Theories and Models of Learning and Instruction

The Schema Theory and Constructivism

Currently, there are many learning theories.  They are all similar to each other and can be very helpful for teachers to know.  By knowing each one, teachers have a variety of ways to teach their students.  Two learning theories that I will discuss today are the Schema theory and the Constructivism theory.  

When using the Schema theory the "knowledge is represented in long-term memory as packets of information called schemata."  The teacher presents the information in an organized and grouped way.  If I was teaching money, I would organize the learning into coins, dollars, where we spend money, and what we purchase with our money.  I would also provide experiences, such as, a classroom store.

When using the Constructivism theory, the learning goes from the "inside out."  If I was teaching money, I would first provide the foundation of what money is.  I would start with the experiences.  The students would participate in the classroom store, work together using money, discuss their experiences, make goals for what they want to spend and how they will spend it, and then reflect on their learning.  

When reflecting on these two theories, there is no right or wrong way to teach.  The most important thing to consider is...are my students learning?  The great thing about choices, is that if one does not work for you or your students, than you can go to another one!

Gagne's Nine Events of Instruction

http://ide.ed.psu.edu/idde/9events.htm is a reference on Gagne's Nine Events of Instruction.

Gagne’s Nine Events of Instruction *gain attention *taxanomy of learning outcomes:  cognitive, affective, and psychomotor *5 categories of learning: verbal, intellectual, cognitive, attitude, and motor skills *you can lose sight of the overall context while dealing with all the details of instruction

Both *recall information *demonstrate or elicit new knowledge *apply the learning *integrate or enhance learning *consistency *state the goal *practice and apply new learning *assessment *feedback

First Principles *4 phase cycle *real world problems *goals are not specific *relevance of learning *instructional media is used to enhance learning *collaboration encouraged *integrated

When using the first principles when teaching money I would follow the 4 phases of effective instruction:

1.  Activation-Bubble map what we know about money

2.  Demonstration-Sort coins, talk about their worth, and add up money

3.  Application-Students will purchase items from the classroom store using their coins

4.  Integration-Students will use real coins to purchase something from the lunchroom

Whole Task, Scaffolding, and mathemagenic methods:

When teaching time I can use whole task, scaffolding, and mathemagenic methods.

• Whole task-have students use the things they do during the day to tell time.  Determine what time we eat lunch, go to P.E.... use clocks to make the times.
• Scaffolding-extend the learning of time to what time they do things outside of school.  For example, go to practice, watch a T.V. show, go to bed.  Use the clocks to make the time and write the times
• Mathemagenic-talk about the parts of a clock.  Use the clock to make times that we do things.

Motivating learners to learn fractions

• Attention-bring in a pizza (not sliced) ask...How do I slice this pizza so that everyone can get a piece (perceptual and inquiry)
• Relevance-bring in cookies and talk about how to divide them between 2, 3, 4 and so on students (goal, motive, familiariety)
• Confidence-make sure I work with groups and partners to provide guidance and feedback.  Keep the lesson student led.
• Satisfaction-the food and feedback will keep the students engaged and positive about their work

The Benefits of Engaging in Design Research

• teacher training
• curriculum development
• used by teachers and students
• starts with a "thought experiment"
• support
• scaffolding
• succession of learning tasks
• independent class activities
• feedback
• real class setting
• learning related activities
• collects data