Section 2:Theories and Models of Learning and Instruction

1. Specific Learning Goal

My specific learning goal is to teach my students to understand place value.  Since prior knowledge is always a good foundation to build on, I would start with the Cognitive Information Processing Theory.  I would use the place value chart and base ten blocks to help students make connections.  I would also incorporate the real world strategy of explaining value by using everyday items students and parents buy in stores.  I would use the strategy to make connections between students prior knowledge of value of products and the new information on value of numbers.  I would also give feedback in order to help the students to correct their own errors. I would use the Behavioral Learning theory to achieve this goal. I would do this by presenting students with behavioral objectives prior to the lesson. I would accomplish this by reinforcing acceptable strategies through praise or the use of nonverbal cues such as a smile or a simple pat on the back.

2. Compare/Contrast Gagne’s Nine Events of Instruction and First Principles

Gagne	First Principles	Application
1.       Gain attention	Activation	How do we read this number?
2.       Inform learners of objective	Activation	You will learn to determine the value of each number
3.       Stimulate recall of prior learning	Activation	How much is this number?
4.       Present the content	Demonstration	Each digit represents a value
5.       Provide Learning Guidance	Demonstration	Model procedures and give examples
6.       Elicit Performance	Application	Assign exercises where students are to find value of digits
7.       Provide Feedback	Application	This is how you performed on the assignment
8.       Assess performance	Application	Tell me the value of each of these digits
9.       Enhance retention and transfer to the job.	Integration	How can we use this in the real world?

     

    

	The Nine Events of Instruction
	According to Robert Gagne, there are nine events that activate processes needed for effective learning. Gagne believes all lessons should include this sequence of events:
Events
1. Gain Attention
2. Inform Learner of Objectives
3. Stimulate Recall of Prior Lesson
4. Present Stimulus Material
5. Provide Learner Guidance
6. Elicit Performance
7. Provide Feedback
8. Assess Performance
9. Enhance Retention and Transfer

For more information about Gagne's conditions for learning, click here.

3. Using Whole-Task Approach, Scaffolding and Mathemagenic Methods

The goal I choose is teaching my students to round whole numbers.  Using the Whole-Task Approach, I would first teach my students to round numbers to the nearest ten.  Since most of them have little or no trouble remembering up to the tens place this would be an ideal starting point. I would basically begin with the simplest version of the whole- task by creating all possible conditions that simplify the performance of the task. Next , I would incorporate Scaffolding by taking this lesson and building on another. I would do this by adding another digit to the initial number and teach the students to round to the nearest hundred. The Methamagenic Method allows students to extend the lesson into the real world. I would help them to accomplish this by incorporating the use of retail sales ads into the classroom and having the students round prices to the nearest dollar, ten dollar, and hundred dollars.

4. Table 9.2

For use in the area of Science

Attention
Perceptual Arousal: Inquiry Arousal: Variability:	Choose areas of interest for students Ask students what they think will happen Ask what will happen if I remove one of the steps.
Relevance
Goal Orientation: Motive Matching: Familiarity:	Set goals based on student abilities. Provide learners with experiments based on their individual learning styles. Tie instruction to the real world by asking students what information the experiment gives which will help them in the real world.
Confidence
Learning requirement: Success Opportunities: Personal Control:	Give positive feedback. Assign students a role in group experiment based on their ability level. Students will be judged only on their role in the experiment.
Satisfaction
Intrinsic Reinforcement Extrinsic Rewards: Equity:	Students will use newly acquired knowledge for future science experiments. Grade on experiment. I will praise students on their scientific abilities and accomplishment in performing the experiment.

5. Benefits of Engaging In Design Research

Design research provides feedback on instruction, and allows teachers to make adjustments in instruction as needed using data and appropriate research methods.  Design research integrates teacher training and curriculum to develop instructional environments which help students to build a sense of independence.