of
success. In asking students to order the five entrepreneurs from least successful to successful,
Gaps in Lesson
There are opportunities to employ either of the three theoretical perspectives in certain
sections of the lesson. One omission can be seen in the post-activity where students are
instructed to Google search to start their research. This can be broadened immensely to break
down how one should research, strategies to research and discussing what they hope to find from
there.
Perhaps the most glaring omission can be seen in the focus of the summative assessment
coming from the Social Entrepreneur Features Assignment. The connection and facilitation with
an aboriginal focus or lens is not expanded or described well enough to incorporate constructivist
learning. There is a missed opportunity to have students develop their own ideas to explore in
order to be more impactful and the use of cognitive learning theories to help bring together
Many of the changes were put in place to further reflect the greater use of constructivist
teaching and cognitive learning theories to help embed knowledge into students long term
memory. A good proportion of the previous lesson focused on knowledge recall and limited
cognitive learning theories. By applying techniques associated with information processing, such
as diagram drawing, presentations and case building, students will be further immersed in subject
content material and will more easily transmit knowledge from working memory to long term
memory. Utilizing metacognitive learning strategies is effective to use in this lesson because it
challenges students to utilize different parts of their brain to recall, visualize and apply their
learning in practical methods. It is an exercise that further develops concepts in your mind.
The changes do not explicitly address a focus on behavioral tasks because the strategies
in place are to help facilitate learning to occur. Formative assessment strategies such as positive
feedback from presentations and observations of group work encourage continued exploratory
where cognitive learning strategies and constructivist learning may take place. Effective learning
The biggest change stems from the focus on constructivism with the changes that have
been implemented. Students are asked to bring fourth their own experiences, values and opinions
to make value judgments in considering social entrepreneurs and ideation in venture planning.
The lesson shifts from a previously heavier top-down or didactic teaching approach to a more
balanced one with the teacher taking on facilitator roles periodically throughout the lesson.
Constructivism allows students to take more ownership of their learning and is more exploratory
in nature. Students are able to pursue what interests them further which is necessary to integrate
Based off of Fugdge et als (2008) study demonstrated that creating proper classroom
routines, set repercussions and reinforcements of wanted behavior creates learning environments
where students are able to achieve more and learn at a more efficient pace than other classrooms.
It is here where I found it important to demonstrate the classroom routines for the successful
delivery of the lesson to the students. Behaviorism is meant to create the right atmosphere for
Information processing theory indicates that our memory is shaped by the experiences
encountered by a person and what was already known to them (Lutz & Huitt, 2003). As students
encounter new information, existing memory gets refocused and reshaped by the new knowledge
that comes about (Lutz & Huitt, 2003). Therefore, in shaping a lesson, special considerations
were made to recall past information to reinforce learning and to scaffold and build upon what
students have already known with new material or by applying it to new instances. Students
would become more aware of adapting new material and are able to process information faster
John-Steiner and Mahn (1996) indicated that people construct meaning individually and
socially and having students interact brings in the different cultural backgrounds allows them to
scaffold and bridge the zone of proximal development. Additionally, collaboration and creation
through authentic situations such as case studies allow for deeper learning to occur (John-Steiner
& Mahn, 1996). Each modification increased the involvement and interaction between students a
specific case challenge was provided to students to exercise their rationalizing and reasoning.
While behaviorism has a place in classrooms, it has been the focus of educational learning
theories for much time, doing irreparable damage to the educational field (Von Glaserfeld,
2008).
This lesson critique outlines a well balanced approach and combination of behavioral
techniques, information processing theory and constructivist practices that benefits from student
Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J., & Bliss, S. L. (2008).
Increasing on-task behavior in every student in a second-grade classroom during
transitions: Validating the color wheel system. Journal of School Psychology, 46(5), 575-
592. Available online:
http://ezproxy.library.ubc.ca/login?url=http://www.sciencedirect.com.ezproxy.library.ubc
.ca/science/article/pii/S0022440508000307?np=y
Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
[September, 2016], from http://www.edpsycinteractive.org/papers/infoproc.pdf