Content Overview
Practice
Can you place this learning? Below are a series of learning objectives. After reading each one, determine which domain of learning is being covered. Click on the
answer button to check your responses.1) The student can correctly place his/her hand to begin the process of making cylindrical pottery on a potter’s wheel
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2) The student will change his/her activities in order to minimize pollution.
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3) The student can describe the role of the U.S. in the Cypress Conflict.
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4) The student can identify the color red
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5) The student can systematically test between two competing hypothesis
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6) The student will visit a museum as a recreational activity
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7) The student can name the plays use by a football team
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8) The student will execute pirouettes, curtsies and bows
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9) The student can analyze the effect of a change of environment on an organism
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10) The student can outline the major events of a story
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11) The student can play quarterback on a school football team
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12) The student will show an interest in current events by reading a newspaper regularly
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13) The student can classify paintings into various areas using the characteristics of the period
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Homework
Consider the following gedankens, and respond to the assignment by e-mailing your responses to me. It may be beneficial before responding, to consider the variety of issues raised. A few examples include: Why have I chosen to call the races the Alphans and Omegans? What is the significance of learners with these varying learning styles? How does this connect to anything happening in your classroom?
Gedanken
The telephone rings again. It is kindly old Bob Gagne calling. He tells you that he has been doing consulting work with Intergalactic Instructional Systems, Inc. since he retired from Florida State. IIS specializes in taking Gagne's instructional model and applying and modifying it for different races from different planets.
"The work has been very good," he says. "In fact, it is too good. Just yesterday, IIS called me about two new clients. I just don't have the time to work with them. I thought that because you are the top person in instructional design since my retirement, that you might take a crack at helping me here."
"So what do you have?" you ask.
"Both clients are from Rigel IV, but oddly enough, they don't have much contact with each other. Each race wants IIS to re-design my basic model of instruction for them."
"Are these races different from each other?"
"I'd say so," says Gagne. "The first race, the Alphans, have perfect memories. They are eidetic, in that they never forget either the content or context of anything they learn. The Omegans, the other race, are completely different. I have tested them extensively and they seem to have no trace of any long term memory whatsoever. The Omegans do seem to have a massive short term memory store, though, so they can absorb a great deal of information over the short haul."
Can you help out Professor Gagne? (I personally suggest it is a good idea to try!) Modify his basic model of instruction to accommodate first the Alphans, and then the Omegans.
Gedanken Alternative 2
Consider if you will, this painting. It appears to be a simple painting of two young children. Sitting as they are staring toward the front of a classroom, they appear very similar. But the looks are deceiving. The child on the right, Pat, is a special child indeed. Pat is very gifted indeed. Blessed with magic hands, everything Pat touches seems to go well, everything except school work. Pat is the best athlete in the class, and while Pat doesn't know it yet, some day will be a gifted engineer. But it is a sad contradiction because while Pat has magic in those hands- Pat has an empty head. And no matter what you do as Pat's teacher, it doesn't seem to help. Pat simply cannot remember. You present material well, offer individual attention, everything you can think of- but to no avail. It seems like moments later, Pat is off in another world with no recollection of what has just occurred.
It is an unfortunate contrast you think to yourself as you watch Pat, next to Tori, best friends to the end. Tori is gifted. Tori remembers everything- just a glance and somehow it is put away and kept forever. A smile crosses your face as you consider others you have known like Tori. Dr. Barbour, your old comparative religion professor was the same way. You recall the time he came to class and left the exams in his car. Upon returning to the car to get the exams, he was unsure of his reason for being in the parking lot so went home. "He needs a road map to get to the bathroom" students used to say. But a mind like a steel trap in other settings. Just like Tori. But it was sad to see Tori, confused at times by he simplest problem. Without a detailed drawing Tori would never figure out even the simplest of machines- but together these two were a dynamite pair. A great balance for one another, and a great struggle for you.
As their teacher, you have to find a way to help both grow and learn. In spite of their different styles and needs, they are in the same class, expected to achieve the same objectives, and your only tool the writings of Gagne. Consider carefully students you have known who seem to fit these dichotomies, then re-write Gagne's Instructional Events Model offering to your supervising teacher (me) a detailed report of how you will meet the needs of both students. Prepare a report for each student file detailing the modified instructional events model that you will use to help this student in the coming year.
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