Section 2: Theories and Models of Learning and Instruction.

• Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

Call numbers help library patrons find books on the bookshelves.  If books did not have call numbers, patrons would not know where to start looking for a specific book. Using the constructivism theory, I would set up a lesson plan where the students would listen to the librarian’s instruction would then “construct” their own book labels using a template the librarian has saved on the desktops of the computers in the library. So the students received the information, transformed it to make the labels, and retained the knowledge by showing they can make their own. Using the schema theory, the students will be engaged in the practice of locating books in the library by knowing call numbers, they will be members of the library community that see the books are in an order on the shelves by using the call numbers, and as part of the organization or group that is effective and valuable to the library or group.

• Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

The other reference I used is:  Kruse, Kevin.  Gagne’s Nine Events of Instruction: An Introduction.  E-Learning Guru website, January 2008.  http://www.utsweb.net/Instructional%20Design%20Resources/GagneStyle.pdf 

Compares	Contrasts
Both Gagne and First Principles (FP) address activating prior knowledge.	First Principals does not address gain attention and inform learners of objectives, as Gagne’s instructional model does.
Both present information, but FP is specific saying learning is accelerated when instruction shows specific cases that are real and show how the information would apply.	First principals states it is for resolving real-world problems while Gagne correlates to and addresses the conditions of learning.
Gagne‘s model last two steps are assess performance and retains information are combined into FPs last principal which is apply and integrate.	FP has two ending pieces.  One is applying the new knowledge and the other is integrating the new knowledge. They give the learner the opportunity to show their newly obtained knowledge.

Applying First Principals would be very useful when teaching Call Numbers. 

Ø  Knowing call numbers and how they are used in a library is a real-world problem.  “Let Me Do the Whole Task!”

Ø  Ask questions about how we get call numbers to activate prior knowledge.  Also the students can view the spine labels on several books from the library to see the call numbers.  “Where Do I Start?”

Ø  Demonstrate the knowledge to the students of how a book shelf is organized in the fiction section pointing out the fact it is a fiction book with FIC on the spine label and the first 3 letters of the author’s last name.  Then show the students how the non-fiction books are organized by a Dewey number and then use the author’s last name.  “Show Me!”

Ø  Have the students apply their knowledge by shelving some books.  “Let Me Do It!”

Ø  Have the students hunt for certain books by giving them the author’s last name and telling them if it is fiction or non-fiction.  “Watch Me!”

• Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Call numbers help library patrons find books on the bookshelves.  Using the Whole Task model would be a good model to follow when teaching a group of fifth graders the importance knowing about call numbers when searching for a book in the library because it is based on real-life tasks.  Fragmentation of instruction fits into the library schedule because of shorter class periods in the library.  Also, much information must be shared before call numbers can be understood.  The difference in fiction and non-fiction; as well, as knowing the first three letters of the author’s last name all must be understood by the students before call numbers make sense.  Scaffolding of the whole task performance would connect all the pieces in reaching the set of objectives.  Even though call numbers can seem abstract to the students when using a board to show how call numbers are chosen, it is important to allow them time at the bookshelves to see the connection in the information being presented which would entail the mathemagenic method.  Using these methods will help when developing a lesson.    

• 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?

Training of library patrons to use the OPAC (library’s online public access catalogue) is a skill our 21^st century learners must know.  The librarian and the classroom teacher need to collaborator on their activity and work together to its successful conclusion. 

v  Attention

Have the data projector turned on when the class enters the library.  Have it displaying the computer’s desktop to capture the students’ interests.

Tell the class “beginning today you will be using the computers to search for materials from the library you may need for classwork by using the OPAC” to excite their attitude of investigation.  I would also ask a student to come up to the computer to “drive” so that I may explain and point out things on the screen.

Keep the students’ attention by moving around the room and asking question. 

v  Relevance

I would ask the students what they are studying in science and use that topic to search the OPAC for materials the library has. 

As I do the initial interview with the library patron about their topic, I can find out more and be able to help them narrow their search.

After narrowing the search the list of materials will become smaller, I would show them how they can use the information from the OPAC to locate the books and other materials in the library.

I would then have the students move to the “browser stations” and do to a search of their own.  I would be there for guidance and to answer questions.

v  Confidence

I will make this a positive experience by monitoring the students and guiding them through the process so that they are successful throughout the process.

I hope the students will use the library more because of their newly acquired knowledge.

The students will know they have been successful when they locate and check out the materials needed to farther their study of the topic.

v  Satisfaction

The students will be able to access the OPAC from any computer on the district’s network. They will need to continue to use this skill.

The students will have many opportunities to use the OPAC to search for materials on many topics.

The students will use the same software from elementary to high school.  They will need to be guided to use the advance search features as well as, the use of an inner-district loan from any other school library in the district.   

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

Engaging in design research will add quality and give a framework to your lessons. By staying current with design research, educators informed with the latest information to what our students need and how to deliver the information.  Instructional designers help educators answer the question why we are doing the things we do to motivate our students to maximize their learning.