Burleigh's Theories and Models of Learning

1.       My Specific Learning Goal for my students is to learn how to create an Access database and show others one aspect of what a database can do.  They will have to rely on information, about creating tables in Word, learned last year and reviewed again this year.

a.       The first learning theory that I would incorporate is the Information Processing Theory.  This theory recognizes that students have a memory system that allows them to make connections between prior knowledge and the new information they are learning (encoding).  First, I direct their attention to the similarities of the programs and tables they will be working with.  I then have them create a CD library consisting of titles that are popular for their generation. I give them positive feedback acknowledging that they have correctly made the connections between using the two different programs and the two different type tables.  They acknowledge that this lesson takes them to the next step, beyond just working in Word on simple tables of columns and rows.  It satisfies the first part of my goal: How to create an Access Database.

b.      The second learning theory that I would incorporate is Cagne’s Theory of Instruction.  This learning theory builds on the information processing theory and takes us to the second part of my goal: Show others one aspect of what a database can do.  After creating the CD Library table, students run a query and create a report based on that database.  Then students create a new address book database of ten of their friends and they learn how to put their friend’s pictures in forms and create input masks for telephone numbers and zip codes.  This learning experience uses all 8 events of instruction as outlined by Cagne.  The 9^th step comes when the students are put into groups and create a “How to video”.  In their groups, students design the How to videos in either PowerPoint or Movie Maker and have to show their audience how to create a report, run a query, mail-merge labels, create an input mask, or insert pictures into a form. This learning goal satisfies the students need to exchange and share information with others.

See finished student work attached…

2.       I would like to use the reference above to compare and contrast with Cagne’s nine Events of Instruction as it is a popular lesson plan that the student love to do.  My Lesson Plan: How to create an Access database and show others one aspect of what a database can do.

My Lesson	Cagne’s Theory of Instruction	First Principles	How to Align them
Introduce students to Microsoft Access. Ask them if they can think of one database they use every day.	Gaining attention	Engage students in real world problems	Tell them about the history behind the Google database.
Tell students that because there aren’t many ‘How to’ videos that show how cool having a database can be, we are going to create one and publish it on YouTube.	Inform Learner of Objectives	Instructional goals not too specific	Engage students in the lesson with excitement about the lesson.
Remind them of the tables we created last year in Word, then in Access open a table and go over the explanation of columns and rows.	Stimulate recall of prior learning	Activate existing knowledge as a foundation for new knowledge	Compare columns and rows to fields and records. R= rows = records
Show students created templates of different types of databases.	Present the stimulus	Demonstrate the lessons with “how to” examples	Have students watch a How to video about Access and type a summary of what they learned or didn’t learn from the video.
Introduce the step-by-step lessons, including pictures of the screen shots.  Have students create a CD library.	Provide learning guidance	Use cues and questions to help students recall prior information. Demonstrations text and graphic illustrations
Using their previous lessons, students create a database address book of ten friends.	Eliciting Performance	Practice and apply their new knowledge	Students can use their phones or digital cameras to take pictures of their friends and embed them into the forms in Access.
Encourage the students to use their notes, but help them when they get stuck.  Let them know when they are on the wrong track and redirect what they are doing.	Providing Feedback	Explain the correct ways to accomplish the task throughout the lesson.	Encourage cooperative learning with the students at this point it will help them once they move into groups.
Students begin working with their databases to retrieve information and design professional looking reports.	Assessing Performance	Integration – transfer information	Students reflect on what they have learned and what components of the database that they feel best able to teach others.
Students are put into groups of four, jobs are determined and production begins.  Students create How To Videos, which must include ten text slides and ten graphic slides describing each step of the process. They then publish them on YouTube, through the My Big Campus portal.	Enhancing retention and transfer	Provide opportunity for students to create, invent, or explore new ways to use their skills.	I group the students and they choose the jobs they want to perform. They follow the rubric to be sure they have included all required elements in the final product.

3.       My Lesson Plan: How to create an Access database and show others one aspect of what a database can do.

a.       Whole Task Approach: The students create a database and then create a How To video teaching others how to use a database.  By completing this lesson they achieve a sense of professional achievement.  This lesson is Holistic in that it integrates declarative, procedural, and affective learning.  Because the students are working with a real life problem and can transfer their knowledge to others, they prove that they have integrated knowledge, skills, and attitude.

b.      Scaffolding: Teaching the objectives one by one or you could describe it as serving up the chunks.  Chunk #1, Introduce the lesson by opening Access and creating and naming a folder for the Practice Access Files.  Chunk #2, Go through the ribbon (Tabs, Groups, and buttons) and describe both views: Design view to enter fields and datasheet view to enter records. Chunk #3, create a table using CDs.  Chunk #4, create fields in design View.  Chunk #5 Create Records in Datasheet View. Chunk #6, use the table to run a query and create a report, print and turn in.  This approach would not be known as a part task sequence; even though it simplifies the process and creates a strong foundation for further work done within the database.  It is Holistic in nature with a whole task paradigm because there is a constant coordination of skills that occurs when designing and using a database.

c.       Mathemagenic:  There is no test involved with the above lesson plan.  The test is the finished products that result from the learning.  Student groups of four create a Ten Step - How to slide show of ten text slides (they decide what the slides say), ten graphic slides (They decide on the graphics, animations, screen shots) that add visuals to the text slides, a title page and a credits page.  They determine their topic and choose which video creator software program to work in.  This is Mathemagenic because they take what they have learned and create something new.  The students use their recurrent constituent skills and apply them to the new non-recurrent constituent skills and together as a group, brainstorm the plan, the design, and the steps to complete the task so others can learn from it.

4.       I have been hired to design a course for Access in Business Education.  I chose this because most students have never heard of it, or don’t like it, and some even fear it will be too hard and they won’t be able to do it.  Using the ARCS model, I will dispel all their fears.

ATTENTION
Perceptual Arousal	What can I do to capture their interest?	Peak their curiosity. Give them a challenge.
Inquiry Arousal	How can I stimulate an attitude of inquiry?	Connect it to something they know and are curious about.  Example: The history of Google.
Variability	How can I use a variety of tactics to maintain their attention?	Give them written/visual instruction; have them create a database based on a sample; let them use a template that is already done and change the color, font, and formatting; have them watch a How to Video so they can begin seeing how to make one that is so much better; give them the opportunity to publish their work on a website.
RELEVANCE
Goal Orientation	How can I best meet my learner’s needs?	Give them opportunities to learn and share their new found knowledge.  Make sure that the lessons are interesting and can keep them engaged for the entire period.
Motive Matching	How and when can I provide my learners with appropriate choices, responsibilities and influences?	From the very beginning of the lesson students can take responsibility for working together and helping each other learn the tasks.  This will make their group stronger when they start working on their How To videos.
Familiarity	How can I tie the instruction to the learner’s experiences?	By having students recall what they learned previously about working in tables. Talking about Google; the database they enjoy and use daily.
CONFIDENCE
Learning Requirements	How can I assist in building a positive expectation for success?	It conveys in all I do and say that I know they will have the best videos out there when we get done.  They are much better designers.  I encourage and promote their successes continually during the lessons.
Success Opportunities	How will the learning experience support or enhance the students’ beliefs in their competence?	By repeating lessons in different ways.  A CD Library, A Magazine Library, A Database Address Book, Redesigning templates. The students continually build on what was previously learned.
Personal Control	How will the learners clearly know their success is based upon their efforts and abilities?	They practice and work cooperatively with their peers.  I encourage them to try to do it themselves before asking for help.  But not to stay stuck too long as together, we can usually find a solution to their problem in no time.
SATISFACTION
Intrinsic Reinforcement	How can I provide meaningful opportunities for learners to use their newly acquired knowledge skills?	Create Mass mailing contest:  Mail-merge business letters to ten schools  and have a contest of who receives a letter from the farthest away or who receives the most letters. Give prizes like flash drives. Research and mail Veteran’s Day Cards to Local American Legion and VFW Posts, thanking the Veteran’s for their service to our country. Publish their work on a website where parents and friends can see it.
Extrinsic Rewards	What will provide reinforcement to the learner’s successes?	If the learners receive mail back from the schools or a response from the Veterans. If published work gets recognized and requests start coming in for the student’s to do real work.  I have a student in my digital media class who has started designing phone wallpapers for the Football players.  The Basketball coach now has her listed as their Graphic designer for all promotional materials pertaining to the athletic department.
Equity	How can I assist the students in anchoring a positive feeling about their accomplishments?	I have my students try out for the Business Professionals of America (BPA) contests in the areas they want to try.  I provide them with practice time outside of classroom hours.  I also do the same for UIL contests.  I post their work on the school website, My Big Campus Portal to YouTube, and on the huge bulletin board outside of my room. They know I am proud of their accomplishments because I tell them so.  Especially those that struggle with the lessons at first.  I stay with them and help them until they are doing it on their own.   I also attend all their extracurricular events.

5.       As a teacher, I think that it is very important to know all you can about the different instructional and motivational design theories and models.  Every year, I change my lessons.  I either add to the good ones; change what doesn’t work on the bad ones;  and research new ways to assess what the students are learning.  I am lucky to be a Business/Technology Apps teacher because I can design all my own lesson plans.  I work at a small school and don’t have a team to collaborate with, which can cause pros and cons to my position. I am one who enjoys using technology and I enjoy seeing the students use technology.  I have all the advanced programs in my room, so I get to help the students with creating the mix for the senior song, using Audacity; designing graduation announcements and Mother’s Day cards; creating the athletic department fliers; and much more.  Before I came there, I guess they sent work out to be designed.  Just this past year, when I turned an empty room into a student center did the projects start coming my way.  Next week, I will be helping two FFA officers design their video about the contest wins at the H.O.T. Fair and Rodeo.  I can’t wait!  I know that when they just show up and say, “Ms. Burleigh can you help me?”  I don’t have a lesson plan at that moment that we follow BUT…I do make notes of what we did; what worked, what didn’t; and if I plan to use it for a lesson, I put it in my Lesson plan book and begin working on it in my spare time.  I am always reflecting and recreating.  That is one more thing that I love about my job.  The ability to reflect and make a difference with what I have learned.