Section 2 Questions
1. One learning goal I really have to stress to my 9th and 10th grade English students is a knowledge of the literary elements in literature such as theme, characterization, symbolism, etc. I have found that my students, even coming into high school, are good at defining the elements out of context, but once a piece of literature is actually put in front of them, they then have difficulty identifying symbols or being about to relate what the overall theme or tone of the piece is. One method I use to help my students in this area and to teach it in baby pieces, using the Schema Theory of learning, is by bringing in children’s books, often with pictures, for them to begin to analyze for literary elements first. I first put them in groups of 2 with a children’s book. They are required to identify one symbol from the story and explain it, one example of figurative language, which they have to cite and explain, and have to explain in a theme statement what the theme of the story is. As we move on, I begin requiring them find more and more elements and they are then given a children’s book to work with on their own. I also use the last 10 minutes of classes sometimes to read them a children’s book and we, as a class, examine and identify the elements in the story. We begin discussing and adding about 5 elements at a time until I feel they have gained knowledge of each one. The Cognitive Information Processing Theory is another way I try to enhance my students’ knowledge of the elements. One way I use this is when trying to get them to incorporate the literary elements and figurative language into their own writing. One way I use this theory to break it down into steps and give feedback often, as the theory calls for, is I have them begin by writing similes, metaphors, use onomatopoeia, anaphora, etc. in short sentences. I then have them read them aloud and I and their classmates give them suggestions on ways they could improve the sentence. We then continue on and increase that writing into a paragraph. I’ll give them a prompt to write about and they have to include a certain amount of literary elements or figurative language in their writing. I then read these paragraphs, call each one up while the others are working, and we talk individually about how the paragraph could be improved. Once they work their way up to writing an actual essay, I have them bring their essays and they participate in “peer tutoring” with a fellow classmate. Then, the essays are turned in to me and they must have had a certain amount of figurative language in their essays. I then call them up individually again while the others are busy and we discuss their writing.
These are Gagne’s 9 events of learning as shown in this source. There is much overlap from the First Principles discussed in the text. I’m not good at tables, so I’m going to do my best to explain the connections and any overlap I found.
The first 4 steps would fall into the “problem” and slightly into the “application” step of the First Principles, as this is where the student is informed of the objective and what the learning goals for the particular activity will be. This is also where you would want to make some kind of connection with the student and the material in order to draw their attention in. This connection is very important, as you can lose students right from the start if this connection is not made. The “demonstration” and “activation” steps of the First Principles are like the “elicit performance” step from Gagne, as this is when the student actually begins performing the skill at hand. The “Integration” step of the First Principles could fall under the “provide feedback” part of Gagne, as this is where teachers should look for any needed reteaching, clarification, etc. The “assess performance” and “enhance retention and transfer” steps from Gagne are a nice addition, one not seen in the First Principles really, and these are some that I feel teachers often forget. We have to reiterate the skills learned so that they are retained and are continued to be viewed as valuable.
When looking at these principles, I thought of a lesson I just completed with my 10th graders. Because they are at the age of about to be getting their driver’s licenses, I feel it’s important to incorporate some non-fiction pieces of literature that confront the dangers of driving, especially for new drivers. One such danger is talking or texting while driving, an epidemic that is killing thousands of young drivers each year. I first use the “problem” principle by having them write a journal about what car they want, what their plans for driving are, if they are in driver’s ed, how it feels to be able to drive, etc. This is really easy to get them engaged with because it’s such an exciting time in their lives. Then I show them a few videos of new cars on the market and we talk about the things we like about each car. This also gets them excited! I then move into the ”application” principle by reading an article called “What Call is Worth a Life” which discusses the dangers of talking while driving. They then continue the application principle and move into the demonstration principle by complete a few open-ended questions about the article in which they must quote from the text to support their answers. We then view two videos from Youtube, one a documentary put out by At&t about 4 different families affecting by texting and driving and the other a reenactment of an accident involving texting while driving. We then discuss the events of the films. The next article we read focuses on texting while driving and outlines about 15 statistics, with specific names and ages of people who have been killed due to texting and driving. As far as the integration step, I encourage my students, once the lesson is over, to sign a pledge (which I keep a copy of) that they will NOT text and drive. Many of them have a very different view on the topic after this lesson that is for sure.
3. I have to admit that I struggle at “whole task” instruction. It is often difficult for me to convince (because obviously I already know) my students that they really will use these skills in the real world. One activity I do have them do is to write a resume, which is definitely whole task, as they will indeed use this skill in the real world. Scaffolding is a method I utilize in almost every lesson. I’ve found that taking baby steps and adding in parts of the lesson step by step allows them to be much more successful at the skill at hand. See #2 for some scaffolding examples. I use mathemagenic methods by using “leading questions that are sprinkled throughout a learning task” to “help students mindfully abstract away from the given information and reach a more general understanding” (76). I try to always throw out questions throughout a lesson that make my students think back to their own lives or the lives of those around them so that sometimes difficult or complex ideas can be simplified. When they can make this connection, you can see the light bulb go off and they can “get it” on a new level that they understand and can relate to.
4. Course on folk and fairy tales
Attention
Perceptual Arousal: Read a traditional fairy tale, such as Little Red Riding Hood, Little Mermaid, etc., and discuss the differences seen in Disney and other depictions of fairy tales.
Inquiry Arousal: When the traditional fairy tales are seen, this will take care of itself, as students are always shocked to see the evolution of tales that has taken place.
Variability: I would incorporate video clips from different versions of the fairy tale being discusses.
Relevance
Goal Orientation: I can meet their needs by supplying a thorough, clearly stated syllabus in which all of the expectations are defined. All assignments should be clearly defined with due dates and my information if they need to contact me.
Motive Matching: They would have choice as far as their final paper and its focus, I would lead them in the direction, through their readings, to provide the correct influences for their learning on the topic(s), and their responsibilities would be clearly stated in the syllabus as well.
Familiarity: This will be easy, as most of them will have been exposed to several, if not all, of the fairy tales discussed in class and in readings.
Confidence
Learning Requirements: I can give feedback on all assignments, help generate productive classroom discussions, and provide much tie in to their past experiences with fairy tales.
Success Opportunities: Through the writing of a proposal and a final paper, along with reading responses each week, the learner will continuously have the opportunity to examine their own competence throughout the course. My feedback would make this clear.
Personal Control: The learners will know this by the point scale given for each assignment, up front, in the syllabus.
Satisfaction
Intrinsic Reinforcement: They will have this opportunity through the classroom assignments they partake in and in outside activities and readings I will encourage them to read and participate in.
Extrinsic Rewards: The feedback I provide throughout the course and their final grade in the course.
Equity: I’m very good at encouraging, having a positive attitude, and providing positive reinforcement in their individual activities and in their overall goals for the course and for their educational career.
5. I think there are many benefits to researching instructional design, although it is not the most enjoyable topic for me personally. I have come across several new methodologies that I had not ever heard of before, so that was nice. It’s also nice to have a reminder of the ones I have already been exposed to and when seeing that my lessons and teaching styles follows many of these theories, that lets me know that I’m doing some things correctly. I think this is an area that will only continue to grow, as we all know, with the inclusion of new technologies in our classrooms.
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