critique

Reflection (1)

In the previous chapter by Driscoll (2005), we discussed the motivation and self-regulation in learning and we explored various theories in this regard such as the ARCS model of motivation. For this week, the chapter being discussed is concerned with Gagne’s theory of instruction. This is not my first encounter with such profound name and his well-known theory of instruction.

This chapter starts as usual with considering different scenarios related to the topic of discussion. The two scenarios mentioned are first, the case of medical students making diagnostic mistakes because they just depend on general theories and they overlook simple symptoms that may help them their diagnosing (Driscoll, 2005). The second scenario is concerned with the sexual harassment issue in the workplace and how A & B Agency is raising the awareness towards such unacceptable behaviors within the workplace environment (Driscoll, 2005).

After displaying these scenarios, Driscoll (2005) continues by mentioning the definition of an instructional theory by Reigeluth (1983) “identifying methods that will best provide the conditions under which learning goals will most likely be attained” (p. 352). In this section, the author argues that for an instructional theory to be of high effect, it should be associated with a related learning theory. I would say that will make the instructional theory much stronger and would make it rely on a solid learning theory.

Robert M. Gagne’s theory of instruction was based on his experience as an instructional psychologist. His learning outcomes were dependent on five elements mentioned by Driscoll (2005), verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. For these five elements to be materialized, learning conditions are further investigated.

The nine events of instruction are said to be ideal for instructors to use in their design of instruction and to follow when teaching as well. these nine events of instruction are, gaining attention, informing learners of the objective, stimulating recall of prior learning, presenting the content, providing “learning guidance”, eliciting performance, providing feedback, assessing performance, enhancing retention and transfer (Driscoll, 2005). I like how this theory of instruction is relatively considering different fields and practices as well. As an instructional designer, such conditions and events will serve my instruction greatly and I using this theory will enrich and balance my learning goals and outcomes as a result.

Reflection (2)

This chapter discovered the rationale for the cognitive apprenticeship approach, and test its effects in several ways by applying it. Mayer seeks in this chapter what teaching by apprenticeship is and why it is significant for today’s educators. The theory is one that is adopted from situated learning theory. It is providing learners with varied forms of teaching for growing understandability. Even though, some people look at it as just a form of tutoring or mentoring, apprenticeship has a social component which makes it a significant tool in the classroom. Learners asked to observe and utilize their own skills instead of simply being taught something. The authors stress that apprenticeship is significant because a learner gets to learn under a more learned adult and established.

Studies show that learners often fail to utilize school-taught outcomes outside of school. Lev Vygotsky discusses that learning occurs within a social context. educatores are needed to support learners move through their zones of proximal development to their potential level of development under the guidance of more capable educators.

Cognitive apprenticeship includes applying apprenticeship techniques for school. Three features of cognitive apprenticeship programs are modeling, coaching, and scaffolding.

This chapter presents three techniques inspired by a cognitive apprenticeship approach: Collaboration methods such as cooperative learning, reciprocal teaching, and Computer-supported collaborative learning, modeling methods, and personalization methods such as visible authors and conversational agents (Mayer, 2007).

In cooperative learning, small groups of learners study with each other and get rewarded as a group for each one’s performance. Researches have shown that learners in cooperative groups learn more successfully and effectively when the lesson is structured and learners have particular instruction in the collaborative learning strategies.

In reciprocal teaching, the learners and teacher take role of teaching how to act an academic assignment such as how to apply effective listening skills strategies (Mayer, 2007).

Researches have shown that when the instruction focuses on, particularly to be learned strategies and the learners are taught how to design their discussions, the reciprocal teaching works best.

In computer-supported collaborative learning, collaboration is expanded to an online learning environment. However, there is some evidence showing that that computer-supported collaborative learning has big positive effects on achievement.

In participatory modeling, novices and experience participating in modeling the cognitive processes needed to act the same academic task. For instance, how do you write an informative essay.

Invisible authors' methods, material are written in ways that show the author as a person utilizing the first- and second-person constructions. It is directly addressing the learners and, uncover personal opinion.

In conversational agent methods, the speakers utilize argument style. And utilizing polite wording for the recommendation. There is strong evidence that these kind of techniques can develop learner understanding from an educational game (Mayer. 2007).

Even though giving these obvious challenges, cognitive apprenticeship theory has some strength that should probably be integrated into a modern teacher’s method. The author has done a nice job of communicating those strengths.

Reflection

The chapter “Gagne’s Theory of Instruction”, as the name suggests, deals with Gagne’s instructional theory and explains it in detail, analyzing its significance, strengths, relevance, and irrelevance for constructivism and instructional strategies. I think the chapter is a nice and easy to understand description of the instructional theory by Gagne and an impressive comparison of the theory with the changing needs for instructions. Gagne’s Theory of Instruction stipulates that there are  internal and external circumstances which are different and support  for each different education outcomes. the external circumstances is prepared by instructor, and the internal circumstances are the current students' abilities, levels and skills. The chapter claims that the theory is basically composed of three main components which include it taxonomy of learning outcomes, conditions of learning, and nine events of instruction which involve students in learning. One of the best things that I like about the chapter is it does not merely admire Gagne’s theory, rather it goes beyond and interprets its meaning and analyzes its significance in terms of its universality as an instructional theory valid for academic learning and growth. As the chapter begins with Gagne’s theory in detail, it describes its aspects from the perspective of cognitive strategies, verbal information and intellectual skills. per to Driscoll (2005) that, students implement cognitive strategies in order to achieve the success in their studying through their ability to memorize the detail. by variety way of  intellectual approach students guides their own studying, their feeling and their performance. Such detailed analysis of this theory has made this chapter an important guide for me to understand Gagne’s theory comprehensively.