ETEC 561 Week 2 Reflections

 

Week 2 reflections

• Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

My learning objective is to help my students become more comfortable with use of the Pythagorean Theorem as a mathematical tool and not a brutal mental torture device. The first approach I often use, that is found in our text, falls inline with the Situated Learning Theory. This theory states that if you place students in a real-world situation and you give them the opportunity to interact with others working on the same objectives learning will occur. I am big believer in this form of education. It is the realm where “book knowledge” and “real-world knowledge” collide. It is here that the principles learned in the classroom will take shape before their eyes and in their hands. It is here where the student will master the knowledge and it will become a part of them.

To start students out I will have them look at architectural photos of various buildings and structures and have them find the triangles located within those structures. Once they have learned to spot triangles in structures, they start to become less apprehensive about the theorem and focus on seeing triangles in every day objects. The second step is to have them determine if the triangle is a right triangle or not. At this stage of the lesson, students are now applying the key points of what makes a right triangle. Many of my students in college-prep math have far less anxiety about the lesson at this point as compared to when we started the lesson. This is in large part because they are on a mission of self discovery and many of them look for triangles in the professions they hope to be working in. People that are trying to get their fireman's certification use the theorem when having to determine how far they have to extend the ladder to reach a window, welders use it when they have to weld a support bar for an angle and football players use it when they have to take an angle to tackle an opponent that has the football. The students start to see the right triangle every where and are now motivated to define what they see by the use of numbers in the form of the Pythagorean Theorem. I encourage students to provide a brief presentation on how they see the theorem being used in their perspective field of work or leisure activity.

Through this process, the student has gained an opportunity to apply a particular knowledge set to something that they find interesting. They are not asked to merely memorize the theorem and apply in a vacuum. They have the opportunity to apply it to objects and situations that arise in their world and thus, they have found uses for their mathematical tool and the learning that takes place is more often than not, permanent.

The second process I would use to teach this objective is best described as the Schema Theory. This theory states that a persons understanding of the future will be based or is based upon their current knowledge set. I have chosen and will continue to employ the constructs of this theory because I have found, based upon my own personal experience that many students do not grasp the mathematical concepts unless I can put it into a language that they can understand. This means that I can not, at least when I first introduce the lesson, speak purely in mathematical terms. I have to “break it down” using language that each student is familiar with. Often times this requires me to cover a particular point in the lesson several different ways. This only done to establish a common base-line of knowledge.

In this case, I would use pictures of triangles and describe the sides as one, two and three or left side, right side and long side as opposed to “a”, “b”, and “c”. I choose to do this because one I introduce letters to numbers, many of my non-traditional students seem to panic and emotionally shut down. This technique has allowed me to keep them on track longer until I can get my point across and have them looking for triangles in their everyday lives or perspective careers. Once students are able to develop the base of knowledge that involves the Pythagorean Theorem, then they will be able to apply it in an abstract format such as vector graphics in physics and or plotting in mapping and surveying. Many students will be and have successfully, after having been taught by this technique, grasped the concepts of their perspective disciplines that utilize the Pythagorean Theorem, very quickly. Establishing their knowledge base in this fashion helps provide them with a great deal of confidence.

• Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

Gagne's Nine Events of Instruction: http://ide.ed.psu.edu/idde/9events.htm

 Video:  Nine Events of Instruction:

According to Robert Gagne, there are nine events that activate processes needed for effective learning. Gagne believes all lessons should include this sequence of events:
(Click on an event for related instructional strategies)

Events

Reference:http://ide.ed.psu.edu/idde/9events.htm

• Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Whole-Task, Scaffolding, and Mathemagenic Methods
The learning objective of using the Pythagorean Theorem will remain my theme while I discuss how I would employ the various learning methods. I would employ the use of the whole-task learning method first. I would solve equations (real-world examples) requiring the use of the Pythagorean Theorem. Doing this, will give the students a complete overview of the process and give them an idea of what they are working towards. This helps alleviate the notion that accomplishing the learning objective is pointless in the “real world”. The next method falls under the category of scaffolding and I would do this by generating handouts or scaffolding notes, that I would distribute to the class that would help them keep up with discussion. On the back of the handout would be a self test (not graded by me) that covered the discussion and would allow students to measure their own knowledge set on the subject. After taking the self test students will work with each other and receive guidance from me to ensure that all of the questions on the self test are answered correctly. After students have demonstrated that they have achieved the enabling learning objectives (problems worked in class and home work) their skills will be tested in practical applications. This is best described as the

mathemagenic method. This method is employed to cement the knowledge learned. Students will be required to conduct experiments and solve real-world problems that involve the use of the Pythagorean Theorem. This will be done in groups to help the students develop self-confidence in themselves and their abilities to learn and apply what they have learned to the world around them.

• You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

Attention	Perceptual Arousal: Students find right triangles in the world around them.
	Inquiry Arousal: I ask students to show me right triangles in nature and in structure and to identify the sides.
	Variability: I will have perform a micro teaching exercise on how they applied the theorem and solved a problem.
Relevance	Goal Orientation: Employ of the theory of Zone of Proximal Development and allow students to help each other learn.
	Motive Matching: Allow students to perform micro teaching exercises to build confidence in the subject matter after they have demonstrated that they can perform the task.
	Familiarity: I will provide real-world examples of the theorem being employed to solve problems.
Confidence	Learning Requirements: I will assign the students problems where they will have to find the third side of a triangle after they have been given the other two.
	Success Opportunities: I will assign less difficult problems first to build their confidence and then assign progressively harder problems.
	Personal Control: I will provide guidance to the students by asking probing questions to get them to think about what should be their next course of action in solving the problem and make a note to praise their efforts. I feel that this is just as important as getting the right answer. I will also
Satisfaction	Intrinsic Reinforcement: I would encourage this type of reinforcement by providing the student with progressively harder problems that will get right if they follow the procedure I have outlined for them in their notes to solve the problems.
	Extrinsic Rewards: I will provide rewards such as giving extra credit points to students to be applied to their exam if they demonstrate a strong work ethic in class. I will also provide items like pieces of candy or gift cards to snack bar for student participation.
	Equity: I ensure that the learning process is a shared load that borne by both student and teacher. It is my job to be prepared and to challenge them in a positive way and it is their job to be an active and responsible learner.

• Finally, after completing these activities, discuss the benefits of engaging in design research.

Research allows those in the field of education to make decisions based upon the data gained from the design research. The information gained from the research helps provide educators with various options to try and improve upon the learning experience that is taking place in their classrooms and in cyberspace the world over.

The key benefit of engaging in design research is to enrich the learning experience not only for students, but also for teachers. To ensure that our educational institutions are keeping our country strong and providing our young people of tomorrow with a fighting chance to compete in an every shrinking world and even more global market than we have ever seen before. Knowledge is king and the ability to pass that knowledge on to others and to ignite the passion for learning, innovation, hard work, and success all stem from our (parents, the community, teachers and professors) ability to improve upon the instructional models we are currently using. Learning is life and if we fail to learn then we are doom to die.