Section 2: Theories & Models of Learning & Instruction

#1 Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

Learning Goal: Elapsed Time

      Behavioral Learning Theory

After reading chapter 4 of our text, I was surprised to realize that I unknowingly used the Behavioral Learning Theory to teach elapsed time to my students.  Students were given a time journal for a day to observe and record the beginning and ending time of specific tasks. These tasks included waking up, getting dressed for school, breakfast and arriving at school. When the students returned to school with these journals, we had a discussion about the importance of time. Students discovered that they needed to be on time to prevent tardiness at school, to keeps their parents from being late to work and to learn how to be more responsible with time on their own. Feedback was effective because there was no right or wrong answer in the discussion portion. Next, we completed problems of elapsed time by choosing the time from two tasks in their time journals. Students partnered up and received immediate feedback from each other before receiving it from me. After a week of elapsed time practice, students were given a homework assignment that allowed them to journal about time as they did before. Not only were they to find elapsed time between their tasks, but they were to tell me why it was important. I was expecting to get answers about the technicalities of elapsed time, but was surprised to see how there was a positive change in the behavior of students toward the use of time. Many students came to understand why elapsed time was important to their education, their parents and themselves.

Schema Theory & Cognitive Load Theory

During the week of teaching elapsed time, I used a concept that I knew my 5^th grade students could relate to and recall in there memories. I used television shows that students watched on Disney and Nickelodeon channels to allow students to process schemata to learn about elapsed time. When I asked my students about the shows they watched on these channels, their memories automatically allowed them to recall endless choices. I incorporated cognitive load theory into this lesson by going to the Disney and Nickelodeon websites, pulling up their show schedules on the big screens for students and allowing them to find beginning and ending times of the shows they named.   

#2 Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

First Principles	Gagne’s Nine Events of Instruction
Differences	Differences	Similarities
1.        Problem centered instruction	1.        Get Students’ Attention	1. Using prior knowledge to teach new knowledge
2.        Activation of prior knowledge to learn new knowledge	Describe the Goal	2. Presentation of new learning material.
3.        Demonstration of new knowledge to be learned	3.        Stimulate prior knowledge	3. Students have an opportunity to apply new knowledge for practice.
4.        Application of new knowledge	4.        Present material to be learned
5.        Integration of new knowledge	5.        Provide guidance for learning
	6.        Elicit performance
	7.        Give feedback
	8.        Assess performance
	9.        Enhance retention and transfer

Reference

http://teachinglearningresources.pbworks.com/w/page/19919555/Gagne--9%20Events%20of%20Instruction

First Principles Used in Elapsed Time

1.      Problem centered instruction- To teach elapsed time, I guided students in discussion about how time is used in their own lives and the importance of knowing how to use elapsed time to solve problems in their lives.

2.      Activation of prior knowledge to learn new knowledge- I used the concept of Disney and Nickelodeon to teach elapsed time because my 5^th grade students were already familiar with these television shows.

3.      Demonstrations of new knowledge to be learned- Students were taught 3 different methods of telling elapsed time. We made laminated clocks with hands, used addition and subtraction, and we also used a t-chart method.

4.      Application of new knowledge- Students practiced elapsed time in the classroom on their own and in partnerships with others. I also observed and asked students questions during and after their practice to gauge their understanding of elapsed time.

5.      Integration of new knowledge- Students were sent home to journal about how they used elapsed time knowledge in their lives outside of school.

#3 Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

To help students learn the task of elapsed time I would use the following methods:

Whole-Task Approach- I used the real-life application of teaching students elapsed time through their current use of time at home and at school. In future lessons, I will especially pay attention to developing the knowledge, skills and attitudes of students toward elapsed time. This can be done by providing students with information about why elapsed time should be applied to their lives, providing them with technical skills to problem solve and developing their way of thinking.

Scaffolding- To scaffold the task of elapsed time, I will teach the lesson by providing students with small manageable tasks that helps them grasp the concept better. This lesson was taught as a schematic unit over one week, but I put more emphasis on including all the necessary tasks rather than focusing on building higher order thinking skills for this concept.

 Mathemagenic- I will extend the application and practice of elapsed time to allow students to use their knowledge in situations that they are unfamiliar with. Rather than using elapsed time for their current lives, we can explore using them in college or their careers in the future.

#4 You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

Attention

Perceptual Arousal	What can I do to capture their interest?	Read books aloud to my students.
Inquiry Arousal	How can I stimulate an attitude of inquiry?	I ask questions throughout my reading and ask students to guess what is happening next.
Variability	How can I use a variety of tactics to maintain their attention?	Depending on the book being read, I may change my voice to portray characters or dress up.

Relevance

Goal Orientation	How can I best meet my learners’ needs? (Do I know their needs?)	Ask students questions about their attitudes towards reading to determine their needs or assess their reading ability.
Motive Matching	How and when can I provide my learners with appropriate choices, responsibilities and influences?	I will give my students choices in their reading material and allow them to read to others.
Familiarity	How can I tie the instruction to the learners’ experiences?	Give students reading material that matches their life experiences. For example, I give my 5th grade students books like the Wimpy Kid series that humorously explores a child’s middle school exposure.

Confidence

Learning Requirements	How can I assist in building a positive expectation for success?	Assisting students in setting their own reading goals.
Success Opportunities	How will the learning experience support or enhance the students’ beliefs in their competence?	My 5th grade students will participate in Reading Buddies and read to younger grades to gain confidence.
Personal Control	How will the learners clearly know their success is based upon their efforts and abilities?	Students experience success as they reach their Accelerated Reading goals. If they do not succeed, they know they have the ability to be successful as they increase their points through reading.

Satisfaction

Intrinsic Reinforcement	How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?	As a homework assignment, parents are asked to complete a reading comprehension assignment associated with the book the student is reading at school.
Extrinsic Rewards	What will provide reinforcement to the learners’ successes?	Students are given rewards for reading that include book related material or a movie party that is connected to a book we have read as a class.
Equity	How can I assist the students in anchoring a positive feeling about their accomplishments?	I will give students positive encouragement as they move towards their goals and as they succeed.

 #5 Finally, after completing these activities, discuss the benefits of engaging in design research.

Engaging in design research is beneficial to the progressive learning of students. As educators seek to gain knowledge from the theories and methods researched in the past, new research must be explored as the needs of students grow in technology and instructional design.

 

I wonder if this tool from http://www.learningresources.com/ would have been helpful in teaching elapsed time. Elapsed time is digitally displayed as the manual clocks are changed.