Learning Theories & Teaching

Strategies
3 of 8
Learning Theories & Teaching Strategies
Here are some online teaching strategies for each of learning theories.

Constructivism

Constructivism is student-centred and collaborative. Knowledge is dynamic, active, and includes the
social and cultural conditions for learning. Here are two examples to try in your online teaching.

1. If you are teaching students online in math: Ask your students what are some real-life ways they
use multiplication in their own life. Solve a multiplication problem together, but take turns in
explaining the strategies you used to get the answer. Use a Google Drawing, or share your
screen when explaining strategies so they have a verbal explanation as well as a visual
explanation. Try to come up with two other strategies to the same math question together.
2. If you are teaching students online in English: Pose an interesting question to your student and
ask them to reflect on different versions and perspectives. For example, one question could be.
'What are your strengths and weaknesses?" You can guide them through different contexts,
such as what is your strength in and out of school? Ask them to think about what others might
say their strength or weakness is. This would be a conversation over webcam that you can have
with your students to get them to practice conversational English.

Community of Inquiry

In this learning theory, a community of inquiry allows for multiple perspectives from students and
educators. This interaction between students and educators creates new knowledge and new ways to
apply that knowledge. It is important that a community of inquiry is a safe learning environment that
encourages collaboration and risk-free expression. This community should be a way for students to
exchange, apply, and connect ideas.

The role of the teacher should be setting the curriculum and focusing discussion. Give these two
teaching strategies a try to get your students to learn from others and to create new knowledge.

1. If you are teaching students online in conversational English: Find some examples of ways other
people greet or welcome people at a party. Use one of these and add a few sentences of your
own that can introduce you to a room of new people. This shows a community of inquiry
because the students will be taking what they learned about greetings at a party from others
and expanding it to include more information about themselves.
2. If you are teaching students online in math: Share your screen and play a video of a teacher
showing their students how to do long division. Can you add instructions, illustrations, or an
 audio clip to expand? This builds a community of inquiry because the students will be making
connections to the ideas of other students and teachers.

Connectivism

Connectivism is a learning theory that is focused on the flow of information in a group or "network" of
individuals and the new forms of knowledge that will occur. Learners are free to make their own
connections between each other. The next two examples are ways to incorporate this learning theory
into your teaching practice.

1. If you are teaching students online in academic English: Ask your students to look at two
websites and ask, "which is the most useful for you when you write your essay?" Students are
free to choose which website makes the most sense. When students start to write their essay.
they are able to refer back to the website and make meaningful connections to what tips were
given.
2. If you are teaching students online about science: Ask your student to find an online 3-D
diagram that can illustrate how cells move. Ask them to show you what they can learn from this.
What is missing? In this case, the student is responsible to find the information themselves and
then make their own conclusions based on their research from others.

Reflection

Try answering the questions below. You might want to write down your answer.

 Based on the learning theory that resonates with you most, create a lesson plan that best
reflects the approach you want to have in your own online classroom.

 Choose a subject, grade, and topic of your choice. What are the questions and activities you will
give to your student to embody your chosen learning theory?

Reflection and Lesson Plan Creation

Step 1: Choose a Learning Theory

The learning theory that resonates most with me is Constructivism. I appreciate its student-
centered approach, emphasis on collaboration, and the idea that knowledge is dynamic and
shaped by social and cultural contexts. This theory aligns with my belief that learning should be
interactive, meaningful, and connected to real-life experiences.

Step 2: Choose a Subject, Grade, and Topic

 Subject: Science
 Grade: 6th Grade
 Topic: The Water Cycle
Step 3: Lesson Plan Based on Constructivism

Lesson Title: Exploring the Water Cycle Through Real-Life Connections

Objective:
Students will understand the stages of the water cycle (evaporation, condensation, precipitation,
and collection) and relate them to real-life phenomena.

Materials Needed:

 Online whiteboard (e.g., Google Jamboard or Miro)

 Video clips showing real-life examples of the water cycle (e.g., rain, clouds, steam)
 Collaborative document (e.g., Google Docs)
 Webcam for group discussions

Lesson Activities:

1. Activate Prior Knowledge (10 minutes):

o Begin by asking students: "What happens to a puddle of water after it rains?
Where does the water go?"
o Use an online poll or chat to gather their initial thoughts.
2. Collaborative Exploration (20 minutes):
o Show a short video clip of the water cycle in action (e.g., rain falling, water
evaporating from a lake).
o Divide students into small breakout rooms and ask them to discuss:
 "What real-life examples of the water cycle have you observed?"
 "How do you think the water cycle affects your daily life?"
o Each group will use an online whiteboard to draw and label their understanding of
the water cycle.
3. Group Sharing and Reflection (15 minutes):
o Bring the class back together and have each group share their whiteboard.
o Ask follow-up questions like:
 "What similarities and differences do you notice between the groups'
diagrams?"
 "How does the water cycle connect to weather patterns or the
environment?"
4. Application Activity (15 minutes):
o Pose a real-life scenario: "Imagine you are a scientist studying a drought in your
area. How does the water cycle play a role in this problem?"
o Students will work individually or in pairs to write a short paragraph explaining
their thoughts. They can use the collaborative document to share their ideas.
5. Wrap-Up and Reflection (10 minutes):
o Ask students: "What is one new thing you learned about the water cycle today?"
o Encourage them to think about how they can observe the water cycle in their own
environment over the next week.
Assessment:

 Evaluate students based on their participation in group discussions, the accuracy of their
water cycle diagrams, and the depth of their written reflections.

Why This Lesson Embodies Constructivism:

 Students actively construct knowledge through collaboration and real-life connections.

 The lesson encourages multiple perspectives and social interaction, which are key to
constructivist learning.
 Students are given the opportunity to reflect on their learning and apply it to a real-world
scenario.

This lesson plan reflects my approach to teaching: fostering curiosity, collaboration, and
meaningful connections to the world around us.
Add the lesson plan to your portfolio document.