Section 2: Theories and Models of Learning and Instruction, Continued

I’ve used a basic Chart to show how the parts of Gagne’s Events of Instruction and the First Principles relate to each other:

GAGNE                            FIRST PRINCIPLES                   SHARED ATTRIBUTES

Gaining Attention                     Demonstration of Knowledge               Enhancing Retention

Activating Motivation               Integration of Knowledge                      Eliciting Performance

Presenting Stimulus Material                                                                    Learning Guidance

Providing Feedback                                                                                     Activiating Prior Knowledge

Assessing Performance

Briefly describe how you might use the whole-task approach, scaffolding, and mathemagneic methods to help students learn to perform a task. 

As an ESL teacher, some of the holistic instructional designs are more inherent in working with second language learners.  In the aforementioned learner goal, the Whole Task design is utilized at the end of the lesson cycle when the students write reflectively about the moral dilemma facing the character, supported by the text.  Scaffolding design is used in providing relevant cultural background and in vocabulary.  This is particular design is used most often by teachers with speakers of other languages, in order to ever develop comprehension and understanding the teacher must provide the basic elements the student is missing. 

You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

SIOP Strategies for the General Education Teacher

ATTENTION: 

Perpetual Arousal           Show teachers a video of the Three Little Pigs read in Tagalog.

Inquiry Arousal               Ask teachers to use context clues to figure out the main idea of the story.

Variety                                 Vary instruction with video clips, PowerPoint, and discussion.

RELEVANCE:

Goal Orientation              Ask teachers to identify the number of LEP students they have taught                                                                and have them share the easiest and most difficult thing about having them                                                     in class.

Motive Matching             Show teachers a demographic map that illustrates number of LEP students                                                     in the state/district/school and the corresponding TAKS scores.

Familiarity                         Question teachers about their previous language experiences.

CONFIDENCE:

Learning Requirement                 Have teachers form small groups to discuss the challenges and                                                                               successes they faced their first year of teaching.  Have each group                                                                         share an example. 

Success Opportunities  Have teachers chart what they already do to assist their language learners.

Personal Control             Have teachers take a common lesson and insert appropriate SIOP strategies.

SATISFACTION:

Intrinsic Reinforcement              Allow teacher groups to share their SIOP enhanced lessons with the                                                                    whole group.

Extrinsic Reinforcement             Show teachers’ specific data that indicates the LEP student impact on                                                                                 teacher performance.

Equity                                                  Continually validate teachers’ input and guide them to a greater                                                                             understanding of SIOP methodology.

Finally, after completing these activities, discuss the benefits of engaging in design research.

In order to continuously improve in the quality of instruction, ongoing evaluation and assessment must occur; not only as to the content of what is taught, but in how it is taught.  To ignore the design of instructional delivery would be to only evaluate one half of of the equation.