Section 2

Section 2

• I teach kindergarten so I have decided to for my learning objective to decode and blend letter sounds together to make words.

I feel that the schema theory could be used for this lesson. Students would need to identify and produce letter sounds before they could do this objective. This is part of the schema theory. They would use information (letter sounds) from their long term memory to say the sounds and blend them together. The students would also be able to use automation when looking at the letters/sounds they already know. This would free their working memory and allow their memory to decode the words using sounds.

B.F. Skinner’s behavioral learning theory could also be used to teach the objective. His theory believes that the behavior of the learner with its environmental antecedents and consequences affect learning. This would be observed during the lesson. If students correctly decoded and blended the words, the teacher would smile and nod her head. However, if it was not correct, the teacher would say “let’s try it again”, and point to the letters. This would signal to the students if they were correct or needed to try again.
　

• 　

Gagne’s Theory of Instruction	David Merrill’s First Principles
Gaining Attention
Informing the learner of the objective
Stimulating prior learning	Activation
Presenting the stimulus	Demonstrating
Providing learning guidance
Eliciting performance	Application
Providing feedback
Assessing performance
Enhancing retention and transfer	Integration
http://de.ryerson.ca/portals/de/assets/resources/Gagne's_Nine_Events.pdf

As one can see the two styles of instructional design above can not be compared side by side. Although, they have some similar characteristics, Gagne’s theory has more organized steps that the learner is taken through. The First Principles are simpler. Even though it does not take the learner through nine events, it does ensure that the learner does accomplish the learning objective. It does so in a more thorough way based on the learner’s needs. The activities are repeated as the learner needs them.
When using the objective of using sounds to decode and blend words together, I would first recall the student’s prior knowledge of letter sounds by singing a letter sound song. Next, I would show a video of words being decoded and blended back together. Once the students watch this and practice along with the video, I would have the students demonstrate this skill by decoding words and blending them together using magnetic letters. After they have practiced this skill, they would transfer their learning to reading a decodable book. This would show if they were able to integrate their learning. The students would then have completed the use of the First Principles.
　

• I would use the whole- task approach when teaching the objective above by using literature to teach the objective through. For example, I would use a poem with words the students could read the words by decoding and blending them together.

Attention:Perceptual arousal: Inquiry Arousal: Variability:	Show a video clip of topic Have a question at the end of my video Use question/answers, have participants, have drawings for correct answers
Relevance:Goal Orientation: Motive Matching: 　 　 Familiarity:	Ask questions to give me an idea of my audiences knowledge Use audience participation to use my learners knowledge to participate in activities related to my topic Do a background questionnaire to get to know my students so I can tie instruction to them
Confidence:Learning Requirements: Success Opportunities: Personal Control:	Playing a getting to know each other game and putting the students at ease Respectfully giving them feedback and encouragement for growth Using a rubric for a grading system so they will know their expectations
Satisfaction:Intrinsic Reinforcement: 　 Extrinsic Rewards: Equity:	Provide real life experiences so they can practice their skills Praise and good grades Encourage them to use their new skill

　

• The benefits of engaging in design research is to contribute a theory that has been researched thoroughly with hopes to contribute to the learning science community of knowledge. This is obtained through a systematic set of guidelines. Throughout the process data is analyzed and adjustments are made.