Learning Theories
I’ve chosen to focus on teaching students to write an effective persuasive essay using elements like persuasive appeals and strong connotations. I will focus on the cognitive information processing theory and the situated learning theory.
Cognitive Information Processing Theory
First, I would begin by appealing to sensory memory. We would build on the students’ prior knowledge of the elements of writing and then look at several examples of persuasive texts. We will discuss patterns in the texts and highlight these patterns. I will also provide them with several notes and graphics introducing the new persuasive elements with plenty of examples.
Second, we will work with short-term memory by practicing writing persuasively in shorter then longer assignments. Slowly building up to writing a full essay. Encoding will take place by helping students build on their prior knowledge concerning writing and giving them real world persuasive prompts to write and discuss.
Persuasive writing will hopefully move into their long-term memory after several practices with and without notes. I will also continue to return to this information and build upon it throughout the year, causing students to retrieve the information often.
Situation Learning Theory
I would begin first by giving students a short introduction to persuasive writing and its elements by providing examples and notes.
Then I would allow students to work together and independently to solve real world issues through persuasive writing. They would seek out problems in society that they feel strongly about and write letters to government officials and other leaders persuading them to take a particular position. Feedback will be given through peer and teacher editing as well as any response they might receive from the community.
Ideally, students would use blogging, social networking sites, and other media to open discussions and debates concerning issues that are important to them. Learning persuasive strategies and writing will be learned through the students’ desires to be heard and appreciated in the larger community.
Gagne vs. First Principles
Gagne vs. First Principles
First Principles
Gagne's Theory of Instruction
How they compare....
Here's how I'd use the first principles to teach persuasive writing...
First Principle—Problem centered (Let me do the whole task)
ü Show students examples of how persuasive writing will help them achieve goals in real life, i.e. job interviews, letters to government officials, problem solving
ü Explain to students that they will be able to write a meaningful persuasive essay by the end of the unit. Show them examples from newspapers, etc. Define goals and objectives for the students.
ü I will focus on the components of the task like persuasive appeals and words with strong connotations. We will practice these skills individually before building them into a full essay.
First Principle—Activation (Where do I start?)
ü We will focus on situations where students had to be persuasive to achieve a goal. What were the commonalities between their experiences? Where they successful or not? We will also build on the prior knowledge of the writing process, which they will already be familiar with.
ü We will look at examples in real world contexts of persuasive writing, focusing on writing by students close to their age (in order to build confidence that they too can achieve these goals).
ü We will use graphic organizers and flow charts to organize our persuasive arguments effectively.
First Principle—Demonstration (Don’t just tell me, show me!)
ü I will demonstrate several examples, using both written essays and persuasive speeches.
ü We will identify differences and similarities in the examples, highlighting both.
First Principle—Application (Let me do it!)
ü We will begin this process with several practice writings, first small and then lengthier.
ü I will provide guidance and coaching for daily work exercises.
ü Each assignment will be peer edited and graded by me with appropriate feedback (i.e. a detailed rubric).
ü This will culminate in a timed essay, with no teacher coaching, which will be graded as a test.
First Principle—Integration (Watch me!)
ü The end result will be the student creating a piece of persuasive writing that they can use in the real world. This could be a letter to the publisher, a letter to their parents arguing for a later curfew, or a letter to a legislator.
Whole Task, Scaffolding,
and Mathemagenic Methods
I will stick with the goal of persuasive writing for this exercise as well. First, I will employ whole task methods by teaching all persuasive techniques necessary to writing a good persuasive essay in one unit. Instead of being taught in isolation, skills will be taught and added to existing skills. To begin the scaffolding process, students will start by writing shorter pieces that demonstrate competency in using words with strong connotations. Once this is accomplished, we will begin to add persuasive appeals (logos, pathos, ethos) and rebuttals. We will do this slowly, most likely with one appeal at a time. The writings will become more complex and lengthy as we add more skills. Throughout this process, students will be given constant peer and teacher feedback to adapt and change skills as necessary. Once all skills are incorporated into the persuasive writing, we will begin mathemagenic methods to solidify learning in several contexts. Students will be given different prompts to write persuasively that reflect both personal and job related authentic situations. We will progress from easier topics (i.e. arguing for a bigger allowance) to more difficult ones (i.e. writing your state legislator). Students will also have the opportunity to practice their persuasive skills not only in writing, but speaking as well.
ARC Model Categories
I chose to complete this chart as if I were teaching a new course in American Drama...
Benefits of Design Research
First, design research is thorough. It allows educators to look at every angle of their learning objective and consider which ways to best serve their students. By engaging in design research, you allow yourself options in which practices and theories you believe would best serve your students. It keeps you informed of the latest trends in instruction.
Design research helps you to maintain fair and balanced in your approach to instruction. You aren’t staying narrow-minded but are considering all approaches to instruction.
Design research also allows you to see the big picture. What is the ultimate goal of your instruction? Much of the recent instructional design theories have been stressing the importance of connecting instruction to real-world, authentic learning activities that connect students to society. This is an important reminder for educators when planning our lessons.
Lastly, technology is rapidly changing the way people learn and interact with one another. Instructors must continue to think and redesign instruction to adapt to these changes. If we remain static, we will be doing our students a disservice.
