Application Questions(P.42,1)
Teach how to calculate and compare the unit costs of various sizes and/or brands of the same product. Select three of the theories of learning discussed in this chapter. For each of the three, describe the nature of the instructional activities that you would design if you were adhering to that theory as you were planing the instruction.
<Cognitive
Information Processing Theory>
This theory is process within the learner. Stimuli that
become inputs cause learners to show behavior as output. First, learners need
to get attention to what they will learn. (Attention)
1.
Prepare for two pictures that are printed boxes
contain 10oz cookies for $9 and 5oz cookies for $4. And, have learners choose
one they want to buy by the first impression. Have them imagine when they go to
a grocery shop and chose one.
Next, learners need to make the personally meaning. (Encoding)
2.
Have students answer which one they chose and
why in the class. Also, have them think how they should find out which one is
more reasonable to buy.
3.
Guide them the idea to cultivate the unit cost
per oz of each box for finding out which one is more reasonable. And, make them
be reminded of division’s meaning.(Make them care about unit of each number.),
and think how to divide the problem of 10oz cookies for $9 and 5oz cookies for
$4.
4.
Have them make sure which box is cheaper per oz
after calculating each.
Lastly, they need to recall the new information from memory
so that it can be applied in an appropriate context. (Retrieval)
5.
Give leaners some similar questions like calculating
the unit costs of several sizes of same products and compare them.
6.
Also, they should have feedback of each question
in the class for making sure they understand the new style correctly. Have make
some learners share their answers verbally in the class with the way how they
calculated and compared each question
<Gagne’s Theory of
Instruction>
This theory is based on Information Processing Theory and
Gagne’s own observations of effective teachers in the class. He offered five
major categories of learning that define instructional goal in each condition
of learning. In this Application Questions case (p42,1), “verbal information”
to understanding the meaning of the unit
costs, “attitudes” that learners conduct correct side divided by the another
correct side, an “intellectual skill” to solving arithmetic problems should be
the mainly goals in this instruction.
First, gaining attention as similarly as Cognitive
Information Process. (I use same examples for
making it easier to comparing between Cognitive Information Process and
Gagne’s Theory Instruction)
1.
Prepare for two pictures that are printed boxes
contain 10oz cookies for $9 and 5oz cookies for $4. And, have learners choose
one they want to buy by the first impression.
Second, Informing the learner of the objective. And, third, stimulating
recall of prior learning.
2.
Show the question. “You go shopping to buy
cookies for a birthday party. Which one is a cheaper price cookie per 1oz? And
how much cheaper than the another one? ”(intellectual skill)
3.
Make them be reminded of division’s meaning(verbal
information) and care about the each unit to understand which number should be divided
which one (attitude).
Four, presenting the stimulus.
4.
Make some groups within the classmates, and have
them have discussions for the solutions.
Fifth, providing learning guidance.
5.
If there are a group that have problems, give a
cue or hint to make them clear.
Sixth, eliciting performance. And seventh, providing feedback.
6.
Make some students share verbally how they
thought and solved it in the class. Make sure all learners understand in the
end including the meanings of division and unit. Also, ask any question.
Eighth, assessing
performance.
7.
Demonstrate what learners have been learning in
front of the class again
Ninth, enhancing retention and transfer.
8.
Give more similar questions and approval ones to
go beyond the immediate context of the instruction.
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