Module 5

Option 2

Robert Gagne's learning theory is based on the assumption that human learning is complex and is varied. Learning is an individual process, never exactly the same for any two people. The outcomes of learning are referred to by Gagne' as capabilities. These capabilities are acquired by environmental stimuli and the cognitive processing employed by the learner. In order to develop a modified plan of instruction for Pat and Tori which will have the outcome of meeting the same objectives, I must first evaluate their capabilities and the way in which each learns.

Gagne' outlines five varieties of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. These varieties of learning combine the internal conditions of learning, the learner's motivation and processing steps, with the external conditions of learning, stimuli from the environment, such as the teacher's planned methods of instruction, producing the five varieties of outcomes of learning.

Let's first examine Pat's preferred method of processing information. Given that Pat is athletically inclined I would conclude that his capabilities of acquiring knowledge through "smoothness of action, precision, and timing" (Gagne', 1977) are quite developed. Since Pat learns through practice and repetition I would base his instruction, as much as possible, on manipulating his environment. Pat's age was not given, however he was referred to as a young child. I will place him as a student in my own first grade class. I am teaching basic addition of single digit whole numbers. I would be sure that whenever Pat practices this skill, he uses manipulatives to show how group a plus group b equals group c. Remembering that Gagne' believes skill improves through practice, and practice allows the parts of the skill to be fitted together eventually leading to "automazation of the skill" I believe Pat can and will enjoy learning.

Now let's move on to Tori and his forte in learning. Tori was referred to as remembering everything at a glance but in need of "detailed" drawings to figure out the simplest machine. It appears that Tori is quite adept at labeling and stating information. I would assume that he is able to recall large bodies of information and encode them into his repertoire of knowledge. To teach Tori how to add whole numbers I would again use manipulatives to show him why one plus three equals four, but I would then also have him keep a list of addition fact families. (i.e. for the fact family of three the fact sentences would include: 0 + 3, 1+ 2, 2 + 1, and 3 + 0) I believe in doing this Tori would be able to see and remember the relationships he needs to know in order to solve simple addition problems.

Because a learner's cognitive processes interact with the environment in different manners during learning, I would like to structure in more detail how Pat and Tori learn in relation to Gagne's nine phases of learning. I will again be using a student's ability to generate the sum of two whole numbers as my objective for a particular lesson.

To Prepare Pat and Tori for learning I would employ visual stimuli i.e. I would call on students to "act out" an addition word problem. This method would alert both boys to the stimulus. Physical objects for Pat and a written word problem for Tori would orient them to the learning goal, and provide recall of what a number is and its symbolic representation i.e. the numeral "4". During the acquisition and performance phases of learning I would vary the boys' instructional events because of their different strengths in learning. With regard to Pat, since his long term memory skills are virtually nonexistent, I would have him practice using a myriad of methods to act out or manipulate objects, the key to his learning strength. I would structure the practice so that Pat is able to encode a visual image of the skill, group a plus group b equals group c, and familiarize him with the routine required to find the correct response. (If he puts the set number of blue manipulatives for group a and the set number of red manipulatives for group b, blue and red lions will equal group c.) Since Tori remembers everything at a glance, I would concentrate on the area of semantic encoding. According to what I know about Tori, this should be a fairly easy process, therefore I would also gave added attention to retrieving the information and responding to set addition problems with the appropriate sum. When Tori sees the plus sign he would recall the fact family whose member is the sum of the addends.

Both boys would have reinforcement of learning through the different method by which he is acquiring knowledge. At this point the two boys' methods of learning would complement each other in their practice. Working as buddies, Pat and Tori could observe and check each other's performance on addition of whole numbers. Finally to ensure transfer of learning for Pat and Tori, I would concentrate on each boys cue for retrieval for the process of addition. With Pat the cue could be the identification of the plus sign to remind him that the number symbolized by the numeral should be counted plus the second numeral equals the sum. Tori's lateral transfer could be recalling the sum of each fact family.

For all students the process would be reviewed every several days so that the retrieval cues become soundly embedded in their learning. I see Pat and Tori as excellent learning buddies because each brings his own strength to the learning process. I hope they remain lifelong friends... we draw our strength from those around us who excel in our areas of weakness.