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Theory of Instruction Matrix.Motivation Self Regulation.CI 580.10.14.20 (1)

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Thanks for your overview of Gagne's Theory of Instruction. Of those listed, this theory was the one I felt I knew the least about; however, based on your information, I may be more familiar with it in practice than I realized. In many ways, the theory lines up with our school's expectations and approach in implementing the International Baccalaureate program. 

Like the theory notes, we attempt to state our objectives for the day and connect to the IB global contexts. Additionally, as a grade  6-12 school, we make an effort to build on our students' prior knowledge accessing the skills they already know as we add onto or elevate the complexity of ideas. I noticed that accessing a student's prior knowledge was a component of the theory. Finally, we connect to Gagne's approach as we also focus on formative assessments providing feedback for improvement. 

Thanks again! 

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Thanks for your presentation of this information. I feel that my approach to teaching lines up with this theory to some extent. I'm cognizant when designing lessons and activities on how much information to share with students before I overload them. I think we can only take in small amounts at a time to work them into our long-term memory properly. I never lecture my students for more than 15-20 and teach in a mini-lesson and then apply the skill/content workshop model. 

I also connect with the idea that some content and information require direct and explicit instruction from the teacher. Our role is also to help reduce redundancy and provide a singular place for students to locate the materials and tools necessary for the classroom. 

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Thank you for your presentation. I particularly liked the video that you included (videos are always fun to add). I also agree with William that some instruction needs to be direct and explicit. Especially when working with younger students.

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This presentation was very thoughtful and informative. One thing that stuck out to me was the role of the instructor in the Schema Theory and how we need to attend to prior knowledge and cultural background. The reason this stuck out for me is because I believe this will help our students find a meaningful reason to learn. Thank you for your presentation.

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Over the spring and summer, I have been teaching myself how to restore and repair wood furniture. This learning project emerged from pandemic-related circumstances. Not only have I had a lot more time on my hands, but I also have felt that wandering driveway sales in my mask was one of the few, safe, out-of-the-house activities available to me. As such, I have purchased way too much old furniture. I am currently finishing up my seventh project and it has been the most complicated one yet. I am completely restoring an old armoire and not only has it required complete refinishing, but it has also required repairs that I have not attempted before.

My very first project was a chest of drawers. The chest was on a curb with a free sign on it so, I threw it in my truck. I decided to see if I could fix it up on my own, meaning figure out how to fix it up without instruction. It was free so I felt ok about using it as a guinea pig. Working on my chest of drawers, I was engaged in discovery learning; no one showed me what to do, I was constructing my own knowledge as I experimented. This method worked pretty well, but the chest did not really require specialized knowledge. Using that experience, I plowed ahead with my other projects using the same method of discovery. As such, I have made a lot of easily avoidable mistakes. As Cognitive Load Theory states: instruction must be explicit when one is learning complex skills. Teaching myself, without much prior knowledge was fine for a simple project, but it failed to be effective once things increased in complexity.

Upon realizing that I needed some assistance in order to proceed, I sought out some instructional videos. However, I found that Ask This Old House and various YouTube carpenters overwhelmed me and left me feeling discouraged. The presenters seemed to be speaking a language that I did not understand and to possess tacit knowledge that I lacked. If I go back to Cognitive Load Theory, I can see that I did not have the appropriate schemata with which to organize the information. Everything that I was doing was new to me; I was starting from zero and they were already at ten. My working memory was overwhelmed because the presenters were moving too fast, were too advanced, and presumed a certain amount of basic understanding.

Moving forward, I need to seek out assistance. My armoire has a big crack and a big wobble. I think that online videos are a good place to look to find help. However, I think I need to watch and absorb some foundational explainers before moving to videos that address my specific problems explicitly. If I look to Gagne’s Theory of Instruction, I find an appropriate methodology for teaching myself new information. I should begin by gaining some foundational knowledge and building up. That foundational knowledge will allow me to form a hierarchy of information. Once I have some prior knowledge and new schemata, I can use them to complete more complex tasks.

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When asked to think of a current learning situation, working with my 4 year old son was one of the first situations that came to mind. We’re using a virtual preschool program and are focusing on the calendar. While we started in September and have had the same routine every morning, I’m noticing I’m having some difficulty getting him to use different strategies to recall the requested questions. (Answering questions like “how many Tuesdays does October have? How many more days until Halloween?” Students would be then be expected to sing the days of the week song to find Tuesday if they didn’t already have it memorized it and then count the days in that column etc.) According Gagne ‘s theory of instruction, that particular task is operating at the highest level of Gagne’s hierarchy. At this level, several simple actions are combined together to reach an outcome. Through the eyes of Gagne, he is most likely operating at the lowest level (signaling learning). Here the learning is more simplistic and direct. At this level, I can expect him to sing the associated songs or just know there are seven days all together. In order to remedy this situation and operate at the highest level, I can use reinforcement techniques; more specifically ‘guide learning’. This would look like showing how and what you could do to find the answer to a particular question.

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Motivation and self regulation learning theory really resonated with me.  I am familiar with Bandura but much less familiar with the others associated with the theory. Part of what interests me with this theory is its focus on motivation and self regulation while working in a field that does not guarantee our clientele will be self motivators or self starters. The “self motivated learner” is described as someone who sets their own goals and reflects on their own learning. This is ideal, but not always easy to achieve, especially with children dealing with rough home situations. This theory states motivation is improved when attention relevance, confidence, and satisfaction is addressed. I do believe these three factors are addressed that it can help so I would love to try this with a student of mine. One of the biggest reoccurring issues I have with (mainly) the boys at my program is with their sportsmanship. I have a group of boys who are all into sports, mainly soccer and football. All these boys have an aspiration to one day be professional athletes, so losing games for them is particularly hard because they see losing as a step back towards their future professional goals. I think this theory can help them by me helping them to address the three factors to help student motivation.

The first is attention relevance. From my understanding (if I am wrong I would love to be corrected!!) attention relevance is their interest level. For that, the interest in the sport is there. What I need is their interest in sportsmanship. I think I can achieve this by talking to them as a group about how important sportsmanship is in professional sports. I can bring up both how good sportsmanship makes a team play better, but also the consequences of unsportsmanlike conduct in sports such as pecialties.

Confidence is an interesting one to address. My boys are extremely confident in their own skills for the most part. It is when they start messing up and start getting yelled at by their friends is when I see the confidence eave them. This can also be addressed by talking about the effects of unsportsmanlike conduct. Teams play better when teams stick together!

The last one is satisfaction. I would love more clarification on this one and maybe a question to my peers could be how to address this one?

This theory also centers around goal setting. A good goal for my boys would be to try to work on their sportsmanship and see how positive sportsmanship effects their gameplay. Becoming better athletes is a shared goal of theirs, and using sportsmanship as a catalyst to get them to that goal can help them become more sportsmanlike as well!

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The theory that I chose is Meaningful Reception Learning and Schema theory. The reason I chose this theory is because I believe that putting meaning behind learning can influence and engage the learner.

I have a student in my Extended Care program who highly dislikes writing. She was supposed to write about what she did over the 3 day weekend. She had a difficult time brainstorming ideas and settled on what her teacher started to write about (which was the pumpkin patch). She struggled with creating a web and understanding that this stage in the writing process is just coming up with ideas.

My analysis of this situation and event is that my student was not motivated and lacked engagement in the activity. The reason I believe this is because she was assigned a personal narrative in which she had to think about when she helped someone or when someone helped her. She chose a time when her friend helped her win a game. In this particular writing she was able to create a brainstorming page and write a full five sentence paragraph.

My proposal then is that students who dislike a subject or an assignment need a reason to connect to it. If they do not connect with the assignment they tend to struggle getting the assignment done.

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I work at a school where most students want academic rigor and are highly motivated. Their perceptions of "what's worth pursuing" academically, however, tend to skew toward the STEM field. As a Literature and Composition teacher, part of my job is developing motivation and finding relevance and social agency for my students. 

Relevancy 

Every year, someone asks, "why do I have to have an English class? I already speak the language," or "I'm not going to be a Literature professor." I see some of my colleagues take these comments to be dismissive or rude, but I see an opportunity to deconstruct what our class means and allow them to know that it's already relevant to them whether they're cognizant of it or not. 

I ask them to discuss our society's goals as they are on the precipice of joining the adult world. Answers range from improving living standards to address inequities and discrimination, creating peace, and the like. Then, we discuss a function of literature - to learn from perspectives unlike our own, develop empathy, and perhaps address the inequities they note. I ask students if they have ideas worth sharing with other people - the answer is typically "yes" to some extent. Composition, or writing, is one way for us to communicate our ideas in an articulate and considerate manner. 

Motivation and Student-Led Learning 

Another issue I've confronted, in a way that I believe connects to this theory, is creating agency and autonomy for my students. I audited some of the texts traditionally taught in our school and understood why students didn't enjoy them - the stories were not something they felt motivated to learn or felt they could not connect to personally. I've shifted to book clubs, where I present an overarching unit question/topic and allow students to research and select books that they want to read and meets my criteria. Students lead and regulate their book clubs with my support. Students generate their discussion questions that they'll pose to their class. This sense of agency motivates them to engage with the texts at a level higher than I've ever seen before. 

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Thank you for your presentation. I loved hoe the video was simple and too the point. It made it better for my understanding since I did not research this theory. I feel this can be useful for practitioners to see that students minds can only hold a certain amount of memory at a time. So when students lose focus, its more than likely they are still processing the information they received. As a student I tend to overload my mind with too much information, but when I am in charge of training other individuals when i was working, I made sure to not do that to them so their brains would not be overloaded with knowledge and information. This is very important for teachers to be able to tell when a break is necessary from the curriculum.