Chapter 4 Application Questions

Chapter 4 Application Questions

For this scenario, we will say the students in the problem were asked to calculate and compare the unit costs of several five pound bags of dog food, each of a different brand.

Using the behavioral learning theory, the teacher would need to give the students an example problem of finding the unit cost to solve without guided instruction. Once some time has been given for investigation, the teacher would go over the problem as a class. The teacher would then assign additional problems for practice.

If the problems would be addressed using the situated learning theory the teacher would be required to do quite a bit of prep work, but the outcome would be much more interesting for students. The teacher would need to set up a situation as close to real-life as possible. This could be done by taking students on a field trip to the grocery store or setting up a mock store in the classroom. Working in teams, the students would be given a set amount of "money" to spend on dog food. Once each team had "fed" the dog over an imaginary amount of time, the team with money remaining at the end would be the "winner", rewarded for their work.

Teaching this scenario based on Gagne's theory of instruction would be best described using the nine events of instruction.

1) Gaining attention. Teachers could show a clip of a funny dog food commercial from youtube.com.

2) Informing the learner of the objectives. The teacher would tell the students that by the end of the lesson they would be expected to calculate and compare the unit cost of three different types of bagged dog food to determine which product is more cost-effective.

3)Stimulating recall of prior learning. The teacher would ask students if they have ever gone shopping for groceries with a parent/guardian before. Had they noticed or recalled anything about the products they purchased.

4)Presenting the stimulus. Introducing students to the several types of dog food brands being used including the price of each bag.

5) Provide learning guidance. The teacher would provide students with the appropriate formula to calculate unit cost.

6)Eliciting performance. The teacher presents the class with practice problems that require students to find the unit cost using different prices.

7) Feedback. As a class, the teacher would review the practice problems and help students correct any problems or miscalculations.

8) Assessing performance. The teacher would randomly choose students to demonstrate practice problems for the class allowing opportunity for discussion.

9)Enhancing retention and transfer. Students would be allowed time or assigned homework to research their own favorite brands or products and compare the cost to other brands.