Week 2 Reflection:Theories and Models of Learning & Instruction

The learning goal would address mathematics topics that students struggle with in the 4th grade. This would include multiplication & division of larger numbers, fractions, and Elapsed Time. The learning theories that I would utilize are Schema Theory and Situated Learning Theory. In the activity students would have to think back on skills that they have learned some time ago and create a flipchart. By the student learning how to create flipcharts themselves it enables the student to engage in instructional design. The student would include examples of the math problems that students would work on the board. They would have to think of real-life situations in which being able to multiply large numbers are critical to a person's job.(e.g. Before a grocery store stocker can place products on the shelf he/she has to know how much of the product came in, if any of it is damaged, how much of the product is currently on the shelves, etc...)This would be an example of Cognitive Information Processing Theory. 

2. This video is a perfect example of how we as people transfer knowledge to others daily and don't realize it.

3. Whole Task Approach-Teaching the student how to create a flipchart by modeling for them what to do in order to create the chart. Taking the construction of the chart further by taking snapshots of items that they may want to include in the chart or linking videos to the chart.  

Scaffolding-Trying to get a student to remember a specific method for solving a multiplication equation. I would ask them if it was easier for them to use the box method or breaking apart the number into smaller numbers that they are able to work with.

Mathemagenic methods-Reading directions for creating a flipchart.The student not only has to comprehend what s/he has read, but be able to apply. 

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 5.One of the benefits of engaging in design is to see how others think. With this lesson it enables you to look at different ways of interpreting information that has been taught. One is able to find out what has been successful in terms of learning. Also engaging in design promotes change to come about in one's own views of using future instructional design methods.