Section 2: Theories and Models of Learning and Instruction

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

I am a music teacher so my learning goal is “The Learner will be able to identify Perfect fourths.” The first theory I would use would be the Schema Theory. Part of being able to identify P4 in music is being able to hear them. In my class I use songs that generally most students know to be able to identify a P4. For example, I use “Here Comes the Bride”. The notes for the words “Here” to the word “Comes” is a P4. Another one is “The Eyes of Texas are Upon You”. The “The” to Eyes is also a P4. Using this help build their knowledge of P4’s by using songs that were already in their memory. The second theory I would use is Situated Learning Theory. Music practice is situated learning by definition because the exact actions in real settings are those of practice.

• 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.

First Principles	Gagne’s Nine	Compare/Contrast
Problem centered	1. Gain Attention 2. Inform Learner of objectives	The focus is to get the learners attention by stating a problem however in Gagne’s Nine an actual objective is given while in the First Principles the whole task/problem is shown to students so they can see what they will be able to do.
Activation	3. Stimulate recall of prior learning	Both theories are alike in that the focus is activating prior knowledge of the subject.
Demonstration	4. Present stimulus material
Application	5. Provide learner guidance 6. Elicit performance 7. Provide feedback	This phase of both theories provides the necessary practice and application for the new knowledge or skill. This step is also important in that effective feedback must be given.
Integration	Access performance Enhance retention and transfer	This final phase determines what of the subject has been integrated and if the student is able to use the new knowledge or skills acquired.

I used Gagne’s Nine Events of Instruction from the G. Raymond Chang School of Continuing Education. http://de.ryerson.ca/portals/de/assets/resources/Gagne's_Nine_Events.pdf.

The problem or task would be how to identify a Perfect 4^th in music.  The Activation is the use of prior knowledge. In this case the two songs, “Here Comes the Bride” and “The Eyes of Texas are Upon You.” The Demonstration would be me singing the first two words of each song to demonstrate the P4. The Application phase would be the students singing the P4 from each of the songs. The Implementation phase would be each student singing the P4 individually and listening to other songs for examples of P4.

• 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.

Using my same goal my whole task approach would be to show the students what they are learning the lesson for. At some point in their musical career they will be confronted with Perfect fourths in music. This is usually one of the harder intervals to learn for singing. They will use these task for as long as they are involved with music.

            This particular lesson is actually a part of a scaffolded lesson. There are many intervals to learn in music. This is one piece of that. We begin with P4 because they are typically more challenging to hear. Then we move on to 2nds, 7ths, 3rds, 6ths, 5ths and Perfect Octaves.

This lesson is the very definition of Mathemagenic. The intervals are learned at what appears to be a random order (non-numerical). However in music, certain intervals are linked. 2nds and 7ths are the exact same notes, they are just in reverse order. (m2nds = M7th)

• 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?

	Identifying  Musical Elements from Classical Music to Modern Music
Attention	Perceptual Arousal: Start playing classical music . Inquiry Arousal: Mix in modern artist between each classical work. Variability: Mix in all types of modern genres. (rap, rock, pop, country etc)
Relevance	Goal Orientation: Students will identify elements from all genres to discover how music is still much the same as it was over 100 years ago. Motive Matching: Students will break into groups based on their favorite type of modern music. Familiarity: Use  music students relate too.
Confidence	Learning Requirements: Using students favorite style of music to help identify themes and motives from classical works will promote a positive learning environment for students and ensure the success of the lesson. Success Opourtunities: Students will recognize musical elements based on getting to use their “own music” to relate. Personal Control: The students will be able to identify music elements in class for other music that is learned.
Satisfaction	Intrinsic Reinforcement: New music will be introduced to the music students that incorporate the new elements learned. Extrinsic Rewards: Students will able to listen to music on their own and identify music elements learned in class. Equity: Allowing students to use  modern music as an example will encourage a positive feeling about what they learned.

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

Research is the most important thing in education. Without it nothing new is ever learned. Continuing design research will ensure that the very best ideas and practices are being used and developed.