Module+13

Module 13 Lauren Jordon 1. Classroom implications --What the teacher does under this theory (with and without technology) --What the students do under this theory (with and without technology) Allan Palvio · Dual coding theory- teachers much assume that people process information in 2 different ways. The processing of images and the processing of language · Modern day scenario of how visual learners learn differently than auditory or kinesthetic learners. · It is the teachers responsibility to provide both visual and verbal form. · Technology example: make a slideshow presentation with graphics and text, and read the presentation out loud. · Without technology example: provide visual aid to presentations such as with maps, illustrations etc, and narrate them to students. · Students with technology: participate by reading along with an online educational software so they are using (auditory and visual learning) · Students without technology- students can view books from library with many illustrations on the assigned topic and read then out loud. Robert Gagne · Teachers must: provide instruction on the set of component tasks that build toward a final task, ensure that each component task is mastered al and sequencing the component task to ensure optimal transfer to the final task. · Teachers must: include 9 events of instruction;  o gain attention of the learners  o inform learners of the objective  o stimulate recall of prior learning  o present the stimulus or lesson  o provide learning guidance and instruction  o elicit performance  o provide feedback  o assess performance  o enhance retention and transfer · With technology: create an interactive PowerPoint quiz, be sure to reward correct answers, and review the main idea after the quiz. · Without technology: ask one student to do a recap of the previous days lesion for the students before moving onto the next lesson. · Students with technology may participate in online educational software to enforce mastery learning and review. · Students without technology: review flash cards of new facts with groups. Howard Garner · Teachers should use modes of instruction that appeal strongly to linguistic-verbal and logical-mathematical intelligences. · Teachers should adjust assessment methods to accommodate the wide variety of students learning styles more accurately. · Teachers using technology: find an interactive video online which teaches a lesson using music, body- kinesthetic where they can jump and dance, and work with their group (interpersonal skills.) · Teachers without using technology- can teach students a song and dance to go along with math rules. · Students with technology- students can make their own interactive slide shows to present new information to their classmates and can incorporate taking a field trip outside (naturalist), or inner reflection (intrapersonal), etc. · Students without technology- students can draw and paint, make maps with history lessons, etc for spatial-visual skills. Benjamin Bloom · Teachers should integrate students cognitive domain, affective domain, and psychomotor domain in all lessons, and create course objectives with these in mind. · Curriculum activities should be based on what students already know and what they will learn. · Teachers use state standards, learning objectives, and learning theories to create curriculum.] · Teachers should arrange skills they want students to know using scaffolding. · Teachers using technology: teachers can let students go on Dissect a Frog website and demonstrate, experiment, theorize, predict, etc and apply all of the compliances. · Teachers without technology-even presenting and reviewing the scientific method can touch on each of the compliancies. · Students using technology-using Inspiration software, students can compare, assess, contrast, collect, assemble, compose, design, plan, analyze, demonstrate, summarize, and recall or illustrate the compliances (knowledge, comprehension, application, analysis, synthesis, evaluation.) · Students without technology- students can draw a tree map, a bubble map, etc to compare and contrast 2 different stories from the characters to the moral of the story. -Lauren Jordon