Theories and Models of Learning and Instruction

1.) My specific learning goal would be: By the end of the basketball season, all of my basketball players will be shooting 70% from the free throw line. I would incorporate the Behavioral Learning Theory by creating goal charts for each player. They will have a weekly goal to get a certain percentage of free throws each game/practice. If they achieve their weekly goal, then they are rewarded. These players would work on their free throws daily in practice to improve their shooting percentages and reach their goal at the end of the season. The Cognitive Theory would be used when breaking down the shot of a free throw to show the basketball players. I would make them shoot with one hand (their dominate shooting hand) to work on their form, then they would add their other hand to show that it is simply there for balance and not shooting purposes. The basketball players would then practice this method of shooting until they have the correct shooting form down. Then they would move to the free throw line and practice this shot. They would demonstrate their understanding of how to shoot a basketball with the correct form while accomplishing working towards their goal of shooting 70% from the free throw line.

2.) The reference that describes Gagne's Nine Events of Instruction can be found at http://edutechwiki.unige.ch/en/Nine_events_of_instruction. I have created the chart below to show how the instructional events that I described above connect with Gagne's Nine Events of Instruction.

 3.) The whole task approach relates to meaning learning tasks that are based on a real-life task. In Physical Education, the students have a hard time understanding the importance of daily physical fitness and healthy nutrition. If I got the students to keep a daily log of their meals that they consume and all of the activities that they do or do not participate in, then I could show them the amount of caloric intake compared to burned. They could relate this to either why they are gaining or losing weight.


Scaffolding helps learners to coordinate integrated objectives. I would help build their knowledge of simple fitness activities that they could engage in daily. Also, we would go over the food pyramid, and what the appropriate caloric intake is per day. The students would be able to identify healthy foods and plan out their own meals to be reviewed and discussed.


Mathemagenic methods should help students to mindfully abstract away from their concrete experiences and allow for transfer performances that go beyond a limited list of objectives. The students would calculate the amount of caloric intake vs calories burned to see if they are achieving their goals in order to lost, maintain, or gain weight. They would also engage in creating and participating in group fitness activities that they plan as a class.


4.) The design course that I will be using as an example is healthy nutrition and fitness.

5.) Design research is a continual must. In order to teach another person and be successful, the teacher must constantly be researching information in order to educate the learners with the newest and most up to date information. The teacher should also be well informed so they not only know what they are talking about, but can pass valid information onto the learners for them to use and apply in real life situations.