Section 2: Theories and Models of Learning and Instruction

 EXTRA, EXTRA!

  HAMPSTER EXHIBITS THE ABILITY TO LEARN! 

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

The learning goal I am using is from a lesson I taught this week in my economics classes.  The unit covers personal financial literacy, and the specific lesson is about checking accounts and keeping an account up-to-date.

Learning Goal:  The student will be able to, by identifying and utilizing the parts of a check, correctly fill out a check and a deposit slip, as well as balance a checkbook and reconcile a bank account when mistakes or funds are left outstanding. 

Activity: The introduction to the activity is having students act out purchasing an item using cash (which is only Monopoly money!), a check, and a debit card.  These three activities are activities that they have more than likely observed when shopping with a parent, sibling, grandparent, friend, or themselves.  In most cases, cash transactions are observed by students everyday at school in the cafeteria.  Debit card use is usually observed or performed by students 1-2 times a week.  Check use is not as common anymore, so most students have to recall when they have observed adults using checks.  This utilizes a multistage theory of memory processing that has been internalized and learned without students realizing it.  This is cognitive information processing theory.

Then, I assess students' familiarity with each activity by asking pointed questions, such as, "Which method of payment could cause you money problems?"  or "Which method of payment do you find to time consuming?"  or "Which method of payment, when used correctly, helps you keep track of your finances?" and, of course, "Why is understanding these methods of payment so important?"  Students should answer the last question by explaining the importance of being able to buy items from a seller, and understand the importance of keeping track of their liquid (monetary) assets.

After students have answered questions, they have an activity where they are a given a set of checks, deposit slips, and a check registry.  Together, using my projector and an Excel program, we fill out several checks and a deposit slip together.  As students observe me filling out a check, a deposit slip, and entering each transaction into my registry; they fill theirs out and enter each transaction into their registries.  Students then continue the activity individually with anywhere from 3-6 checks, 1-2 deposit slips, and 10-12 transactions to be filled out.  The activity sets up for a mistake to be found when comparing a bank statement with their registry.  Students are practicing filling out bank forms and learning the behavior of entering transactions into their account registries as they make them.  The practice and repetition. 

To reinforce the behavior of automatically entering transactions, I have them maintain their registries with daily transactions to enter for the rest of the grading period. 

(Just a little side note...I have used this activity for several years.  When I have seen former students who have graduated, many of them tell me that they remember this activity and, even years later, are still in the habit of using their registries as they make transactions.)

• 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.

I used Purdue University for Gagne's Nine Events of Instruction:



First Principles:

• 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.

 Continuing with the check writing goal, I would most like use the KS&A approach due to this approach being developed for a competence that has integrativity, specificity, and durability.  Basically, the skills learned in this lesson integrates knowledge (of checking accounts) and skills (of balancing the account); can be specifically bound to a profession or a career; and is a durable skill.  I believe this approach is more appropriate than scaffolding and mathemagenic, because this skill is a very general, real world skill that is not based solely on academic parameters and competencies in one area; rather, it is a skill for every student to know.

• 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?

 

Attention
Perceptual Arousal:	I will have students act out the process of purchasing a candy bar to capture interest.
Inquiry Arousal:	I can ask questions about the situations performed to stimulate students.
Variability:	I have one student act out buying with cash, with check, and with debit card.
Relevance
Goal Orientation:	I best meet my learners’ needs by incorporating kinesthetic (using money to purchase), audio (listening to the act and me), and visual (watching the act and me) learning methods to meet my students’ needs.
Motive Matching:	I can provide my learners with choices, opportunity, and influence through continual practice and consideration of who and how to spend money.
Familiarity:
Confidence
Learning Requirements:	I can assist in building a positive expectation for success by having activities to complete and using positive reinforcement in class.
Success Opportunities:	Students will be able to handle and use their money many times more easily.
Personal Control:	When learners can balance a checkbook with no mistakes, students will automatically know that they successful.
Satisfaction
Intrinsic Reinforcement:	I can have this activity to continue for several weeks for learners to practice this skill.
Extrinsic Rewards:	I will reward the first learner for correctly balancing their registries with a Snickers candy bar from the first activity as reinforcement for success.
Equity:	I can assist students by giving positive reinforcement while we are working through the activity and after in order to anchor positive feelings for students.

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

In order for students to be successful in learning and practicing what they have learned in the classroom, teachers must understand that student do not learn at the same age, mindset, skills, pace, or speed.  Researching different models of learning design can benefit teachers by showing them new strategies and approaches to lessons they already use, but students continue to struggle with.