Responding to Cassidy’s Blog

Hi Cassidy,

I enjoyed reading your blog on experiential learning! I found it very insightful, and you did a great job at explaining the approach. Commenting on how some kids don’t have the same background knowledge taught at home on certain topics is key to understanding the importance of experiential learning. Like you mentioned, learning through experience is so valuable and all kids need that to be successful life long learners. The resources you included were very helpful, and the links to research made complete sense and strengthened your ideas. Thanks for sharing more about experimental leaning with me!


Open Pedagogy

Open pedagogy is an approach used to engage students in the subject material by having the teacher and students both collaboratively build and create the learning as the unit progresses. The belief one has when implementing open pedagogy in their classroom would be that they welcome openness and sharing to enhance learning. A teacher would also have to be passionate about social justice issues, meaning they would need to share multiple views on one issues, so students get a holistic view. I attached a video that explain open pedagogy in more detail. Open pedagogy is every content focused, as well as student contribution to that process. It is also important to make student work public, so that it can be showcased for others to learn from. This can be done in the form of blogs, posters, letters, it is imperative that the resources are ones they can access for years to come. Another helpful resource I found explaining open pedagogy is this website.

Since our focus on the water cycle is directed toward grade 2 students, it would be challenging in this scenario to design a unit with the involvement from students, as this is a mock unit. To use an open pedagogy approach for grade 2 students, it would need a lot of structure and scaffolding in order for students to understand expectations and take ownership of their learning. I believe that using the approach, open pedagogy, would be better suited for upper elementary and older. In relation to this project, I think another approach would be more beneficial, and better suited to get the learning across to the targeted grade 2 students in this case.


(2020). Retrieved 22 May 2020, from https://www.youtube.com/watch?v=m64acpneH8Y

Education?, W., & Pedagogy?, W. (2020). What is Open Pedagogy? – BCcampus OpenEd Resources. Retrieved 22 May 2020, from https://open.bccampus.ca/what-is-open-education/what-is-open-pedagogy/


Responding to Amanda Street’s Blog

Hi Amanda,

Thank you for giving me the opportunity to look over your blog on instructional approaches. I agree that the article was a fantastic way to begin this course, and get everyone thinking about the theories behind learning design. I also found the chapter to be insightful at reminding me of the do’s and don’ts when designing a lesson for student success. Thank you for bringing up possibly the worst memory in mathematics in elementary school. I vividly remember taking those “mad minutes.” Even though they weren’t my favourite, they are a great example of what the behaviourism approach is. I appreciate how you gave examples of each behaviourism, cognitivism, and constructivism it gave me a better depiction of how to incorporate those approaches into my lesson plans in the future!


Learning, Motivation & Theory

In the video “Khan Academy and the Effectiveness of Science Videos” on YouTube, I found some concepts to be misleading to the viewer. I disagree with the idea that science videos aren’t engaging and students won’t understand the material, unless they tackle their own misconceptions first. I don’t believe that videos are the best tool to use alone to support student learning when they are trying to understand a new concept. Videos are a great tool to use alongside or integrated in lessons, but students need to experience ideas and new concepts for themselves with hands-on learning to solidify the idea. 

At first, I found the motivation theory difficult to comprehend, because of the variance from person to person. If everyone learns differently, how is it possible for motivation be a versatile theory? After digesting that and breaking it down a bit more, I realized that if students needs were met, they will be motivated to learn and take ownership of their learning. The Keller’s Arcs Model helped depict the motivation of students. Once I understood the four main categories (attention, relevance, confidence, satisfaction) I began diving deeper into how these four things tied into motivation in relation to lesson development. Student motivation is dependent on how the teacher plans lessons and units overall. Teachers can increase student motivation by keeping students engaged throughout the lesson, creating relevant material for the students, building confidence along the way, and supporting students in achieving their learning goals. These four things can be done by creating a dynamic lesson from the start to finish that meets the needs of all students. Including engaging activities that are meaningful to the students, with teacher support that is integrated throughout the lesson to build confidence and help students reach their goals. Here is a lesson plan I made for grade 3 students that shows motivation theory in practice.

I took the approach of building understanding for this theory by reflecting of my own learning journey and experiences. Growing up, and going through elementary school I struggled with most subjects, but specifically English. I never had the motivation, because I didn’t feel like I had the support from my teachers. They never understood why I didn’t pick up reading and writing, even though I voiced my frustration on many occasions. If I had a teacher that took a cognitivism approach, they would’ve helped me develop strategies and make connections to my prior experience. I believe this could’ve helped my immensely, instead of not understanding why it didn’t click for me. I had to create my own strategies, learning words by memorizing what they looked like, the meaning and putting it together to read and write. Fast forward to grade 10, and I was still having the same issues with reading and writing. It was starting to get in the way of my success in other subjects, so I finally got a psychoeducational assessment. It turns out I am dyslexic, and that is the reason I struggled through school all of those years. The biggest takeaway from my experience, is that as a future educator I have to be that teacher for my students. One that supports students, and gives them the tools to be successful with their learning outcomes. 


 2020. [online] Available at: <https://www.youtube.com/watch?v=eVtCO84MDj8&feature=emb_logo&gt; [Accessed 16 May 2020].

Arcsmodel.com. 2020. [online] Available at: <https://www.arcsmodel.com/arcs-categories&gt; [Accessed 16 May 2020].

ePortfolio, A., 2020. Alyssa Lloyd Eportfolio. [online] Sites.google.com. Available at: <https://sites.google.com/view/alyssalloydeportfolio/home?authuser=0&gt; [Accessed 16 May 2020].

Ertmer, P. and Newby, T., 2008. Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), pp.50-72.

Holstermann, N., Grube, D. and Bögeholz, S., 2009. Hands-on Activities and Their Influence on Students’ Interest. Research in Science Education, 40(5), pp.743-757.

PositivePsychology.com. 2020. Motivation In Education: What It Takes To Motivate Our Kids. [online] Available at: <https://positivepsychology.com/motivation-education/&gt; [Accessed 16 May 2020].