{"id":396,"date":"2019-09-22T11:01:57","date_gmt":"2019-09-22T15:01:57","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/?p=396"},"modified":"2019-09-23T21:10:19","modified_gmt":"2019-09-24T01:10:19","slug":"theoretical-perspectives-in-instructional-design-as-applied-by-a-k-12-educator","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/theoretical-perspectives-in-instructional-design-as-applied-by-a-k-12-educator\/","title":{"rendered":"Theoretical Perspectives in Instructional Design as applied by a K-12 Educator"},"content":{"rendered":"

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Choosing a learning theory to inform instructional design needs to be based on the needs of the learners (Ertmer & Newby, 2013; Merrill, 2002). In my current role teaching French as a Second Language (FSL) in elementary (K-8) classrooms, cognitivism is the most relevant theoretical perspective to apply to my day-to-day work. The constructivist learning theory most appeals to me personally and professionally, \u201ccreating cognitive tools which reflect the wisdom of the culture in which they are used as well as the insights and experiences of individuals\u201d (Ertmer & Newby, 2013, p. 56). However, as an FSL teacher, cognitivism best fits the needs of my students at the elementary level. Ertmer and Newby (2013) compared critical features of behaviorism, cognitivism, and constructivism from an instructional design perspective that highlighted practical applications best suited to specific instructional situations and learners\u2019 needs.<\/p>\n

I recently transitioned from teaching secondary (grades 9-12) students in multi-disciplinary (French, English, Law) contexts — with daily access to technology for all students, where my instructional design choice as a teacher was predominantly based on constructivism. I am now teaching French as a Second Language (FSL) in the elementary panel (K-8) — with limited access for students to technology, all of which has led me to focus on cognitivism as the basis for instructional design. This distinct shift in my instructional design as an educator, based on the content and context of my students\u2019 learning needs, has highlighted the relevance of the learning continuum that Ertmer and Newby (2013) used to frame how instruction should be structured: \u201cAs one moves along the behaviorist \u2013 cognitivist \u2013 constructivist continuum, the focus of instruction shifts from teaching to learning, from the passive transfer of facts and routines to the active application of ideas to problems\u201d (p. 58). My elementary students are at the beginning of this learning continuum, while many of my high school students (FSL, English, and Law) were at the higher end of the continuum.<\/p>\n

I incorporate all three learning theories in my FSL teaching practice, with a focus on cognitivism. The focus on the acquisition of knowledge and internal mental processes of cognitivism best suit my overall instructional goals and the level of proficiency of my FSL students (Ertmer & Newby, 2013). Cognitivism speaks to the mental processes that are essential to learning a new language, characterized by a need for knowledge to be shared with students through models, schemas, and routines (Ertmer & Newby, 2013). The role of feedback is an essential pedagogical element at this elementary stage of learning and language acquisition (Collins, Stead & Woolfrey, 2004). Ertmer and Newby (2013) identify feedback as essential to all three major learning theories (behaviorism, cognitivism, constructivism), vital in any classroom, but there is an even more essential need for feedback in the FSL or French Immersion classroom (Collins, Stead & Woolfrey, 2004). Ertmer and Newby (2013) specify that with cognitivism, the “emphasis is placed on the role of practice with constructive feedback” (p. 51). Also integral to learning and applying a new language is the role of memory, which is \u201cgiven a prominent role in the learning process\u201d that supports cognitivism. Constructivism was a central element in my instructional design with secondary FSL students, however, my elementary students have not acquired the basic elements of the French language to be able to apply their learning more independently, in a problem-based context, at the constructivist end of the learning continuum posited by Ertmer and Newby (2013). \u201cMotivation is a constant challenge, and promoting authentic communication is almost impossible because of the limited time available and the restricted language skills of the [FSL] students\u201d (Collins, Stead & Woolfrey, 2004).<\/p>\n

Merrill (2002) identified prescriptive design principles upon which various design theories and models have core common ground. These five principles of instruction (basic methods) are:<\/p>\n