Theories and Models of Learning and Instruction

Learning Theory Comparison

Business TEKS - 120.25(c) 3A, 3C, 3D

Learning goal - The student researches consumer issues (purchasing a vehicle) and determines financial implications for the individual. The student is expected to prepare and maintain a personal budget, research and present major financial issues for the individual, demonstrate understanding of buying decisions for transportation and different types of insurance.

The two learning theories I would incorporate are Schema Theory and Gagne’s Theory of Instruction. Most students at the high school level have some experience with making some type of purchase. In order to incorporate the schema theory I would reflect on items they had bought in the past and ask if they had saved the money or earned it from working. I would ask if they conducted any type of research or price comparisons on the product prior to purchasing. I would build on their prior purchasing knowledge or experience to help prepare them for conducting research on the purchase of a vehicle and insurance.

To incorporate Gagne’s theory I would gain the students’ attention I would show a short video clip on how to budget your money and buying a car. Then I would explain the lesson objectives and what the expectations of the project are. I would remind the students’ about our previous discussion on researching a product and price comparisons. I would present an example of a project that I completed as an example of what is expected. I would inform the students that they can work in groups or individually in order to complete an interactive PowerPoint presentation that will present the vehicle that they plan to purchase, the financial expectations (for example possible budget, total cost of vehicle, down payment, cash vs. financed, insurance payments, etc.), picture of vehicle, and any additional information found. The students will be responsible for vocabulary quizzes that are related to the project, updates on what each member of the project is doing and has done, and worksheets to help construct financial statements. The PowerPoint presentations along with completed financial statements will provide evidence of enhancement retention and transfer.

Gagne's Nine Events of Instruction vs. First Principle of Instruction

Alutu, A. (2006). The guidance role of the instructor in the teaching and learning process. Journal of Instructional Psychology, 33(1), 44-49. Retrieved from Professional Development Collection database.

Gagne’s Models for  Design of Instruction
Gaining attention	Reception of patterns  of neutral impulses
Informing learner of the objective	Activating a process of executive control
Stimulating recall of prerequisite learning	Retrieval of prior learning to working memory
Presenting the stimulus materials	Emphasizing features of selective perception
Providing learning guidance	Semantic encoding: cues for retrieval
Eliciting the performance	Activating responses organization
Providing feedback about performance	Establishment reinforcement
Assessing performance	Activating retrieval; making reinforcement possible
Enhancing performance	Providing cues and strategies for retrieval

First Principles of Instruction
Problem centered	Real world problems or tasks Whole task or whole problem to be solved Learner uses components to solve  problem or task Involve progression of problems
Activation	Learners recall, relate, describe, or apply knowledge from past experiences Relevance acknowledged Confidence in ability to learn knowledge or skill Recall of a structure that can be used to organize new knowledge
Demonstration	Physical examples of what is learned Examples consistent with content taught Learner guidance techniques used Relevant media content used to aid instruction
Application	Practice and apply new knowledge or skill Consistent application and assessment Indication of progress, corrective feedback Coaching for difficult problems or tasks Solve varied sequence with new knowledge
Integration	Everyday integration Public demonstration Reflect, discuss or defend new knowledge or skill Create, invent, explore new ways to use skill or knowledge

1. Problem centered

Students will research purchasing a car

2. Activation

Students will discuss previous experiences with various methods used with making purchases and price comparisons.

3. Demonstration

Teacher will present video clips on how to purchase a vehicle and demonstate how to calculate financial amounts with regard to purchasing a new or used vehicle. Teacher will also show an example of what final project should look like.

4. Integration

Students will present their findings as a PowerPoint presentation.

Whole tasks, Scaffolding, and Mathemagenic methods

Goal - Creating a bulleted list in a professional document

I would use the whole task model to do a lesson on creating bulleted lists. I would explain what bulleted lists are, the different types of bulleted lists and what they are used for. I would then provide an activity that allowed students to create their own bulleted list.

I would use scaffolding to model how to create a bulleted list along with how to create differenty types of bullets using symbols or pictures in a memo with Microsoft Word using a multimedia projector. After I showed students how to create a bulleted list in a Word document I would have them start another list with me and then allow them to complete the remainder of the list on their own.

I would use mathemagenic to allow students to come up with their own idea for a bulleted list. The list would have to be included in a letter or memo document with a minimum of 5 bullets.

ARCS Model

  Using Interactive PowerPoint in the classroom

Attention
Perceptual Arousal	Show some examples of interactive PowerPoint presentations
Inquiry Arousal	Ask if they have ever used or created an Interactive PowerPoint
Variability	Break into small groups to brainstorm ideas for interactive PowerPoint activity
Relevance
Goal Orientation	Present what my objectives are and ask questions on ways they would use this
Motive Matching	Allow students to develop their own interactive PowerPoint
Familiarity	Discuss ways that interactive PowerPoint’s have been used and other potential uses
Confidence
Learning Requirements	Provide a course description along with the project expectations
Success Opportunities	Provided a handout detailing how to create an interactive PowerPoint along with a class demonstration
Personal Control	A rubric will be provided detailing how the project will be evaluated
Satisfaction
Intrinsic Reinforcement	Once complete the interactive PowerPoint will be presented to the class
Extrinsic Rewards	Make a connection with how this can be used or shared with others in their profession
Equity	Feedback will be provided upon the completion of their project

Benefits of engaging in design research

I believe the benefits of engaging in design research are to provide you with a foundation to generate a open thought process on the different methods of instruction. From the activities I participated in this week, it has prompted me to consider other methods for how lessons can be created and taught in the classroom. I think it allows you to see how each of the different methods have some type of connection or build off one another. I also think it allows you to become better at planning a variety of instruction methods for the classroom.