Activity 2

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

A specific learning goal that is part of my curriculum every week is for the students to make complex inferences about text and use textual evidence to support understanding. One of the theories in Chapter 4 that I would use to achieve this goal is the cognitive information processing theory. This theory relies on internal processes of the learner to ensure learning. The learner must first take in the information and store it in their sensory memory, short-term memory, or long-term memory. In sensory memory learners take in information from organized patterns in the environment then recognize and code the patterns. Through short-term memory the learner is enabled to take in information briefly in order to make sense of it and connect it to information in his or her long-term memory. Long-term memory enables learners to access and apply information long after it is learned. In order for the information to be stored in memory learners must be paying attention and focused. Second, after information is taken in it must be encoded, meaning the learner must make meaningful connections between new information and prior knowledge. Finally, the learner must be able to retrieve the information so that it may be applied and feedback can be provided. I would start my lesson with activating prior knowledge that the learners have about making inferences from text. I would then bring out a high-interest reading passage to ensure that I have the attention of the students. Ensuring that I have the attention of all learners will enable all learners to take in the information being learned. I would then teach students the strategy of solving inference problem and have them share previously learned strategies to connect the information to prior knowledge. I would use keywords the students should look for to ensure the questions are inference questions and information to look for in the passage to solve the problem. The final step would be to have students answer the inference question to retrieve and apply the information that was given. As students are answering questions they will circle keywords and highlight important information in the text. I would provide feedback to each student to ensure they were using the strategy correctly. A different theory I would use would be constructivism. Constructivism involves the learner constructing information by finding organization and meaning in his or her surrounding environment. The goal of this instruction is for learners to engage in constructing knowledge, test their understanding, and reflect on their learning. In order to follow this theory I would first start with teaching the students the strategy for solving inference problems. The students would put this strategy into place and test their ability to use the theory. The learners would then reflect on what they have learned and set goals for improvement or advancement.

• 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:

http://www.citt.ufl.edu/toolbox/toolbox_gagne9Events.php

I would use the first principles of instruction to achieve the goal of teaching students to make complex inferences by first engaging students. I would have students take a comic strip with dialogue covered and have students infer what the characters are saying. This activity would gain the attention of the students. I would then activate prior knowledge by having students discuss what they previously learned about making inferences. The students will observe as I teach and demonstrate how to use the strategy to solve inference problems. The students will then apply what they have learned by completing an inference worksheet. As a whole group the class will discuss how this knowledge is useful and when it can be applied to their work.

• 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.

I would use the whole-task approach by teaching students to determine meaning of unfamiliar words by using their knowledge and skills of using context clues and maintaining a positive attitude towards learning. I would use the scaffolding method by having students first demonstrate the application of using context clues to determine unfamiliar words. I would then have students complete more difficult tasks as they progress in their learning. I would use the mathemagenic method of teaching students to determine meaning of unfamiliar words through a variety of tasks. I would have students complete several different tasks to ensure they know how to apply the knowledge on more than one level.

• 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?

Essay Writing Course

Attention-

Perceptual Arousal: I would capture the interest of the students by picking high interest topics for writing prompts.

Inquiry Arousal: I would stimulate an attitude of inquiry by having students choose topics of interest to research.

Variability: I would use a variety of tactics to maintain attention by having students do several different types of writing activities, play writing games, and incorporate technology.

 Relevance-

Goal Orientation: I can best meet the needs of my learner’s by assessing their writing level and ability. I will set goals that match these needs.

Motive Matching: I can provide learners with appropriate responsibilities based on their learning styles and abilities that I assessed.

Familiarity: I can tie instruction to the learners’ experiences by having writing prompts that draw on their personal experiences.

Confidence-

Learning Requirements: I can build a positive expectation for success by giving positive feedback to students and encouraging all students to not be afraid to ask any questions.

Success Opportunities: I will assign the writing tasks based on the students’ ability levels so that all students are set up for success.

Personal Control: I will provide students with rubrics for their writing assignments so they will know what is expected of them to ensure their success.

Satisfaction-

Intrinsic Reinforcement: Students will use their newly acquired knowledge and skills by writing their essays.

Extrinsic Reinforcement: Students will have positive reinforcement to their success by the grade they receive in the course.

Equity: I will assist students in anchoring a positive feeling about their accomplishments by discussing their improvement in writing from the beginning of the course to their final assignments.

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

Design research is beneficial to engage in because it helps educators to learn and grow. This research helps educators learn new strategies to use and different methods to teach students. As the research continues educators can advance every day by knowing what strategies are beneficial to each type of learners.