Section 2: Theories and Models of Learning and Instruction

Learning Goal

Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A)  follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;

(B)  categorize information thematically in order to see the larger constructs inherent in the information;

(C)  record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format.

Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A)  narrow or broaden the major research question, if necessary, based on further research and investigation; and

Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A)  draws conclusions and summarizes or paraphrases the findings in a systematic way;

(B)  marshals evidence to explain the topic and gives relevant reasons for conclusions;

Learning objective: Using both constructivism and the cognitive information processing theory, students will research the 2012 Republican presidential candidates to choose the person they think will win the GOP nomination. Once students have chosen their candidates, they we be grouped with other students who chose the same candidate, and together they will write a campaign speech for their nominee.

To introduce the assignment, students will be shown a quick video clip of each of the 4 remaining candidates. Students will then be informed of their learning objective and will be reminded to look for reliable sources of information. We will do a quick review of how to tell if a website is from a reliable source or not. As students conduct their research, they should identify three key issues for each of the candidates and record their information on the “Candidate Chart” handout along with the bibliography information from their sources. Once they have all of their information on all candidates, they should decide which candidate shares some of the same views/philosophies as they and choose the one they would like to see get the nomination. Students will then read or view previous campaign speeches to help them get a better understanding of the writing assignment. Students will then be grouped with at least two other students who chose the same candidate, and working together will write a campaign speech for that person.

This learning objective incorporates both constructivism and the cognitive information processing theory in the following ways:

Cognitive Information Processing Theory

·         Sensory memory – video clip

·         Short term memory – locate and gather information about key issues for each of the four candidates

·         Long term memory – analyzes key issues from each the four candidates to choose the one who shares similar beliefs/philosophies and writes a campaign speech for that person

Constructivism

·         High-level, complex learning goal – campaign speech

·         Collaboration – works with others to write a campaign speech

·         Student-centered – independent research and decision making


Color Comparison Chart - Each color used in Gagne's 9 Events of Instruction corresponds to the same color in the First Principles chart.

Gagne’s 9 Events of Instruction	First Principles
Gain attention	Problem Centered – Let Me Do the Whole Task
Inform learners of objectives	Activation – Where Do I Start
Stimulate recall of prior learning	Demonstration – Don’t Just Tell Me, Show Me
Present the content	Application – Let Me Do It!
Provide “learning guidance”	Integration – Watch Me
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention and transfer to the job

First Principles Applied to Learning Objective

·         Problem Centered - Students perform the task of choosing GOP nomination, a real-world problem.

·         Activation – Students recall guidelines for identifying reliable sources. They research each of the four candidates to gather background knowledge and record that information on their “Candidate Chart.”

·         Demonstration – Students read and/or view examples of campaign speeches as demonstrations/examples of campaign speeches.

·         Application – Students identify 3 key issues for each candidate and choose the person they identify with the most.

·         Integration – Students take information gathered from research and combine it with others’ to write a campaign speech for their candidate of choice.

Whole-task Approach

Writing a research paper is a great example of learning objective that makes more sense as a whole rather than in parts. For example, a MLA research paper requires parenthetical documentation and a Works Cited page. These two parts make more sense when combined with their related skills rather than in isolation.

Scaffolding

Scaffolding can be used to teach research as well. The difference between a whole-task approach and the scaffolding approach is in the complexity of the task itself. For example, instead of having students write an entire research paper, have them research a basic topic and write a paragraph or two. They can still include parenthetical documentation as well as bibliography information, but it is done on a much smaller scale.

Mathemagenic

Students will never be asked to write a research paper as part of a state mandated test, but research and the gathering of information and presenting their ideas is part of the state curriculum standards. Students need to learn this skill, but more importantly, they need to be able to transfer the skill to real-world applications. Students should be taught to see research as a way to seek out information they need or want. They also need to be able to relate the skill to real world professions like film makers, writers, attorneys, advertisers, etc. By showing students real-world applications, they can transfer the skill to larger more meaningful tasks.

ARCS model categories and subcategories

Attention: Today’s students love technology integration. YouTube, the Internet, SMART Boards, Audience Response Systems, Avatars, etc. will all capture the attention of today’s learners. These students are used to being plugged-in and will respond to these types of attention getters.

Relevance: Making students aware of the objectives or expectations is it important. Let them know what it is you want them to learn and, most importantly, let them know how they can apply their learning to real-world experiences. Students want to see the validity in what they’re doing and will respond to authentic learning opportunities.

Confidence and Satisfaction (I believe these two are closely related, so I grouped them together.): Meaningful feedback provided in a timely manner is important in building confidence in students. Students need to feel like what they have done has meaning. Also, successes need to be celebrated, and extra time and/or reteaching should be given when there are less than successful outcomes. If students feel they are in a safe learning environment, their confidence will increase and they will not be afraid to build on their efforts and abilities. A safe learning environment that encourages students to challenge themselves will provide those learners with more satisfaction than those who do not take risks and do only what is needed to get by.

Design Research provides educators with knowledge about the many different ways to approach teaching. No two students are alike, so we should never plan to approach all of our learning objectives the same way either. Studying design research provides me with knowledge about the most current trends in education and makes me better prepared to teach today’s learners. Education in our world today is changing, and if I want to meet the needs of the 21^st century learner, I need to learn what I can to provide meaningful, authentic learning for all of my students.