The learning goal that I have identified to teach is the author’s development of character in literature. I have selected two learning theories from Chapter 4 to demonstrate the achievement of this learning goal. The first learning theory I am using is the Cognitive Information Processing Theory, and the second theory I am using is Constructivism.
The Cognitive Information Processing Theory supports the idea that stimuli become input; behavior becomes output, and information processing is what happens in between.
Thus, the learner must pay attention in order to learn, make meaningful connections between the new information and prior knowledge, and be able to recall and apply information from memory. In order to teach characterization in literature, I would explain that the author helps the reader become acquainted with the characters by what the character does, and by what the character says in the story. I would then proceed to guide the learner to rely on his/her prior knowledge to think of someone they know and write down some character traits about that person based on what the learner saw the person do and what the learner heard them say. I would provide the learner with feedback to validate the correctness of this information or to provide information to modify the learner’s concept of characterization. I would then proceed to select various pieces of literature to read with the learner. I would have the learner identify the traits in the characters and note how the author developed these characters. For added emphasis, I would help the learner use highlighting tape to highlight the words, sentences, or passages that describe or demonstrate the personality of the character. With teacher guidance, the learner could use blue highlighting for words, sentences, and passages that describe one character, then use yellow to highlight information on the second character, and so on. According to information processing theory, this highlighting strategy, or use of graphical diagrams and imagery strategies can help learners make meaningful connections between their prior knowledge and new information. The last activity I would use is to find more literature pieces with developed characters, and have the learner continue to use the highlighting strategy to highlight the behaviors and dialog that show evidence and development of that character’s personality. The learner could transfer this information over to a three column chart (recommended graphics of information processing) labeled as such: Name of Character, Text Description/demonstration of Character, and Trait.
Constructivism works in contrast to the information processing theory. Information processing theory supports the idea that information comes from the outside (environment) into the learner. Constructivism, on the other hand, states that information learning occurs from the inside out. Constructivism is also more complex because it deals with higher levels of the thinking processes other than just comprehension and rote memory. To teach characterization using constructivism, I would use non-fiction literature selections as well as fiction. Students might determine the character behavior and traits of a former US president, or a famous sports personality. This would follow the constructivism theory of engaging learners in authentic or “real” activities. Working in pairs or groups with other students also exposes the learner to the perspectives of others which is another facet of constructivism. I would also have the learner set his/her own learning goals and regulate their learning accordingly, as constructivism dictates. For example, one learner might prefer to find common character traits among Democratic Presidents as compared to those of Republican Presidents. Another student might want to explore the character traits and behavior of a favorite super hero and that hero’s villain. Then, to allow students to reflect on what they learned, they could either produce a “wanted” poster on their characters or perform a brief role play of each character demonstrating those traits and behaviors. The student “audience” could make educated guesses of naming that character or person. The student who explores the character traits of former presidents could present a pre-written campaign speech for the one he/she supports, including the character traits of that person, in order to persuade and gain voters.
I found two references on Gagne’s Nine Events of Instruction but the web site listed is the one I found the most helpful. I was skeptical that Lawson’s article did not describe Gagne’s events specifically – rather that it described just his earlier learning theories. Thus my table is based on information from the web site article.
http://www.csulb.edu/~dkumrow/conference/learning_theory.html
Lawson, T. (1974). Gagne's Learning Theory Applied To Technical Instruction. Training & Development Journal, 28(4), 32. Retrieved from Professional Development Collection database.
Table: Gagne’s Theory of Instruction vs. First Principles (My comments in green)
1. Gaining attention
(Striking a nerve – alert the learner to focus on what’s coming.)
1. Problem-centered (Let me do the whole task!)
- Real world problem/task
- Show component tasks leading to whole tasks
- Involve a progression
First principles imply the “big picture” to get students’ attention – Gagne states objectives or learning goals.
2. Informing the learner of the objective
(Learner personalize objective – own it)
3. Stimulating recall of prior learning
(Learner remembers former knowledge that can be applied to new knowledge.)
2. Activation (Where do I start?)
- Learner apply prior knowledge or teacher supply relevant experience.
- Learner sees relevance/has confidence to learn
- Use graphic organizers to order information
Both Gagne and first principles applies prior learning
4. Presenting the stimulus
(Motivate the learner)
Gagne suggests activity or information that presents content to be learned. First principles suggest examples consistent with content to be learned. Basically the same concept.
3. Demonstration (Don’t just tell me, show me!)
- Demonstrate – show examples of what is to be learned
- Examples are consistent with content being taught
- Use learner guidance techniques (linguistic and nonlinguistic representation.
5. Providing learning guidance
(Use manipulatives/activities/and various media to guide and stimulate learning.)
Both Gagne and first principles encourage learner’s active participation.
4. Application (Let me do it!)
- Learner practices and applies new knowledge
- Practice and tests are consistent with objectives
- Practice followed by corrective feedback
- Provide coaching/support until learner is performing independently.
- Instruction requires learners to use their new knowledge/kill.
6. Eliciting performance
(Provide hands-on participation)
Gagne and first principles require learner to “perform” what he/she learned.
5. Integration (Watch me!)
- Provide techniques that enable learners to apply new knowledge/skill to everyday life.
- Provide opportunity for learner to publicly demonstrate new knowledge/skill.
- Provide opportunity for learner to reflect on new knowledge/skill.
- Provide opportunity for learner to create using new knowledge/skill
Implementation:
Facilitate learner navigation through the learning task
Appropriate learner control
Effective collaboration
Personalized instruction
7. Providing feedback
(Correct erroneous thinking; reinforce correct concepts)
First principle 4 provides feedback as well as coaching and support during learning process. Gagne provides feedback(7) and assessment(8).
8. Assessing performance
(Learner performs independently by applying new knowledge)
9. Enhancing retention and
Transfer
(Review learner on new knowledge/provide summary of the process learned.)
First principle states personalized instruction = Gagne states independent performance.
First principle 5 states integration of new knowledge = Gagne’s 9 transfer of new learning.
To apply the first principles to the goal of teaching character development in literature, I would present the idea that knowing about character traits will help students to become better judges of character in real life. This knowledge will protect them from deceptive people as well as enable them to identify people whom they can trust and on whom they can rely. Then I would have each student use a graphic organizer to describe someone they know. I would demonstrate character development by presenting many examples of passages from literature showing character development. I would use the overhead to show examples, and also show video clips of those same characters being portrayed in motion picture/TV. Then I would have each student apply this new learning. I would hand out copies of more passages that include development of character along with colored highlighters to allow students to color the pieces of information that describe or develop a particular character. I would monitor each student closely and offer corrective and positive feedback as needed. I would finally give each student the opportunity to demonstrate what they have learned by allowing them to select a person in real life to develop their character by dressing like that person and imitating their character traits/behaviors.
If I were using the whole-task approach to teach character development in literature, I would not only include fictitious characters, but I would also have students identify character traits in people they know personally, and in high-profile or famous people with whom they are familiar. This would provide them with a skill they can use in real life to determine how these people fit into the scheme of life, and in human interactions. In order to teach sets of objectives in the whole task approach, I would scaffold the learner’s performance by providing an example of someone we both know – either famous or not – and identifying their character traits and behaviors that reveal the traits in that person. I would encourage the learner to help me identify those traits and think of situations where that person’s behavior or response to a situation revealed their character. I would use mathemagenic methods to encourage high-risk learning that motivates the learner to invest more time and effort into applying the new skill of identifying character in both fictitious and living characters/persons. I would present someone like Adolf Hitler who showed leadership qualities and had an appealing oral presentation when he gave speeches, yet there was later discovered a “dark” side to his persona. I would have the learner research persons in literature, and in real life, misunderstood for the better or for the worse because of character traits and behavior they exhibited that led to erroneous conclusions about their character. I would hope that abstract knowledge would lead to newer learning about character development.
Table 9.2 ARCS model categories and subcategories
Topic of instruction: Characterization
Attention
Perceptual Arousal: Read some epitaphs from tombstones or funeral service flyers.
Inquiry Arousal: Ask students what they would like for others to say or write about them that displays their character traits.
Variability: Show video streams or clips of persons giving eulogies or introducing speakers. Point out the attributes the introducer lists about the speaker.
Relevance
Goal Orientation: I would make certain to address the cultural diversity represented in my classroom – such as American, Latino, Black, and Chinese.
Motive Matching: As I present the lesson, I would monitor closely for those students who may find the assignment challenging. I would adapt the assignment if necessary to keep it challenging yet doable, and keep the process in small steps to prevent frustration.
Familiarity: I would have students select persons of their own choice to identify character traits. They may select a family member, a close friend, or a famous person that they admire.
Confidence
Learning Requirements: I would closely monitor each student and provide feedback necessary to keep them on track and encouraged in completing the task.
Success Opportunities: Studying character traits in others will help students be more perceptive about others in society. They will learn that knowing the characters of others can help them build relationships that would be safe and provide camaraderie, or to avoid relationships that could prove dangerous or harmful.
Personal Control: The learner will acquire an awareness of character traits in others, and how to judge the character of others to determine if association is desirable or should be avoided. Each learner will have to be the judge in his/her own situation.
Satisfaction
Intrinsic Reinforcement: As students read their library books, they can record the page and paragraph numbers of a character’s dialogue and behavior and then list the character traits of that character.
Extrinsic Rewards: After the students finish their library books with the character documentation they complete, they can reflect on the ending of the book to determine if those traits were consistent with the character’s personality throughout the book.
Equity: I can encourage the student to use character analysis in daily life – not to necessarily judge people as superior or inferior – but to judge their character as a measure of how trustworthy and safe an association with that person would be. This could be applied in friendships, in politics, the work environment, or any real world situation.
Benefits of instructional design: After completing these activities, I see tremendous benefits of engaging in design research. I think instruction is much more potent, effective and relevant if one uses design research because it helps the facilitator think through the learning process very carefully. It provides a road map or blue print to detail every step of the learning process so that no “stone is left unturned”. Design research insures that the instructor is a “man with a plan” and is well prepared to execute that plan smoothly and successfully. Design research also provides a means for the learner to succeed at learning and applying the targeted skill. Research design provides a well thought out plan with a stimulating and detailed process which results in a successful, productive learner.
No comments:
Post a Comment