Crystal hsia id#2
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This document discusses using a webquest to teach college students about Chinese New Year traditions and greetings. It proposes applying Robert Gagne's 9 events of instruction and cognitive learning theories. The webquest would introduce the topic, assign tasks using online resources, provide feedback and evaluation, and allow reflection. The goal is for students to gain cultural awareness and be able to apply what they learn about Chinese New Year in the future. Cognitive learning theories and the benefits of retrieval practice are also referenced to support this approach.
Crystal hsia id#2
- 1. Survive Chinese New Year Project 2: Cognitivism Robert Gagne’s 9 Events of Instruction
- 2. Background • Student’s background: 1. A college student in Chinese flagship at San Francisco State University 2.Intermediate level in Mandarin • Instruction: 1.One hour per day 2.Materials-Webquest
- 3. Objective • Attempt to teach learners to have a higher order thinking skills in cross culture communication in Chinese culture via webquest. • Use Robert Gagne’s 9 Events of Instruction and condition of learning.
- 4. Robert Gagne’s 9 Events (1985) Cognitive Process (internal executive control process) Instructional Event reception gaining attention expectancy informing learners of the objective Retrieval (prior knowledge) stimulating recall of prior learning selective perception presenting the stimulus semantic encoding providing learning guidance responding eliciting performance reinforcement providing feedback retrieval assessing performance generalization enhancing retention and transfer
- 5. WebQuest • Attract learners attentionIntroduction • Describe a task of this lessonTask • Show steps to complete the taskProcess • Preselected electronic resourcesResources • A rubricEvaluation • Reflection/discussion/extensionConclusion
- 6. Why utilize WebQuest? Instructional Event WebQuest gaining attention introduction informing learners of the objective introduction stimulating recall of prior learning introduction presenting the stimulus task providing learning guidance resource/process eliciting performance process providing feedback evaluation assessing performance evaluation enhancing retention and transfer conclusion
- 7. Main Theories • The study of learning behaviors which mainly focus on mental processingCognitivism • Real practice of instructional design based on cognitivism (Gagne, 1985) Robert Gagne’s 9 Events of Instruction •Enhances learning by retrieval-specific mechanisms (Butler, 2010; Karpicke, Janell, 2011) Retrieval Practice
- 8. The Goal • To be familiarize with some greetings that native speakers use during Chinese New Year. • To learn Chinese New Year traditions. • To have a culture awareness which enables learners to apply in the future. • To compare festivals and celebration in Chinese culture and learners’ own cultures.
- 9. Reference • Gagne, R. M., (1985) The Conditions of Learning and Theory of Instruction. New York: CBS College Publishing. • Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publishers. • Good, T. L., Brophy, J.E (1990). Educational Psychology: A realistic approach. (4th ed.) White Plains, NY:Longman • Mergel Brenda (1998), Instructional Design and Learning Theory, University of Saskatchewan, Term Paper HTML, retrieved 14:46, 14 August 2007 (MEST)