Annotate the classroom description below: ?underline or boldface the behavior you are analyzing. ?LABEL and describe the cognitive information processing principles that appear to be

Case 2. Cognitive information processing

Case 2. “A classroom lesson is not working for the substitute teacher.”

There are two parts to this item.

1. Annotate the classroom description below: underline or boldface the behavior you are analyzing. LABEL and describe the cognitive information processing principles that appear to be operative (or that are being ignored by the substitute teacher).

2. Using Gagne’s events of instruction show how you would improve on the lesson and how these events of instruction tie to cognitive information processing principles.

Upload your annotation of the classroom behavior as an appendix to your two-page report to the teacher on what you observed in her classroom and what your recommendations for a better lesson using cognitive information processing principles are.

“The case of the distracted classroom”

Part 1.

Underline or boldface the behavior you are analyzing. Using concepts from information processing models of learning, label and describe the cognitive information processing principles that appear to be operative (or that are being ignored by the substitute teacher).

Your principal asks you to visit a classroom where there is a new substitute teacher. Things are not going well . . .

You hear loud noises from the classroom even before you enter.

You enter and nobody seems to notice. The substitute teacher is talking, but no one is listening. Some are on the phones; others are chatting about a sporting event. A few are gazing out the window.

You sit quietly in the back of the class. The class is just about to start.

The substitute teacher yells, “Quiet!” After some time, things settle down.

She begins: “Laws are important, right?” No one answers. She writes the phrase, “Laws are important!” on the blackboard. Students are passing notes about the sporting event.

“What would society be like without laws?” she demands.

No one answers. “Come on, people, this is important!” she pleads.

You are unsure if she means international, national, state or local laws.

A bird flies into the room, startles the teacher and the class and flies out again.

One student yells, “Wow! I am going to tweet about that tweety bird!”

A few second later, many phones ping as the tweet lands in their Twitter accounts. More laughter. They start a conversation about the bird. “Did you see that bird? It scared me!” “Me too. First time I saw a bird so close!” “Me too! I wish we owned a bird!”

The teacher eventually gets their attention.

She looks to some students in the front of the class: “Can’t we agree that laws are important?” A few students nod. Others are back on their phones.

In an attempt to make the lesson “relevant”, she plays rap music in the background.

She then verbally describes a 10-point description of the ill effects of marijuana. As far as you can tell, it is just a disconnected list, but you can see that the points could be grouped or chunked. She writes nothing on the blackboard.

Some students are writing down some of the 10 points; others are looking at the board. Some have gone back to their phones. The conversation about sports continues among a small group, unnoticed.

She stops and glares: “You better remember them! I will ask you tomorrow!”

A few more students copy some of the 10 points to their notebooks, then most close their notebooks, and wait, distractedly.

She writes on the blackboard: “Marijuana: The Law is the Jaw”. The students giggle. Her second “L” looks like a letter “J”.

One students sings out: “The Law is the Jaw, and the Jaw is the Law!” Everyone laughs.

Another student says: “Hey that sounds like song!” She sings a jingle: “The Law is the Jaw, and the Jaw is the Law! That’s what I saw, haw haw haw!” Everyone one joins in. This goes on for about 5 minutes.

After the substitute gets attention again, she asks: “Will you remember the 10 points tomorrow? You better!”

A student replies: “I know what I will remember forever…?

“What?”

“ The Law is the Jaw, and the Jaw is the Law!” Everyone laughs.

She gives up on the instruction and dismisses the class.

After the lesson, you talk with her in the Home Room.

Part 2. Help the teacher design a better lesson

You ask her what she wanted to teach today.

She said she wanted to engage these high school students to think about the effects of marijuana use. She knows that some of them are using marijuana, and that they have many stories to relate. Some of them have had minor problems with police.

You ask, what are the main points you wanted to stress, today? She said she wanted to summarize and communicate the information for students about the bad effects of marijuana:

https://www.drugabuse.gov/publications/drugfacts/marijuana

She asks if you can, with your understanding of cognitive information processing psychology, outline a better approach for her to teach these ideas.

Drawing on principles of information processing/memory research, and using Gagne’s nine events of instruction, with Mayer’s principles, describe how you would improve on the lesson. Note how Gagne’s events of instruction are underscored by cognitive information processing principles.

Gagne Lesson Design

Review Gagne and Mayer’s principles regarding cognitive information processing/memory

Resources

Review of memory processes, go to:

https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-to-memory/

review and read to:

https://courses.lumenlearning.com/boundless-psychology/chapter/memory-distortions/

Gagne:

http://www.instructionaldesign.org/theories/conditions-learning

Review Gagne’s model) https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction. shtml

Mayer:

https://ctl.wiley.com/principles-of-multimedia-learning/

https://ctl.wiley.com/wp-content/uploads/2016/07/MultimediaPrinciples_Summary.pdf

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