Liza Janneth Moreno

EDTC 6341: Student-Centered Learning

The Efficiency Model

A Learning Design: Design Challenge 2

Top 10 Principles of the Efficiency Model

1) Teacher-Centered Learning

2) Taught Behaviors or Responses

3) Instruction is Prescribed

4) Skills are Learned in Isolation

5) Focus on Assessments

6) Learning Follows a Specific Cycle

7) Rote Memorization and Drill Activities

8) Focus on Books as Source of Information

9) Learning Does NOT Involve Community

10) Individual Student Learning

Top 10 Challenges to the Efficiency Model

1) Incorporating Problem Solving/ Critical Thinking

2) Using Authentic Learning Experiences

3) Providing Opportunities for Application of Knowledge

4) The Use of Multiple Intelligences

5) Allowing Social or Collaborative Learning

6) Using Assessment as Part of Learning (NOT Isolated)

7) The Role of Teachers as Mediators

8) Focusing on Experiences and Situations

9) Teaching Learning Concepts NOT Just Skills

10) Valuing/Encouraging Multiple Points of View

Step One: Define a Learn Goal

The goal of the lesson is for students to develop complete sentences by using the concept of subjects and predicates.

Students will create sentences that include an identifiable subject and predicate.

Step Two: State Objectives

1. Given a picture and notes of sentence construction (b), sixth grade students will be able to create five sentences describing the picture (a), with clear subjects and predicates (c).

2. Given a t-chart (b), sixth grade students will be able to divide their sentences into subject and predicate (a), correctly dividing 4 or more sentences (c).

Step Three: Sequence Instruction

First, the teacher will ask students what are sentences. The teacher will write responses on the board. Second, the teacher will introduce the concept of subjects and predicates. The teacher will provide the definition and notes on the concept. Third, the teacher will model sentence construction and ask the entire class and individual students to assist in dividing the sentences correctly. Fourth, the teacher will give students the independent assignment and monitor student progress through observation and positive encouragement. Fifth, the teacher will assess student learning by asking students to write their sentences on a t-chart on the board. Students will take turns writing one sentence and dividing it in the chart. The teacher will assist students that did not correctly identify the subject and predicate. Sixth, the teacher will analyze the participation and responses to determine whether re-teaching is required. Seventh, the teacher will summarize and review the lesson content and ask students to write down student examples.

Step Four: Determine Learning Success

Student success is measured by observation during independent practice and through the class t-chart activity. The concepts will be reinforced when students are selected to write their sentences on the board. Students who did not meet the instructional goal will receive immediate feedback and an opportunity to correct their sentences.

A Reflection and Critique of the Design

This lesson has some advantages. Students are given a picture and allowed to construct their own sentences. By allowing them to compose sentences, and later dividing them into subject and predicate, students are able to apply knowledge/skills. There are also several limitations. One limitation is that the learning is mostly teacher-centered. Another limitation is that students are not allowed to collaborate or participate in social learning. This lesson does not fully meet the needs of today’s technology users. Students were not allowed to explore and create their own knowledge. In addition, the lesson did not involve the community and did not pose an authentic problem or situation. In relation to Constructivist theory, the lesson lacked opportunity for students to collaborate and discover knowledge. The teacher was the source of information. Lastly, the lesson did not include interpersonal intelligence. It focused on linguistic and spatial intelligences, which limited student comprehension.

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