Section 2: Theories and Models of Learning and Instruction

Section 2: Theories and Models of Learning and Instruction

One goal that most 10^th grade English students have is to analyze a drama using literary terms. There are many learning theories available for accomplishing this goal. Two of the theories at my disposal are the “Cognitive Information Processing Theory” and “Schema Theory”. Each of the two can be integrated into lesson plans that will easily expedite learning and achievement of the goal.

The first theory, “Cognitive Information Processing Theory” can be used to direct student’s attention to the topics and terms. A colorful chart could be made to exemplify such ideas as the 5 Act model of Shakespeare's dramas. See the example below:

Definitions of each aspect of a drama could then be defined using italics or colored words to stand out on a projected display. Using a projected image of the literature textbook, the instructor could point out highlighted words, character lists, and glosses while explaining to students how there are built in text aids to help them read and understand the play. These same aids can be used when analyzing a drama and will contain many of the terms needed for a complete analysis.

Another theory that can be integrated to achieve the learning goal of competent literary analysis is “Schema Theory”. By breaking up the particular aspects of a drama, students should be able to process the information more efficiently. One example using “Schema Theory” would be to create a word wall that would break up literary analysis of a drama into it’s most important aspects.

Students should define each of the terms on the word wall and include them in their vocabulary study. Scaffolding should take place with identification of the terms through discussion while reading and completing topic related worksheets.

Comparing Gagne’s 9 Events of Instruction to the First Principles

First Principles

Applying the First Principles to the instruction of literary analysis of “The Tragedy of Julius Caesar” would be beneficial to students. The problem as stated is to analyze the play using literary terms. Students should be instructed through the four phases of Activation, Demonstration, Application, and Integration to achieve this learning goal.

The Activation phase should catch the student’s attention and allow them to recall prior knowledge. A Short movie on the history of Shakespeare and the Globe Theatre would help students understand why Shakespeare may have  written the play and how it was presented. Another short movie on the history of Rome, Julius Caesar, and Marc Antony would help students to make connections with history and real life scenarios. A discussion of other Shakespeare plays, or plays in general that students may have seen or read would benefit their understanding of the script.

Demonstrations of how to analyze a drama will be conducted throughout the reading of the play. During each act, there will be a different objective regarding literary analysis. The first demonstration will be to read aloud to students. As the instructor reads, he or she should point out the relevant glosses, definitions and ways to utilize the character list for understanding.

During Act II, the focus might shift to understanding dialogue, monologue, soliloquy and aside. Again, the instructor will point out each form of dramatic speech during the reading and discussion as well as any other important aspects of the play. As the focus changes from act to act, so will the demonstrations.

After proper demonstration, students will be guided to apply their new analysis skills. Students will be asked during reading to analyze Act III using the literary terms demonstrated and discussed to this point. Responses will be given orally and the instructor will check for understanding and give feedback.

The final phase of Integration will come while reading the final two acts of “The Tragedy of Julius Caesar”. Students will compose written short answers and essays using literary terms and specific examples from the play. Their work will be turned in for assessment.

Holistic, Scaffolding, and Mathemagenic Methods

Applying a Holistic approach with Scaffolding and Mathemagenic methods for instruction, is a competent decision. Student’s should understand the whole task, the individual parts, and then be able to pick out and apply the individual pieces for a multitude of applications.

Once again, “The Tragedy of Julius Caesar” will be used as an example. The instructor should use a whole task approach to understanding. In this instance we will create a ficticious magazine, “Literary Times”. This will be an on-line magazine created as a Blog. Each student in class has been hired by the “Literary Times” to critique a new play, “The Tragedy of Julius Caesar”. Our new literary critics will be under deadline to create teasers and a finished article for the magazine.

Scaffolding will occur by writing teasers about the upcoming article. These teasers will be under deadline for publication. The first teaser will be a short introduction to their “article” citing elements of Shakespeare’s biographical information, elements of his 5 act plays, details of the Globe Theatre (where the play will take place) and historical information regarding ancient Rome, Julius Caesar, Marc Antony or other pertinent information. The second deadline will be to write a report on the character list, glosses, definitions and any other text aids available in their literature books.  The third deadline will  be to excerpt and example of a monologue, dialogue, soliloquy, and aside and describe for the reader why these are great examples of each type of dramatic speech. The fourth deadline will be an analysis of the qualities of a tragic hero and ideas on whom in the play might be a tragic hero and what might be their tragic flaw.

Using Mathemagenic techniques during the final act, Act V, students will write a review of the entire play by picking and choosing the portions of the play that best exemplify the literary terms. Students may use portions of their teasers and new information that fits well from the play. The examples should come in chronological order as the play unfolds. Learners should have a clear opening statement, body of information, and a closing statement concluding the article. The final article will be published as a Blog in the “Literary Times”. Students will then critique one another by commenting on one another’s article. The Instructor (Editor for the “Literary Times”) will give the final assessment in the form of comments.

ARCS Model for Grammar

Attention

Perceptual Arousal:  

Start the lesson with a movie clip, audio, or a verbal display of someone  using horrible grammar. “Dog the Bounty Hunter” comes to mind.

Inquiry Arousal:         

Bring in a parent, or another guest who maintains a higher level job where communication is important. Have them speak or if need be have them video record themselves talking about the need for clear communication.

Variability:                 

Discuss objectives with students. Have students complete worksheets, use computer-drilling applications. Give students the opportunity to practice and use written conventions.

Relevance

Goal Orientation:        

Have students give writing samples on chosen topics. Correct and grade the papers and point out grammar errors and usage issues.

Motive Orientation:    

Have students write a fictitious letter to a college asking for admittance based on their academic and social qualities.

Familiarity:                 

Have students fill out job applications and write cover letters for their resumes.

Confidence

Learning Requirements:   

Non-graded opportunities for students to complete worksheets and on-line drills with immediate feedback.

Success opportunities:     

Graded assignments that exhibit the grammar skills to be mastered.

Personal Control:              

Create a Blog to post student writing samples.  Have students anonymously critique one another’s samples. Have students start by making at least one positive statement.

Satisfaction

Intrinsic Reinforcement:    

Students revise writing samples based on the feedback they receive from one another and revise and repost another draft.

External Rewards:            

After revisions are made, the editor for the “Literary Times” (the instructor) will assess the work and leave comments. Students then make a final revision and and post for world consumption.

Equity:                               

Parents of the students and faculty at the school will be given to access to the final postings. The students will receive final real world critiques of their work.

Reflection on engaging in design research

It seems that instruction, technology, theories, and methods evolve over time. People are unique individuals with diverse learning needs. As an instructional designer, it is very important to engage in design research to have tools and models for a variety of situations.  There is not a single “Theory of Everything” that will work in every application. As an instructional designer, I must understand learner’s needs and create efficient and effective instruction for meeting those needs.  Having firm grounding in learning and instruction theories will yield an arsenal of ideas and abilities to create the best instruction for a given learning goal.