Theories of Instruction

Learning Goal: Training teachers on how to access and read student assessment reports.

Cognitive Information Processing Theory:  The Trainer would gain the attention of the participants by reminding them that data is necessary in order to modify instruction, therefore encouraging the success of their students.  Next, the Trainer would activate prior knowledge in participants by reminding them of former assessments they have used and what ways they accessed and used the data and then build on that to teach them how to access the data with the current assessment.  The Trainer would lastly allow the participants the opportunity to “practice” accessing the data on their own while there was still support around them to help.

Gagne’s Theory of Instruction: 

1.       Gaining attention – The trainer would point out how understanding how to access and use data is a mandatory part of instruction.

2.      Informing the learner of the objective – the trainer would state the objective as the participants learning how to access and use the assessment data on their own.

3.      Stimulating recall of prior learning-  The trainer would show the participants former assessment packages they have used and how the data was aggregated and used.

4.      Presenting the stimulus-  The trainer would show an example of how to access data as well as options for use. 

5.      Providing learning guidance – ­­­ The trainer would encourage the participants to discuss how they can use their data in a lesson plan they will be using in the immediate future.

6.      Eliciting performance The trainer would have the participants access their own data and come up with some uses.

7.      Providing feedback -  The Trainer would assist participants in logging in viewing their data.

8.      Assessing performance -  If the participants can get to their data there has been success.

9.      Enhancing retention and transfer –The trainer will allow the participants time to modify a lesson plan they will be using in the immediate future based on the data they have successfully accessed.

Gagne’s Nine Events	First Principles	Goal
Gaining Attention	Activate	Mandatory part of instruction
Informing the learner of the objective	Activate	Accessing and using data
Stimulating recall of prior learning	Activate	Former assessments and data usage
Presenting the stimulus	Demonstrate	Show example of reports
Providing learning guidance	Application	Trainers would guide participants in logging in and viewing data
Eliciting performance	Demonstration/Application	Participants access data and brainstorm uses (with guidance)
Providing feedback	Application	Have they accessed their data?
Assessing performance	Application/Integration	Have they accessed data and discussed usage?
Enhancing retention and transfer	Integration	Participants will access data and modify a current lesson plan according to data shown.

http://tip.psychology.org/gagne.html

Whole Task Approach – There are many parts to accessing data and then understanding a student’s performance. In the whole task approach the trainer would instruct the participants to do these all at one time.  The participants don’t simply need to know how to log in and stop.  They need to know how to follow through with the whole process in one sitting.  Thus, they need to be taught the “whole task” from start to finish.

Scaffolding – When using scaffolding to address accessing student assessment data it is best to start with a simplified whole task then increasing difficulty until the task is mastered.  The trainer would instruct the participants in how to log in and access and understand student data with a basic summary report.  From then, the task would increase in difficulty as the participants accessed other reports and “dug down” in the data to find specific parts of skills required intervention, (for ex: comprehension is the broad skill and cause and effect is the specific need.)

Mathemagenic – The participants will show their mastery of the skills by using them weekly in their own planning.  They will log in and view student data on a weekly basis as they construct their lesson plans.  They will modify their lesson to provide intervention for their students in the areas shown in the reports.

Attention
Perceptual arousal:	What can I do to capture their interest?	I can point out how much time the currently use to decide what interventions are necessary and how to implement them.
Inquiry Arousal:	How can I stimulate an attitude of inquiry?	I can inform them that they can do that in less than 30 minutes by using the data.
Variability:	How can I use a variety of tactics to maintain their attention?	Application, visual aids (whiteboard), discussion.
Relevance
Goal Orientation:	How can I best meet my learners’ needs?	By specifying what their needs are and then pointing out how these are met by looking at reports.
Motive matching:	How and when can I provide my learners with appropriate choices, responsibilities and influences?	By showing them how to get to data and therefore pinpoint instruction to their at risk students.
Familiarity:	How can I tie the instruction to the learners’ experience?	Their experience is to create instruction that will meet the needs of the students.  The data (my objective) will show them how.
Confidence
Learning Requirements:	How can I assist in building a positive expectation for success?	By encouraging team motivation, meaning that each member of their teaching team will encourage each other to use the data in planning sessions.
Success Opportunities:	How will the learning experience support or enhance the students’ beliefs in their competence?	They will leave the training knowing how to access and read data.  They will also leave with tools to help them should they struggle later.
Personal Control:	How will the learners clearly know their success is based upon their efforts and abilities?	It is their hands on the keyboard. J
Satisfaction
Intrinsic Reinforcement:	How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?	In requiring the participants to bring their current lesson plans to the session and then use the data to modify them, they will use their new skill.
Extrinsic Rewards:	What will provide reinforcement to the learners’ successes?	The success they see in their students after having modified instruction based on the students’ needs.
Equity:	How can I assist the students in anchoring a positive feeling about their accomplishments?	Positive feedback!

If you do not engage in design research, how will ever get better.  Your instruction will become flat and ineffective.  It is imperative as a successful instructional designer to be involved always in design research.  What worked?  What didn’t work?  How can we tweak that a little so it will work?