Section 2 Theories and Models of Learning and Instruction

I chose using shelf markers properly when browsing for books in the library as a learning objective. When browsing for books, students must use their shelf markers. If a student wants to take a book off the shelf, he must put a shelf marker next to the book. This temporarily holds the book's place on the shelf while the student looks at the book. If the student decides he wants to check out the book, he takes the shelf marker off the shelf, but if the student doesn't want the book, he puts it back on the shelf where the shelf marker is holding the book's place. Once the book is back to its original place, the shelf marker can be removed, and the student can continue to browse the shelves for books. Students are taught that the books are in a specific order and the reasons for this order.

Using the Behavioral Learning Theory, I would give immediate feedback to students if they used the shelf marker correctly. I would also use positive reinforcement in order to reinforce the desired behavior. I would call out a student's name and say aloud what a good job that student did using her shelf marker. I might even give out stickers to students who followed the steps correctly. This will reinforce the desired behavior. If a student did not follow procedures, I might ask him to put his shelf marker up, sit down at his table, and observe how other students are using their shelf markers. This is an unfavorable response, so according to the behavioral learning theory, it will not be reinforced. When the desired behavior is demonstrated, a positive response would reinforce it.

Using the Situated Learning Theory, "learning from a situated perspective occurs through the learner's participation in the practices of a community, practices that are mutually constituted by  the members of the community" (Reiser & Dempsey, 2007). Using the objective of learning to use a shelf marker correctly while browsing for books, students interacting with each other and with the library is like a community. There are certain behaviors and actions that are specific to a library setting. There is a library culture. Students are even eager to show new students "how things are done" in our library. They want those students to be part of the community of the library and to be successful in the library. So, with help from other community members (students) and wanting to be part of the community, new students usually learn how to correctly use the shelf marker pretty quickly.

  
Gagne's 9 Events of Instruction

I found a website (http://de.ryerson.ca/portals/de/assets/resources/Gagne%27s_Nine_Events.pdf) that listed and defined Gagne's Nine Events of Instruction. The information is from the G. Raymond Chang School of Continuing Education.

 

Gagne’s 9 Events	First Principals of Instruction
Gain Attention
Inform Learner of Objectives
Stimulate recall of prior learning	Activate prior knowledge
Present stimulus material	Demonstrate the new knowledge to be learned
Provide learner guidance	Provide opportunity to apply new  learning
Elicit performance	Give learners the opportunity to integrate new knowledge into everyday activities
Provide feedback
Assess performance
Enhance retention & transfer

 I lined up the first principals that correlate with Gagne's Nine            Events. Gagne's list is more thorough and gives more detail to post-instruction activities (provide feedback, assess performance, and enhance retention and transfer. There is also more attention to pre-instruction activities as well (gain attention and inform learner of objectives). For students learning to use the shelf markers, I always ask them why it is important to keep things in a certain order. I ask them if they keep any of their belongings at home in any type of order. They usually mention kitchen items or clothes, such as socks or shirts. I ask them why is it important to keep these things in order or in a certain place. They say "so it will be easier to find when I need it." So, by accessing this prior knowledge about the importance of keeping things in a certain order, it makes sense that we have to keep the books in order for that very same reason. I will then demonstrate to the learner how to correctly use the shelf marker. Sometimes I will have another student model for the new student. The learner will then have to demonstrate that she can use the shelf marker correctly by going to the shelf, placing the shelf marker next to a book, removing the book, putting the book back on the shelf, and then finally removing the shelf marker from the shelf. Once this has been demonstrated successfully, the student is allowed to search for her library books. This will become part of their routine when searching for books in the library.  Using a whole task approach for using a shelf marker, I would stress that no one step is more important than the other. All the steps rely on the one before and after. Scaffolding would stress the idea of one step building upon the other until all steps can be demonstrated in the correct sequence. Not sure how I would relate this to a mathemagenic method. Maybe, I could ask leading questions such as, "Why is it important to keep the books on the shelves in order?" The text states that asking leading questions may help the students find more meaning in the process of using a shelf marker. Table 9.2If I were teaching students how to use the on-line catalog, I would use a lot of pictures and graphics to capture their attention, or maybe even some familiar music to go with it. This would be at the beginning of a power point. I could stimulate inquiry by asking students questions or by soliciting questions from them. Regarding relevance, I would ask students if it is important to them to be able to locate books they want and not just books that teachers or parents select for them. For confidence, students will have the satisfaction of being independent in the library when they are looking for books to read. I will let students know that part of being "big kids" is being more independent. I can provide positive feedback to students who are successful in finding books they want, and I could ask them to help others who are having some difficulty. Students usually have positive feelings when a teacher asks them to teach another student. Engaging in design research is critical to ensuring that not only learning takes place, but that there are opportunities to maximize learning and use this new knowledge into everyday life. All aspects of the teaching spectrum should be examined to ensure that learning is taking place. If we are to improve how we teach, we have to understand how students learn.