Section 2: Theories and Models of Learning and Instruction

Chapter 4:  I have recently been tasked with how to incorporate a learning statement or clear objective on a daily basis in my classroom. The idea behind this learning goal is for the student to recognize a straightforward statement that explains what they need to understand before exiting the classroom.  I begin the learning goal in their own words, "I can...", and finish the statement with the lesson objective.  For example, I can restate nine energy resources.

In order to incorporate the Behavioral Learning Theory with this learning goal you would need to focus on the ABC's behavioral learning model above.  The antecedents behavior or cue to the students would be the "I can..." statement written clearly in the same location daily. The behavior is then understood by the students as to where to look for the daily goal.  The emphasis of the explanation from the teacher prior to beginning the lesson contributes to the learned behavior and the understanding of the importance of the instruction.  And finally, gaining feedback from each student before class ends develops the consequences behavior that students are held accountable for the learning goal.

Lets take a look at another way to incorporate this learning goal. The diagram above gives the simplistic overview of the constructivist theory. I would like to address the broad and complex learning that focuses on the view that not all students learn the same things from instruction.  Using the same learning goal stated above as the main idea, I would begin by engaging the students to state their prior knowledge of the "I can..." statement. I would test their ability to complete the learning goal before beginning the lesson. I would give time for a group brainstorming activity to promote a collaboration of concepts about the learning goal.  Finally, to incorporate the supporting details, I would encourage the students to set the learning goal or "I can..." statement for the following day as they reflect on the learned goal of the days instruction.




Comparing Gagne's Nine Events of Instruction to the First Principles and my application of previously discussed learning goal.

Description of existing learning goal and applied to the whole-task approach, scaffolding and mathemagenic methods:
          
Applying the whole-task approach to my learning goal of introducing a clear daily objective is by simply writing the daily objective as a holistic idea and placing the emphasis on the big picture instead of breaking down the information into sub-skills.  In order to incorporate scaffolding performance, once the holistic objective is discussed, I would create hands on experiences with the performance objectives to build understanding of the ultimate learning objective.  Integrating the mathemagenic method will determine how assessment is developed or planned.  In keeping with the learning objective I would assess by evaluating the student and how well they could restate, explain, and recall the daily learning objective in both written and verbal form.

Benefits of Design Research
The students of today need to focus on more hands on activities in order to expand their knowledge and relate teachings to real life experiences.  It is important as an instructor to stay at least one step ahead of the game with current events, social media, and advancing technology.  All areas, including initial design, collection/analysis of data, and adjustments, apply to the design research process by developing a complex guideline to clear learning. A benefit of this process is that the student gains multiple levels of instruction and performance experience.  In the end the process prevails; the focus of design and research is successful in every aspect of instruction.