Running head: LEARNING THEORIES IN COMMON CORE

Learning Theories in Common Core State Standards Amanda L. Brad e! Ca i"ornia State #ni$ersit!%Montere! Ba!

&r. Lo'()ood IST *+, Learning Theories -e.ruar! +*/ +,10 IST*+, 1 2a3er +

LEARNING THEORIES IN COMMON CORE + Introduction Tea'hers are 'urrent ! .eing as(ed to .egin im3 ementing Common Core State Standards into their tea'hing 3ra'ti'e this !ear in 3re3aration "or the "u re4uired im3 ementation o" these standards in the +,10%+,1* s'hoo !ear. &es3ite the re4uired s)it'h to Common Core State Standards s'hoo s in the Montere! 2eninsu a #ni"ied S'hoo &istri't )i not .e re'ei$ing ne) mathemati's 'urri'u um or su33 ies in the u33er e ementar! grades unti a 4ua it! 'urri'u um is a$ai a. e. E$en grade e$e s that are re'ei$ing 5Common Core a igned6 materia s are "inding that the te7t.oo(s sti 'ontain standards that are no onger taught in the grade e$e . Tea'hers are ta(ing their 'urrent math 'urri'u um and su33 ementing their o)n materia s or resour'es in order to meet the Common Core State Standards. The 'urrent math te7t.oo(s are more "o'used on a dire't instru'tion tea'hing st! e "o o)ed .! guided 3ra'ti'e and then the inde3endent )or( )ith an em3hasis on standard a gorithms. In "a't/ a''ording to 2orter/ M'Ma(en/ H)ang/ and 8ang 9+,11:/ on ! +,% ;*< o" the o d standards and the Common Core standards o$er a3. Common Core Standards em3hasi=e the students de$e o3ing a more in de3th understanding o" the math .! 'onne'ting it to rea )or d e73erien'es and ha$ing 'on'rete understandings o" )hat the num.ers mean rather than memori=ing the ste3s. Sin'e the te7t.oo(s are not !et de$e o3ed to ade4uate ! meet the needs o" the tea'hers "or these standards/ tea'hers need to .ring in their o)n resour'es. Real World Teaching Tea'hers are "inding that the im3 ementation o" Common Core is resu ting in more tea'her 'o a.oration. Co a.oration does not need to .e imited to grade e$e and

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LEARNING THEORIES IN COMMON CORE ; s'hoo sites. Through the use o" te'hno og!/ tea'hers are no) a. e to see( out "e o) tea'hers around the )or d. The a.i it! "or tea'hers to a''ess in"ormation on ine and see( out other resour'es that might he 3 to .etter aid their o)n students is e7treme ! im3ortant )hen Common Core materia s 3ro$ided .! the s'hoo distri'ts are a'(ing. This tea'her is 'reating a )e.site )ith a target audien'e o" 0 th grade tea'hers "o'used on the Common Core State Standards. The )e.site )i .e di$ided into the 0 th grade mathemati's su.>e't areas 9O3erations and A ge.rai' Thin(ing/ Num.ers and O3erations%Base 1,/ Num.ers and O3erations%-ra'tions/ Measurement and &ata/ and Geometr!:. As the tea'her e73 ores ea'h o" the su.>e't areas she )i "ind $ideos that gi$e tea'hing strategies that 'an .e easi ! used in the ' assroom. ?ideos e73 ain )hat tea'hers 'an do to im3 ement hands on earning "or the students in order to ma(e num.ers more 'on'rete. A $ideos are Common Core a igned. Ea'h $ideo )i "o'us on di""erent mathemati'a standards that "a under ea'h o" the math su.>e't areas. This )i a o) tea'hers to )at'h the $ideos and gain ideas that might he 3 the students in their o)n ' assrooms. At the end o" ea'h su.>e't se'tion the tea'her is a. e to ta(e a 4ui= on )hat tea'hing strateg! )ou d .e the most e""e'ti$e to use )hen tea'hing a s3e'i"i' standard. Applicable Theories Cognitivism Cogniti$ism is a earning theor! that 'ame "rom Beha$iorism. Cogniti$ism "o'uses on the menta 3ro'esses )hi'h are ta(ing 3 a'e as the student is earning. It re'ogni=es earning as an a'ti$e 3ro'ess that "o'uses on ma(ing (no) edge meaning"u and 'onne'ts earning to 3rior (no) edge. The theorists that are asso'iated )ith

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LEARNING THEORIES IN COMMON CORE 0 Cogniti$e theor! in' ude Ro.ert Gagne/ Ho)ard Gardner/ Ben>amin B oom/ 2iaget/ ?!gots(!/ Ed)ard Chase To man/ and @erome Bruner. 5Ed)ard To man is usua ! 'onsidered the 3ioneer in initiating the 'ogniti$e mo$ement 9Bruner/ 1AA,/ 3.+:.6 2iaget "o'used on ho) humans ma(e sense o" the en$ironment and "o'used on 'hi dren in 3arti'u ar. A''ording to Ba!a 8i ma= 9+,11: in The Cognitive Perspective on Learning: Its Theoretical Underpinnings and Implications for Classroom Practices / he argued "rom his studies that 'hi dren see( to understand the en$ironment .! natura ! e73 oring. As 3eo3 e earn the! 'onne't the ne) in"ormation to 3rior in"ormation. 2iaget "ound that it )as im3ortant "rom his s'hema theor! to gi$e 'onte7t "or earning and use te'hni4ues that he 3 'hi dren ma(e earning more memora. e 98i ma=/ +,11:. ?!gots(! )as more "o'used on intera'tions among indi$idua s in order to de$e o3 'ognition. His 3rin'i3 e (no)n as the Cone o" 2ro7ima &e$e o3ment 9C2&: indi'ated that earning shou d ha33en at the 'hi dDs de$e o3ment e$e . ?!gots(! .e ie$ed that/ 5Instru'tion shou d 3ro$ide earners )ith authenti' situations in )hi'h the! must reso $e di emmas 98i ma=/ +,11/ 3. +,E:.6 Cogniti$ism .e ie$es that a tea'hing shou d .e "o'used on the needs/ interests/ and .a'(grounds o" students 9-ensterma'her and Ri'hardson/ +,,*F M'Leod/ +,,;:. A''ording to 8i ma= 9+,11:/ an instru'tor shou d demonstrate materia s/ gi$e e7am3 es/ and 3ro$ide "eed.a'( so that the earners ha$e mode s. An instru'tor shou d 3ro$ide organi=ed instru'tion/ use sing e 'oherent e73 anations/ in( ne) and a read! (no)n materia / ana !=e attention demands/ re'ogni=e the imits o" attention/ and 3ro$ide o33ortunities o" $er.a and imagina en'oding 98i ma=/ +,11:. There"ore/ in order to e7em3 i"! this theor!/ the tea'her shou d mode and a o) the student to e73 ore. &uring

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LEARNING THEORIES IN COMMON CORE * this time the tea'her .e'omes more o" a 'oa'h )ho urges the students to re" e't on their 3er"orman'e. &is'o$er! earning 'omes "rom 2iagetDs theor! o" 'ogniti$e de$e o3ment and is and a33roa'h that a o)s students to intera't )ith the en$ironment in order to understand re ationshi3s .et)een o.>e'ts 9Ormrod/ 1AA*:. One (e! "a'tor that in" uen'es earning a''ording to the Cogniti$e Theor! is s'hema. S'hema is )hen ne) in"ormation is 'om3ared to e7isting in"ormation. The in"ormation is then 'om.ined/ 'hanged/ or in'reased 9Merri / 1AA1:. The Three%Stage In"ormation 2ro'essing Mode is another (e! 'on'e3t o" this earning theor!. In this 3ro'essing mode in"ormation is "irst ta(en in through the senses/ then interesting or im3ortant in"ormation is 3 a'ed in the short term memor!/ and "ina ! in"ormation "or ong term use is trans"erred to the ong term memor! 9Merri / 1AA1:. The instru'tors ro under this theor! is to gain the attention o" the student/ in"orm the student o" )hat is .eing earned/ re'a 3ast materia / 3ro$ide guidan'e/ and assess the student through grading 9C ar(/ +,1;:. Cogniti$ismDs strength ies in that it a o)s the student to engage )ith the en$ironment and e73 ore )ith the instru'tor as a guide. The stru'ture o" Cogniti$ism is organi=ed/ and a o)s "or eas! storage in the mind due to 'onne'tions )ith 3re$ious e73erien'es. The stru'ture a so 'reates 'onsisten'! among the earners sin'e e$er!one is earning the same )a! to 'om3 ete a tas(. A )ea(ness o" this theor! is that the stru'ture it does ha$e 'an sometimes ma(e it di""i'u t "or the earner to ma(e 'hanges to )hat the! ha$e earned i" the setting 'hanges 9S'human/ 1AAG:. A'ademi' Re"eren'es asso'iated )ith the Cogniti$ist earning theor! in' ude:

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LEARNING THEORIES IN COMMON CORE G C ar(/ &.R. 9+,1+:. Ro.ert GagneDs Nine Ste3s o" Instru'tion. Retrie$ed "rom htt3:HH))).n) in(.'omHIdon' ar(HhrdH earningHidHnineJste3Jid.htm Ertmer/ 2. A./ Ne).!/ T. @. 91AA;:. Beha$iorism/ 'ogniti$ism/ 'onstru'ti$ism: Com3aring 'riti'a "eatures "rom an instru'tiona design 3ers3e'ti$e. 2er"orman'e Im3ro$ement Kuarter !/ G 90:/ *,%E, . 8i ma=/ B. 9+,11:. The Cogniti$e 2ers3e'ti$e on Learning: Its Theoreti'a #nder3innings and Im3 i'ations "or C assroom 2ra'ti'es. Clearing House/ 849*:/ +,0%+1+. doi:1,.1,L,H,,,ALG**.+,11.*GLALA 2 ease see the re"eren'e 3age o'ated in this 3a3er "or more a33 i'a. e re"eren'es. Constructivism Constru'ti$ism is another earning theor! that is 3resent in the tea'hing ta(ing 3 a'e. This earning theor! stemmed "rom .oth the Beha$iorist and Cogniti$ist theories. Constru'ti$ism a o)s the earner to gi$e meaning to ne) in"ormation using 3re$ious ! he d attitudes/ .e ie"s/ and e73erien'es 9Merge / 1AAL:. In this theor!/ earners a'ti$e ! 3arti'i3ate in the earning. So'ia Constru'ti$ism a o)s the earner to de$e o3 meanings "or in"ormation "rom so'ia intera'tions. ?!gots(! stated that e$er!one 'an de$e o3 some meaning on their o)n/ .ut through intera'tion )ith others that meaning 'an .e dee3ened 9Gred er/ +,1+:. Man! theorists "rom Cogniti$e theor! )ere a so (e! 3 a!ers in the Constru'ti$ist theor! su'h as 2iaget and ?!gots(!. These theories are a $er! 'onne'ted and the ideas in them .ui d o"" o" one another. Bart ett is (no)n as the 3ioneer o" the Constru'ti$ist a33roa'h 9Merge / 1AAL:. Other )ritings .! Bruner/ Goodman/ Bant/ Buhn/ and &e)e! a so indi'ate Constru'ti$ist thin(ing 9Merge / 1AAL:. A''ording to Merri 91AA1:/ a (e! "a'tor that in" uen'es earning is e73erien'e. This theor! ho ds that (no) edge 'omes "rom e73erien'e. It is a so .e ie$ed that through e73erien'e meaning is de$e o3ed so that earning is a )a!s a'ti$e. Through

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LEARNING THEORIES IN COMMON CORE E 'o a.oration and the sharing o" ideas understanding gro)s and de$e o3s. -ina !/ testing shou d .e integrated into the a'ti$it! and not .e se3arated. A''ording to Bruner 91AG,:/ the tea'herDs ro e in this theor! is to en'ourage the student to dis'o$er ideas and in"ormation on their o)n. The tea'her and earner shou d s3ea( throughout the earning 3ro'ess. The instru'tor shou d ensure that the in"ormation is .ui ding u3on 3re$ious ! earned in"ormation and is getting more 'om3 e7 as the earner )or(s through it. Ho)e$er/ the instru'tor shou d a )a!s ma(e sure that the earning is at the studentDs 'urrent understanding e$e . Strategies that 'an .e used in )ith Constru'ti$ist tea'hing is .ringing materia s into the ' assroom to ma(e the earning rea . In'h 9+,,+: in The Accidental Constructivist a Mathematician s !iscover" suggests .ringing in ne)s3a3er arti' es to stud! statisti's/ ro ing di'e to dis'o$er 3ro.a.i it!/ in' uding grou3 3ro. em so $ing/ and monitoring the room to ta ( )ith students a.out their thin(ing. Constru'ti$ismDs strength is in the "a't that earners are re ating the in"ormation to their o)n e73erien'es/ .e ie"s/ and attitudes. This a o)s the earner to .e a. e to .etter dea )ith rea i"e situations sin'e the! are a. e to 'onne't their (no) edge and .e ie"s to a ne) situation 9S'human/ 1AAG:. A )ea(ness "or this theor! is that e$er!one ma! get something di""erent "rom the esson .e'ause the! are a 'oming into the instru'tion )ith di""erent attitudes and .e ie"s. This is "ine un ess !ou are tr!ing to get a s3e'i"i' resu t "rom e$er!one. A'ademi' Re"eren'es asso'iated )ith the Constru'ti$ist earning theor! in' ude: Constru'ti$ist theor! 9@. Bruner:. 9no date:. htt3:HH))).g)u.eduHIti3H.runer.htm

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LEARNING THEORIES IN COMMON CORE L Ertmer/ 2. A./ Ne).!/ T. @. 91AA;:. Beha$iorism/ 'ogniti$ism/ 'onstru'ti$ism: Com3aring 'riti'a "eatures "rom an instru'tiona design 3ers3e'ti$e. 2er"orman'e Im3ro$ement Kuarter !/ G 90:/ *,%E,. In'h/ S. 9+,,+:. The A''identa Constru'ti$ist A Mathemati'ianMs &is'o$er!. College Teaching/ #$9;:/ 111. Merri / M. &. 91AA1:. Constru'ti$ism and instru'tiona design. Edu'ationa Te'hno og!/ Ma!/ 0*%*;. 2 ease see the re"eren'e 3age o'ated at the end o" this arti' e "or more a33 i'a. e re"eren'es. Applying the Theory The Cogniti$e theor! 'omes into 3 a! in this studentDs 'a3stone 3ro>e't through the use o" demonstration o" materia s/ organi=ed instru'tion/ ' ear e73 anations/ in(s to 3re$ious ! (no)n materia / and re'ogni=ing the imits o" attention. This 'a3stone 3ro>e't "o'uses on the 'reation o" a )e.site )here tea'hers are a. e to a''ess the Common Core State Standards in 0th grade mathemati's. ?ideos are 3ro$ided that instru't tea'hers in ne) strategies that 'an .e im3 emented right a)a! into their o)n ' assroom in order to ma(e num.ers more 'on'rete to their students. Ea'h $ideo )ithin the 'a3stone 3ro>e't demonstrates ho) to use the materia s in the tea'hers o)n instru'tion as )e as some dis'o$eries that students might ma(e )hi e )or(ing )ith the materia s. The )e.site is aid out in a )e %organi=ed and ' ear "ormat. The home3age is ' ear ! a.e ed )ith ea'h mathemati'a to3i' area. A su.% se'tions and Common Core Standards are o'ated underneath the to3i' area 3ages. The $ideos themse $es are )e %organi=ed using the "irst ste3s in GagneDs Instru'tiona theor!. Ea'h $ideo .egins .! gaining the earners attention )ith a greeting. The o.>e'ti$e

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LEARNING THEORIES IN COMMON CORE A "or the $ideo is then ' ear ! stated. The instru'tor as(s the earner to re'a 3re$ious in"ormation and then 3ro$ides ne) in"ormation. Guidan'e is 3ro$ided through the use o" mode ing. A e73 anations in the $ideo are ' ear and to the 3oint )ith mode ing to rein"or'e the students understanding. A $ideos on the )e.site are under "i$e minutes. This time "rame is in 3 a'e "or se$era reasons. The "irst reason is that the target audien'e o" tea'hers ha$e imited time to )at'h 3ro"essiona de$e o3ment $ideos. Another reason that the $ideos are imited is that the Cogniti$e earning theor! sa!s to re'ogni=e the imits o" attention. Nhen a $ideo is short and to the 3oint the audien'e is a. e to .etter maintain their "o'us. The assessment on the )e.site a so "a s under the Cogniti$e earning theor!. #nder ea'h mathemati'a to3i' heading there is a "ina 4ui= that the earner is a. e to ta(e in order to determine i" earning has ta(en 3 a'e. On'e the earner has gone through a o" the $ideos on mathemati'a standards under the to3i' heading/ the earner 'an ta(e a 4ui= in )hi'h the! need to determine the .est method to use "or tea'hing ea'h standard so that the earning .e'omes the most 'on'rete "or students. Assessment through grading ho) man! standards the tea'her 'orre't ! mat'hes )ith the tea'hing method is an e7am3 e o" the Cogniti$e theor!. The Constru'ti$ist earning theor! a so 'omes into 3 a! in this 'a3stone 3ro>e't through a'ti$e 3arti'i3ation. ?!gots(! stated that e$er!one 'an de$e o3 some meaning on their o)n/ .ut through intera'tion )ith others that meaning 'an .e dee3ened 9Gred er/ +,1+:. This 'an .e in the "orm o" on ine 'o a.oration )ith other tea'hers in the same grade e$e .

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LEARNING THEORIES IN COMMON CORE 1, The )e.site a o)s "or the earner to se e't )hi'h standard the! )ant to "o'us on rather than ha$ing to )at'h a o" the $ideos. This ma(es earning intera'ti$e .e'ause the earner 'an mo$e to the standards that the! )ant to "o'us the most on. ?!gots(!Ds statement that earning 'an .e dee3ened through intera'tion 'omes into 3 a! )ith tea'hers 'o a.orating together and e$en ea$ing ideas o" their o)n through 'omments on the )e.site. This 'o a.oration on the )e.site )i 3romote 'ommuni'ation and "urther earning among the $ie)ers. A $ideos 'an a so .e di""erentiated "or instru'tion in the ' assroom .ased on the studentDs e$e s o" understanding. One $ideo on the )e.site "o'uses on Common Core State Standard 0OA.B.0 Gaining "ami iarit! )ith "a'tors and mu ti3 es. The $ideo demonstrates ho) tea'hers 'an use 3on! .eads and 3i3e ' eaners to ma(e "a'tors and 3rime num.ers more 'on'rete "or students. In an e7am3 e "rom Bruner 91AE;: he states: OThe 'on'e3t o" 3rime num.ers a33ears to .e more readi ! gras3ed )hen the 'hi d/ through 'onstru'tion/ dis'o$ers that 'ertain hand"u s o" .eans 'annot .e aid out in 'om3 eted ro)s and 'o umns. Su'h 4uantities ha$e either to .e aid out in a sing e "i e or in an in'om3 ete ro)%'o umn design in )hi'h there is a )a!s one e7tra or one too "e) to "i the 3attern. These 3atterns/ the 'hi d earns/ ha33en to .e 'a ed 3rime. It is eas! "or the 'hi d to go "rom this ste3 to the re'ognition that a mu ti3 e ta. e/ so 'a ed/ is a re'ord sheet o" 4uantities in 'om3 eted mu ti3 e ro)s and 'o umns. Here is "a'toring/ mu ti3 i'ation and 3rimes in a 'onstru'tion that 'an .e $isua i=ed.O

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LEARNING THEORIES IN COMMON CORE 11 Ea'h o" the $ideos that this instru'tor has 'reated in' ude this same Constru'ti$ist "o'us that Bruner had )here the student is a. e to dis'o$er and ma(e dee3er 'onne'tions through $isua i=ation rather than dire't instru'tion. Target Audience The target audien'e "or this 'a3stone 3ro>e't is 3rimari ! tea'hers .ut 'an .e e73anded to a so in' ude 3arents that )ant to ma(e the Common Core State Standards more 'on'rete to 'hi dren. The tea'hers )ou d 3rimari ! .e "ourth grade/ ho)e$er through the Common Core State Standards earning .ui ds u3on 3re$ious ! earned materia and s3ira s through the grade e$e s. &ue to this/ tea'her o" other grade e$e s ma! "ind the in"ormation use"u to their students as )e . The Cogniti$e and Constru'ti$ist earning theories )ou d .e a33ro3riate and a33 i'a. e to this target audien'e. Cogniti$ism .e ie$es that a tea'hing shou d .e "o'used on the needs/ interests/ and .a'(grounds o" students 9-ensterma'her and Ri'hardson/ +,,*F M'Leod/ +,,;:. The target audien'e either has a need to im3ro$e their o)n students understanding or an interest in im3ro$ing their o)n instru'tion. Mode s a o) the audien'e to get a more ' ear idea o" ho) to im3 ement the instru'tion into their o)n ' assrooms or )ith their o)n 'hi dren in a 4ui'( and eas! )a! 98i ma=/ +,11:. The intera'tion 3ie'e "or the 'ogniti$e theor! )ou d not .e as instantaneous "or this target audien'e as i" the "ormat )as a 3ro"essiona de$e o3ment in 3erson. The earner )i need to )ait "or "eed.a'( through 'ommentar! "rom others )hi'h ma! not meet this target audien'eDs needs. The Constru'ti$ist theor! is demonstrated a so through mode ing on the $ideos so that the tea'her 'an instant ! see ho) it 'an .e used in the ' assroom en$ironment.

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LEARNING THEORIES IN COMMON CORE 1+ Sin'e it is a $ideo in this 'a3stone the e73 oration 3ie'e )ou d .e ha33ening )ithout this instru'tor .eing a. e to $ie)/ gi$e "eed.a'(/ or urge re" e'tion. Ho)e$er/ dis'o$er! earning )hi'h 'omes "rom 2iagetDs theor! o" 'ogniti$e de$e o3ment is )hat tea'hers are see(ing in"ormation on sin'e it is more a igned )ith Common Core State Standards and that is )hat these $ideos are geared to)ards 9Ormrod/ 1AA*:. Constraints Rea )or d 'onstraints that are asso'iated )ith this design )ou d .e in the "orm o" .e'oming $ie)ed .! a arge 3o3u ation in order to meet the need o" m! target audien'e. The )e.site needs to .e easi ! a''essed .! tea'hers and 3arents. Nhen tem3 ate .ased )e.sites are .eing used as the 3 at"orm the! do not a33ear as a to3 sear'h on sear'h engines unti the! gain 3o3u arit! or a "ee is 3aid. This 'omes into .udgetar! 'onstraints. This 3ro>e't has .udgetar! 'onstraints "or the designer and the target audien'e. Sin'e the target audien'e is tea'hers )ho ha$e ' ass si=es on a$erage in the mid%t)enties/ an! materia s need to .e "ree or o) 'ost. This 'hanges the $ideos and the in"ormation that 'an .e used .e'ause it needs to meet the .udget re4uirements. Conclusion Ertmer and Ne).! 91AA;: stated that earning theories a o$er a3 de3ending on the reason it is .eing used. As the amount o" Cogniti$e 3ro'essing needed 'hanges/ the earning theor! )i 'hange. There"ore/ mu ti3 e earning theories ma! .e used de3ending on the situation. This 'a3stone 3ro>e't en'om3asses mu ti3 e earning theories and the ideas "rom se$era theorists. Through the 'om.ination o" earning theories the 3ro>e't .e'omes more "o'used on the target audien'e and meeting their

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LEARNING THEORIES IN COMMON CORE 1; needs. &es3ite the 'onstraints that are in 3 a'e/ i" the earning theories are in 3 a'e and in'or3orated throughout the 3ro>e'tDs design/ then earning )i o''ur.

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LEARNING THEORIES IN COMMON CORE 10 Re"eren'es Bruner/ @. 91AE;:. Going .e!ond the in"ormation gi$en. Ne) 8or(: Norton. Bruner/ @. 91AA,:. A'ts o" meaning. Cam.ridge/ MA: Har$ard #ni$ersit! 2ress. C ar(/ &.R. 9+,1+:. Ro.ert GagneDs Nine Ste3s o" Instru'tion. Retrie$ed "rom htt3:HH))).n) in(.'omHIdon' ar(HhrdH earningHidHnineJste3Jid.htm Constru'ti$ist theor! 9@. Bruner:. 9no date:. htt3:HH))).g)u.eduHIti3H.runer.htm Ertmer/ 2. A./ Ne).!/ T. @. 91AA;:. Beha$iorism/ 'ogniti$ism/ 'onstru'ti$ism: Com3aring 'riti'a "eatures "rom an instru'tiona design 3ers3e'ti$e. 2er"orman'e Im3ro$ement Kuarter !/ G 90:/ *,%E,. -ensterma'her/ G. &./ P Ri'hardson/ ?. 9+,,*:. On ma(ing determinations o" 4ua it! in tea'hing. Teachers College %ecord &$'(&):&8*+,&-. Gred er/ M. 9+,1+:. #nderstanding ?!gots(! "or the C assroom: Is It Too LateQ. /ducational Ps"cholog" %evie0/ ,491:/ 11;%1;1. doi:1,.1,,EHs1,G0L%,11%A1L;% G In'h/ S. 9+,,+:. The A''identa Constru'ti$ist A Mathemati'ianMs &is'o$er!. College Teaching/ #$9;:/ 111. Merge / B. 91AAL:. Instru'tiona design P earning theor!. Edu'ationa Communi'ations and Te'hno og!. #ni$ersit! o" Sas(at'he)an. htt3:HHmem.ers.iinet.net.auHIaam'arthurH11JMar'hJ+,,LJ"i esHLearningJTheorie sJo"JInstru'tiona J&esign.3d" Merri / M. &. 91AA1:. Constru'ti$ism and instru'tiona design. Edu'ationa Te'hno og!/ Ma!/ 0*%*;. Ormrod/ @. 91AA*:. Edu'ationa 3s!'ho og!: 2rin'i3 es and a33 i'ations. Eng e)ood C i""s/ N@: 2renti'e%Ha . 2orter/ A./ M'Ma(en/ @./ H)ang/ @./ P 8ang/ R. 9+,11:. Common Core standards: The ne) #.S. intended 'urri'u um. Edu'ationa Resear'h/ 0,/ 1,;%11G. &oi:1,.;1,+H,,1;1LA7110,*,;L S'human/ L. 91AAG:. Nhat are the 3ro. ems and strengths o" these theoriesQ San &iego State #ni$ersit! Co ege o" Edu'ation. htt3:HHed)e..sdsu.eduH'oursesHedte'*0,H2ers3e'ti$esH2ro. emsAndStengths.ht m

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LEARNING THEORIES IN COMMON CORE 1* 8i ma=/ B. 9+,11:. The Cogniti$e 2ers3e'ti$e on Learning: Its Theoreti'a #nder3innings and Im3 i'ations "or C assroom 2ra'ti'es. Clearing House/ 849*:/ +,0%+1+. doi:1,.1,L,H,,,ALG**.+,11.*GLALA

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