Section 2: Theories and Models of Learning and Instruction

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

Ø  Goal: Student will be able to implement the Four Nets Researching skills to collect data for their research project using K12 database as the search engine.

Ø  The two learning theories that I would incorporate for students to meet the specific goal are Behavioral Learning Theory and Cognitive Information Processing Theory.  With both theories, immediate feedback to is either positive or negative reinforcement.  If students apply the wrong method of collecting data, then the negative reinforcement will be the irrelevant, inaccurate data.  Then, students will modify their searching method until they obtained the valid data.  In this case, the positive reinforcement is the obtained valid data; in which, students will apply the same successful researching skills, which is the Four Nets Better Researching skills to collect their data.

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.

Gagne's Nine Events of Instruction	First Principles of Instruction
Gain Attention	Activation
Inform Learner of Objectives
Stimulate recall of prior learning
Present stimulus material	Demonstration
Provide learner guidance
Elicit performance	Confidence
Provide feedback
Assess performance	Integration
Enhance retention transfer

Ø  Activation:  Students will be asked to type in several topics using their search method and compare the results with two classmates.  After the discussion, students will be introduced to the Four Nets for Better Researching skills.

Ø  Demonstration:  The teacher will introduce students to the K12 database and explained the importance of valid data.  The teacher will model to students how to implement the Four Nets for Better Searching skills.  Students and teacher will to perform two or three searches to help students be familiar with the researching skills.

Ø  Confidence:  Students will work in team of three to “play” a scavenger hunt to explore the K12 database applying their Four Nets for Better Searching.

Ø  Integration: Students will work individually to apply their own knowledge about Four Nets for Better Searching skill to assist them with their specific topic on their research project.

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.

Ø  Whole-task approach: The whole-task approach is a holistic method to finding success within the instructional learning goal. Referring to same goal in question one, the implementation of whole task approach is to ensure students understand how to navigate on the Web. Students know how to look up information on the Internet using any search engine. This will help the students to apply those skills to real life to help them retrieve data.

Ø   Scaffolding: Scaffolding is the process of building knowledge through a series of levels which get progressively more difficult as the knowledge is established.  Referring to the same goal in question one, I will teach the students how to use the Boolean operators to narrow done their search.

Ø  Mathemagenic: I would implement mathemagenic to the mentioned goal in question one by providing students several subjects for them to gather data.  Students will apply their higher-level thinking skills to synthesize the information and they will have to dissect the information gathered to collect the valid data.

                       

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?

Ø  Attention

·         Perceptual Arousal: Read some a book about how to select books in the library.

·         Inquiry Arousal: Ask students what type of books they like to read.

·         Variability: Show students video about the library collection.  We will talk about the difference between fiction and nonfiction.

Ø  Relevance

·         Goal Orientation: I would make sure the students know about the different classification the Dewey Decimal system.

·         Motive Matching: I would monitor students to determine if they fully comprehend the lesson.  Students that did not understand the lesson, I will work with them in small settings so that they will not get frustrated when searching for a nonfiction book.

·         Familiarity: I will create a scavenger hunt for students to look for books in the nonfiction collection.

Ø  Confidence

·         Learning Requirements: I would monitor and guide students to keep them on track and encourage them to complete the scavenger hunt.

·         Success Opportunities: Learning about the library collection will help students to better find books that they are interested in reading.  Also, the Dewey Decimal systems will have a better understanding to students.  Students can straight to “000s. 100s, 200s, etc…” to look for needed books.

·         Personal Control: Student will gain awareness of different types of books in the library, and how to correctly select their books.

Ø  Satisfaction

·         Intrinsic& Extrinsic Reinforcement: Students can successfully look for books in the fiction and nonfiction collection of the library.

·         Equity: I encouraged students to read any book of their liking.  All students have the right to read books of their interest; therefore, by preparing them to correctly select books in the library will be a tremendous advantage.

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

Ø  After completing these activities, I see wonderful benefits of engaging in design research. It provides a map that details every step of the learning process so that all aspect of the students’ learning is addressed. The instructors will be well prepared with the design research approach.