The Role of Learning Theories in Shaping Effective Teaching

Assessment Overview

This assessment will provide evidence towards the following Unit Learning Outcomes (ULO):

• ULO1: Describe key aspects of physical, social, emotional and cognitive development through the life span.

• ULO2: Describe distinctive features of various learning theories including behaviourism, cognitivism, social cognitivism, and schema theory.

• ULO3: Describe theories that explain how humans process information.

• ULO4: Apply learning theory and research to instructional practice.

Assessment Instructions

Task: Choose 2 theories of learning taught in this Unit.

PART A – Suggested length: 1500–1750 words OR 12–14 minutes

Prepare either a presentation or information resource for parents or other teachers that:

1. Explains why theories of learning are important to consider in teaching practice

   • Contributes to criterion 7.

2. Describes the two theories of learning

   • Contributes to criterion 1 & 2.

   • Include:

     • The broad theoretical paradigm the theory sits in (e.g., constructivism, cognitivism) and explain this simply.

     • How the theory suggests that learning occurs (explain key concepts and theoretical ideas simply so that someone who has never heard about the theory could understand).

Theories that you can draw on are:

• Vygotsky’s sociocultural theory

• Bandura’s social cognitive theory

• Information processing theories

• Cognitive load theory

• Schema theory

• Piaget’s cognitive developmental theory (focus on learning aspects – including schemes, how these develop, and the role of peers)

1. Provides 2 examples of teaching practices/strategies informed by each theory (a total of 4 teaching practices/strategies)

   • For each example, explain:

     • What the teaching practice/strategy is (criteria 3 & 4).

     • Find an example of how the strategy/teaching practice has been used in any of the videos of practice listed below (you can play the snippet that is relevant, or provide a time stamp for which parts someone should view, and briefly describe) (criteria 3 & 4).

     • Explain what the theory says about why this teaching practice/strategy is important and how it will lead to learning (use research here) (criteria 5 & 6).

Videos of Practice to Draw From:

Year 1/2

• 2D shapes and their features (AITSL, n.d.)

• The gingerbread man (AITSL, n.d.)

Year 3/4

• Hughie the helicopter (AITSL, n.d.)

• Making money amounts (AITSL, n.d.)

Year 5/6

• Around the world with maths (AITSL, n.d.)

• Animating science (AITSL, n.d.)

Year 7/8

• Developing storyboards (AITSL, n.d.)

• Dispelling scientific misconceptions (AITSL, n.d.)

Year 9/10

• Perceptions of reality (AITSL, n.d.)

• Enacting scientific concepts (AITSL, n.d.)

PART B – Suggested length: 250–300 words OR 2–3 minutes

Provide a reflection that considers the following two questions:

• How has undertaking this assignment informed your understanding of how theories of learning are applied in teaching practice?

• How do you intend to incorporate your learning from this assignment into your teaching practice?

Assessment Requirements – Brief Summary

This assessment aims to provide evidence for the following Unit Learning Outcomes (ULOs):

• ULO1: Understanding physical, social, emotional, and cognitive development across the lifespan.

• ULO2: Identifying distinctive features of learning theories such as behaviourism, cognitivism, social cognitive theory, and schema theory.

• ULO3: Describing theories explaining human information processing.

• ULO4: Applying learning theory and research to instructional practice.

Task Overview:

• Choose two learning theories covered in the unit.

• Prepare a presentation or information resource for parents or teachers.

• The resource should:

  • Explain the importance of learning theories in teaching.

  • Describe each theory simply, including the broad theoretical paradigm.

  • Provide two teaching practices/strategies per theory (total of four).

  • Use examples from the Videos of Practice for practical illustration.

  • Explain why these strategies are important according to the theory and research.

Reflection (Part B):

• Reflect on how completing this assessment informed understanding of applying learning theories in teaching.

• Discuss how this knowledge will influence future teaching practice.

Word/Time Requirements:

• Part A: 1500–1750 words / 12–14 minutes.

• Part B: 250–300 words / 2–3 minutes.

Assessment Approach by Academic Mentor

The Academic Mentor guided the student through a structured, step-by-step process to ensure all requirements were met:

Step 1: Understanding the Assessment

• Reviewed the ULOs with the student to ensure clarity of the learning outcomes.

• Highlighted the importance of choosing two complementary learning theories to demonstrate understanding and application.

Step 2: Selection of Theories

• Discussed the scope and applicability of available theories:

  • Vygotsky’s Sociocultural Theory

  • Bandura’s Social Cognitive Theory

  • Information Processing Theories

  • Cognitive Load Theory

  • Schema Theory

  • Piaget’s Cognitive Developmental Theory

• Student selected Vygotsky’s Sociocultural Theory and Bandura’s Social Cognitive Theory for practical relevance and ease of explanation.

Step 3: Structuring Part A

• Created a clear outline:

  1. Introduction – Importance of learning theories in teaching.

  2. Theory 1 – Description, paradigm, learning process, teaching strategies, video examples, and research justification.

  3. Theory 2 – Same as above.

  4. Conclusion – Summary of key points and implications for practice.

• Ensured simple language suitable for parents or teachers unfamiliar with the theories.

Step 4: Linking Theory to Practice

• Identified 2 teaching strategies per theory.

• Used Videos of Practice to provide practical examples, adding time stamps for easy reference.

• Explained how each strategy aligns with theory principles and supports learning outcomes.

Step 5: Incorporating Research

• Guided the student to include research-backed explanations for why strategies are effective.

• Ensured references aligned with assessment criteria and ULOs.

Step 6: Part B – Reflection

• Mentored the student to reflect critically:

  • How understanding of learning theories informs teaching.

  • Plans to integrate these strategies into actual classroom practice.

Assessment Outcome and Learning Objectives Covered

• Outcome Achieved:

  • Completed a structured, clear, and research-supported presentation/resource.

  • Demonstrated understanding of two learning theories and their application in teaching.

  • Provided practical, theory-informed teaching strategies linked to videos of practice.

  • Developed a reflective piece connecting theory with personal teaching practice.

• Learning Objectives Covered:

  • ULO1 – Linked learning theories to development stages.

  • ULO2 – Identified and described key aspects of the selected learning theories.

  • ULO3 – Explained how humans process information according to the theories.

  • ULO4 – Applied theory to instructional strategies and practical examples.

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