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.
A specific learning goal that I have used recently with my sixth-graders is this: Using basic html tags and attributes, the learner will be able to create a basic webpage. The needs of different kids on different days with different issues required me to use bits and pieces of multiple  learning theories presented in chapter 4, but I instantly connected these two theories while I was reading:
COGNITIVE INFORMATION PROCESSING THEORY:
In the Cognitive Information Processing Theory relies on internal processes in order for the individual to learn. The first "stop" for the new information is the sensory memory, where learners take in the information from the environment, and recognize patterns in the new information.  Using short term memory, the learner is able to hold the information briefly, in order to make sense of it, and connect it to information already stored in her long term memory.  The long term memory allows the learner to remember and access the information at later dates. The theory also relies on the idea that the learner's attention must be focused on the task they are being asked to learn. Perhaps most importantly, this theory requires feedback, so that the learner and the educator can know if she is being successful, or needs to seek extra help.

When we begin talking about html, one of the first things I do is show my kids how to view the code for any webpage. This always draws gasps and mini-panic attacks, because, I  admit, it does look a bit overwhelming. But, we start sifting through the code, and start finding patterns and locating some tags that we've listed and briefly talked about. When we are ready to start coding our own pages, we rely on the idea that html uses repetitions of the same tags that use a repeated set of rules. During the first several days of creating html pages, I display my html document on my projector, so the kids can check their page against mine. In this way, they are provided with immediate feedback about their progress.  Most of the time, I will tell them or show them an element we are going to add to our page, I'll give them time to type in the code, then I'll project my code so they can check theirs for accuracy. When they get more proficient with html, the feedback is straight-forward and instant; either the page displays properly and has everything placed correctly, or it doesn't. As we progress even more, and we begin using tags and attributes that are more complicated, we are able to almost always refer back to our basic beginning rules, and the kids are able to add new tags and attributes to their knowledge bank. For example, fairly early in the unit, I show the kids how to insert an image on the page, addressing where to save the image, the file type, the tag and the attributes needed. Later on, I show them how to apply a background image for the page. At this point, I don't have to start from scratch; I'm able to tell them that it works just like inserting an image does, we just have to add 1 new attribute to the body tag.  Sometimes when we hit a problem, where the page isn't working correctly, I have the kids print their code, get a highlighter and go through and check their tags and make sure there are no typos. Having them manually check for tag pairs, nesting order and typos like this saves my eyes from LOTS of code, and it makes them type it more carefully the next time.

SCHEMA THEORY AND COGNITIVE LOAD THEORY
In this theory, memory is said to be stored in packets called schemata. This fits well with my html lesson. In the early days of the unit, we go over 3 basic rules of html. The first tags we learn always follow these rules. As we add new tags to our bank, they still follow these rules. As we learn how images work in webpages, they follow a set of rules. As we learn how color, fonts and sizes work, they follow basic rules. Once we have a set of basic rules in place, it's up to the learner to make the new information follow the already-known rules. To reduce the cognitive load, when we are learning a new series of tags, often times, I'll have them copy and paste the "skeleton tags" from a previously created page so that we may focus our time and energy on the new information. Something else that reduces the cognitive load is that when I want them to create a page, or add something to an existing page, I rarely type out the directions. I've found it's easier to either verbally tell them, or better yet, display a completed version on my projector. Overall, we start out with the most basic of tags, and by the end, the kids are able to create flashy, fairly complex webpages.

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.

PROBLEM CENTERED- create real, authentic webpages containing information relevant to the students' lives, hobbies and content from other classes
ACTIVATION- make connections based on what the students already know about webpages, the Internet, and computer code
DEMONSTRATION- look at examples of professionally created, and student created pages, create pages together, with mine displayed on the projector
APPLICATION-use content from core content classes to create webpages, adding new tags and attributes each time, students take on more independent responsibility with each page
INTEGRATION-we will post links to completed pages on the students' blogs
IMPLEMENTATION-in a group (requiring collaboration), create a website composed of pages created by the group members

Gagne's 9 Events of Instruction resource link


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.
The whole-task method of instruction lends itself to my earlier goal of creating a webpage using basic html tags. Our "finished product" is a real-life webpage, so throughout the unit, we keep in mind that our goal is to have an awesome, attractive webpage that they will be able to share.  The book says, "Many of the constituent skills will make little sense without taking their context, that is, their related constituent skills and associated knowledge and attitudes, into account." I agree with this, because it would not make any sense to teach the different html tags and attributes in isolation.  Who would care about a font tag, for instance, and what sense would it make all by itself?  However, if we introduce the font tag as a part of the whole page, we can see how that"puzzle piece" fits in, rather than just having some random "puzzle piece" that we have to figure out where it fits and why it was important later. Basically, the whole-task method approaches the new learning as one step, rather than many little bits.  

I feel that scaffolding is one of the most basic ideas of education. Chapter 8 of Reiser and Dempsey states, "For instance, one might start their training with the simplest version of the whole task by creating all posible conditions that siplify the performance of the task." For example, the first html webpage I have my kids create is quite simplistic, BUT it is a real-life, honest-to-goodness webpage, created by them. After we get the first webpage done, it's just a matter of adding more pieces, and figuring out how they work together.

The mathemagenic method is sometimes associated with "teaching to the test."  While the material from this lesson won't show up on a state mandated test, I do have TEKS and class goals that I want to meet. If I were using the mathemagenic method, I might consider how the material would be presented on a test, and focus my instruction on the TEKS that are most critical.

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?

AttentionTo gain my students' attention, we could visit popular websites and start a list about what we like about the sites, design-wise. I could also bring in a web designer as a guest speaker. Throughout the unit, the kids would be motivated by little contests and awards as we create various sites.

Relevance
First, we would discuss what we already know about websites, the Internet and design. Beginning simple and increasing in complexity, we would create websites using content from their own lives (biographies, schedules, hobbies) and content from their core classes.

Confidence
When everything appears in the browser the way the student expects it to, that's the biggest confidence booster possible! When the kids are able to check out each others sites and share ideas, a combination of competitiveness and sharing further excels the next assignment.

Satisfaction
Once we get to the stage of putting their pages on the Internet "for real," when they get to email the link to friends and family, there is enormous satisfaction evident on their faces. In the past, I have had students ask if they could create a webpage for book reports and other reports in leiu of writing a paper or some othre project     

image from: sheknows.com

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

 Engaging in design research broadens an educator's views on learning.  When we are able to examine and learn about different ways that various kids learn, we are better able to reach all learners. It also allows us to stay current on the latest research and trends, so we can offer our students the highest quality of teaching that we are able.  Technology is an ever-changing field, so we must attempt to stay up-to-date.