Week 6 - Theories and Models of Learning and Instruction

In our reading this week, we explored several different theories of learning.  Our task was to look at three of these theories and describe the nature of the instructional activities we would use if we were adhering to those theories.  The three theories I chose are Cognitive Information Processing, Gagne’s Theory of Instruction, and Constructivism.

1. Cognitive information processing changed the perception of feedback from previous ideas.  Cognitive information processing theory gave feedback two purposes.  First, feedback let students know if they were correct in their response or performance.  Second, feedback provided learners with corrective information so that they could change their response or performance.  Furthermore, cognitive information processing placed an increased emphasis on prior knowledge.  Some strategies that are said to be useful are drawing learners’ attention visually by using boldface type, italics, or graphical diagrams and imagery to help learners make meaningful connections between their prior knowledge and the new information.  Another suggested strategy is for teachers to provide different kinds of examples or problems in different contexts to help learners apply the knowledge.  If I were to teach a lesson on calculating and comparing unit costs, I think doing all of these things would be necessary.  Students would need to be given visual diagrams to help them analyze and compare different brands of the same products.  They would need to see different ways of organizing all of the information so that they can help to make sense of it for themselves.  It is the goal of all teachers, that after teaching a skill, students are able to apply that skill to different situations.  Thus, I would try to provide students with a variety of examples (using real-world products, prices, etc.) to help them apply their knowledge.
2. Gagne’s Theory of Instruction is based on five different categories of learning (verbal, intellectual, cognitive, attitudes, and motor skills).  He says that these different learning categories require different learning conditions.  That makes a lot of sense, depending on the outcome you are expecting, your teaching approach will differ.  What I really find useful in Gagne’s Theory are his nine events of instruction.  The steps are similar to the steps many teacher follow in their lessons.  The first step is the attention getter.  When introducing a new topic like calculating and comparing unit costs, the teacher needs to do something to catch the students’ attention.  I usually try to gain attention by showing students how this new knowledge will be useful in their life.  Next, the teacher tells students the teaching point.  The next step is sometimes a part of my attention getter because students find things easier to learn if they already have some prior knowledge, so getting their attention while also showing them that they have some related knowledge already helps students to feel less pressured.  In a lesson about calculating and comparing unit costs, I would show my students that they already have some of the skills to do this.  Gagne’s fourth step is also a part of my attention getter.  As I said, I like to include how this knowledge is useful in the real world as an introduction to a new skill.  Many students want to know why they have to learn something and I find it useful to tell them right off the bat so they can find meaning in what they are doing.  Modeling is an important part of any lesson and that is what I see Gagne’s next step as being.  Especially when something is new to students, they need to see the process of solving similar problems.  After modeling how to solve a problem in calculating and comparing unit prices, students need to try it themselves.  However, they should not be sent to do it individually, instead, they should do what’s called a guided practice.  The class solves it together but the students are doing the steps on their own paper.  Next, students can be presented with different problems for practice.  With each practice, students should be provided feedback so that they have a chance to correct any misunderstandings.  Eventually, after teachers feel students have had enough practice, students should be assessed on their knowledge.  It is then the teacher’s hope that the student can apply and this knowledge to more complex situations.  Some teachers may provide activities in which the students would be asked to use this knowledge in a real life application.
3. Constructivism is the last theory I chose to explore for this assignment.  What drew me to it is the use of “authentic activities,” collaboration, and student responsibility.  In the Constructivism approach, the idea is to design complex learning environments that include authentic activities, collaboration, students regulating their learning and goals, and students reflecting on their learning.  I see this as being somewhat of an inquiry-based learning environment.  The teacher provides situations for learning by presenting students with problems, in this case several brands of several products.  The students then are in charge of collaborating to determine the unit cost of each product.  In the end then, the students reflect on what they did and what they learned, expressing their new knowledge to the teacher.  I see the reflection as a way for the students to work out and finalize their understanding as well as a way for teachers to assess students’ knowledge.  The teacher will see if students had any misconceptions in their reflections.