Theories and Models of Learning and Instruction

   The learning goal I chose was having my students read simple sentences.  This is a requirement for kindergarten and a very important objective for us to master.
   By using the Schema Theory I would build off things the students already know.  So, I would begin my teach with environmental print.  It is amazing to see the students eyes "light-up" when they realize they are "reading" the signs they are so familiar with everyday.  The next thing I would do is a lot of work with the alphabet.  I would have to the students trace the letters, say the letters, act-out the letters and many other things to build that familiarity with the letters.  Then I would transition them into putting those letters to make words.  I would have them push magnetic letters to build words and then take those words and put them into sentences.  This process builds on the fact that the environmental print would be part of the students schemata.  Learning the letters and sounds, then the words, and finally reading sentences deals with the "long-term memory as packets of information" as stated in the text.
   The Constructivism Theory would allow me to follow the same type procedure.  The difference would be that instead of assuming what their prior knowledge might be, I would give them a pre-test.  Then I would go through the environmental text, letters and sounds, building words and reading sentences process.  Constructivism Theory would allow me to then allow students a chance to see how important reading is to them.  In order to accomplish this, I would have students from different grades read to them.  This would allow them to see how reading is used in an everyday setting and in turn, they would gain some "organization and meaning on the surrounding environment..." as stated in the text.
   I feel that both of these theories are very similar to each other.  Thus, I could conduct the same steps, with some adjustments, to achieve my learning goal of having my students read simple sentences.

Gagne’s Nine Events of Instruction Vs. First Principles
Compare	Contrast
·      build on prior knowledge	·      Gagne’s gains attention and informs of objective
·      elicit performance and application	·      First Principles completes whole-task first then corrects thinking
·      both have guidance (providing feedback in Gagne’s and demonstration in First Principles)	·      Gagne’s encourages learner to go beyond objective learned
·	·      First Principles has implementation of task learned

   When thinking about the learning goal of having my students read simple sentences there is a tremendous use of scaffolding.  By having them work first with environmental print, letters and sounds, words and sentences the task work one into the other.  Thus, scaffolding is a very simple technique to use to accomplish this goal.
   When considering the same goal as a whole task activity, the directions would be a little different. I would introduce a book, read it to my students and have them echo read with me.  After echo reading, we would break down the sentence by the words and then by the letters in those words.  This is a different approach than the way I "typically" teach, but some students can read simple words before they know their letters and sounds.
   With the mathemagenic method I would complete the same task as with scaffolding.  However, I would also help my students gain the importance of learning to read by having older students read to them.  I think this would help motivate them in why reading is important.

ARCS model
Topic: George Washington
Perceptual Arousal:	pictures from life, short video
Inquiry Arousal:	pictures from life
Variability:	portraits and photographs
Goal Orientation:	significance to our country, “Father of our Country”
Motive Matching:	Webquest
Familiarity:	job of president, working hard for something
Learning Requirements:	guided questioning
Success Opportunities:	work through Webquest, retain information
Personal Control:	guided questioning, research, praise students for accomplishments
Intrinsic Reinforcement:	opportunity to share information (powerpoint, videos, skits, etc.)
Extrinsic Rewards:	praise
Equity:	share information with students outside classroom

   By participating in design research, you can see the end result.  You can have a goal in mind as a teacher, but that goal may not be achieved or it may be achieved in a different way.  If I were to help with the design of the material, then the end result would be more clear to me.  I would also be able to try things, see if they work and change them before the design is complete.  Many times as teachers, we have to go back and re-teach materials in order for our students to gain the information successfully.  I would also be a contributing factor as to how students learn various objectives.