Section 2: Theories and Models of Learning and Instruction

*My learning goal for this year would be to learn more about how to integrate technology into my lessons when teaching my Kindergarten students. I want to integrate technology not only into math and reading, but in science and social studies as well.

To help with accomplishing my goal I would like to incorporate the use of two learning theories, the behavioral learning theory and Gagne’s theory of instruction.

The behavioral learning theory can help me accomplish this goal by having a well behaved class that is willing to participate in activities and are less likely to interrupt and misbehave. I can use Skinner’s theory and reward students for good behavior. Students will then be more likely to do the same good behaviors again, so that they can be rewarded.

B.F. Skinner

Gagne’s theory of instruction can help me accomplish the goal by using the five major categories of learning. I can verbalize what I want my students to do with the technology, have students apply the knowledge they learn, ask the students their feelings with using technology, and lastly make sure their motor skills are being used correctly (i.e. keyboarding). 



Gagne’s Nine Events	First Principles
1. Gain attention	1. Problem centered
2. Inform the learner	2. Activation
3. Stimulate prior learning	3. Demonstration
4. Present the Stimulus	4. Application
5. Provide learning guidance	5. Integration/Implementation
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

*When comparing the two sets, “Gagne’s Nine Events” and “First Principles” you can see that the color coding explains how the two are related and correlate with one another.

When applying each of the first principles to my goal, this is how I would present the information:

1. Problem Centered: I will make sure the instruction involves real-world problems and make sure the problems are involved within a progression.   

2. Activation: I will make sure the instruction allows the students to use prior knowledge and I will make sure to encourage students to use and organize the new knowledge learned.

3. Demonstration: The instruction will demonstrate examples of what is being learned and continues to be consistent for the learner.  

4. Application: Students will have an opportunity to practice and apply the new skills they have learned and they will be given both corrective feedback and coaching along the way.

5. Integration/Implementation: Students should feel encouraged to take the new skills learned into their everyday lives and make sure that collaboration is used effectively.

*When using my goal, I could use all three of these in helping students learn to perform tasks: 

Whole-task approach: I can use integration with technology for all subjects. Students will use real-life tasks to help achieve this goal and continue towards the development of technology integration within the classroom environment. Students will gain more complex skills and continue to work with expertise in the subject.

Scaffolding: When asking my students questions regarding the use of technology, I can make sure to use questioning techniques taken from Bloom’s taxonomy. I would begin by first discussing rules and the lower-level skills. We would then slowly build upon learning the higher level skills.

Mathemagenic methods: This method allows students to go beyond what they have learned and take it somewhere further. They can take what they have learned in the classroom and actually use it for their own benefit in the real world. The tasks that are learned can also be changed for the benefit of the students, so that it would differ each time.

• If I was hired to design a course for an elementary classroom, this is the table I would use to describe ways to motivate learners:

	How to motivate learners?
Attention:
Perceptual Arousal-	Use of technology; smartboards
Inquiry Arousal-	Show visuals and things that relate to their lives
Variability-	Keep changing the learner’s focus (smartboard, speaker, handout, etc.)
Relevance:
Goal Orientation-	I can meet my learners needs by posting an area for them to have questions ready for me to answer “Parking Lot”
Motive Matching-	Provide learners with choices during stations and learning rotations
Familiarity-	Hands on, real life experiences (field study)
Confidence:
Learning Requirements-	State the requirements for success at the beginning and continue with reminders as the learning process moves forward. Keep objectives posted.
Success Opportunities-	Each student will have an opportunity for success, especially in the beginning. Students should also feel as if they have the support of their peers. (Self-reflections and peer feedback)
Personal Control-	Learners will have their work back in a timely manner. This will allow for students to see that their efforts do result in success.
Satisfaction:
Intrinsic Reinforcement-	Teach younger students their newly learned skill; teach parents or siblings their newly learned skill.
Extrinsic Rewards-	Stamps, stickers, free time, passes
Equity-	Gallery walk to show everyone each other’s accomplishments

*Engaging in design research is a great way to integrate theories and design activities, while also motivating learners. By integrating the activities the researcher has greater opportunities to see learning occur. As a design researcher you have the wonderful opportunity of creating a “revisable learning trajectory”, while also allowing for scaffolding throughout the learning process. The result of all design research includes a collection of learning activities that ultimately show a sense of independence with the students themselves. I think design research would be something that would be helpful in all educational settings. Students would take what they have learned with them, and it will become apart of their schema.