EDUF 7130

LEARNING THEORIES AND APPLICATIONS

FALL 2015
DR. CHAMBERS
EXAM 3
Alma Young
1. Considering Vygotskys views on culture, learning and development, develop an
original example of a Vygotskian approach to instruction. (Remember,
instruction can be defined loosely and your example can be about a learning
situation that might occur outside of a traditional classroom setting, but in a
setting within your own profession.) Be sure to include a discussion of specific
concepts that Vygotsky discusses, with an explanation of at least 3 of the
following: zone of proximal development, scaffolding, intersubjectivity, private
speech, mediating tools. (6 ptsroughly 1 page).
Vygotsky believed that language was an essential part of learning and development.
He also stated that promotion of social and cultural interactions, such as talking or
interacting (playing), are an important part of cognitive development in children.
Although Vygotskys theories were focused more towards children, I believe that his
theory still applies to college students. For example, through the program that I direct, I
am required to teach a class to my student cohort called Freshman Seminar. Through this
class, I teach college students anything that I feel they need to know in their first year of
college. One of them being resume writing. Most students have never constructed a
resume, therefore, through the notion of scaffolding, I must help them build a resume.
First I talk about the importance of resume, I provide examples of good and bad resumes
and give them several layouts to choose from. Then, the students are required to write
their own resume in class, but instead of each student writing their own resume, I pair
them into groups so that they may, as a group, create a practice resume. By pairing
them into groups, I am implementing social interaction required by Vygotskys theory
known as intersubjectivity. Through intersubjectivity, the students work on the problem

together and share ideas and make joint decisions while they work on their practice
resume. I walk around the computer lab and supervise their work while they construct it,
and approach them if they ask for help or if I notice that they may not understand
something. This class activity follows the concept of zone of proximal development
since the since the students already knew what a resume was even through they never
built one. By working on this activity, the students are in the process of knowing how to
build their own resume properly. Finally, for homework, I instruct them that they must
now work on their own personal resume and that they must turn it in at the beginning of
out next class.
2. Imagine that a student in your class has just received a failing grade on an exam. You
overhear her making the comment, Im just no good at this subject, and I never will be.
a.) Analyze this situation from the perspective of self-efficacy effects on
motivation. Be sure to include a discussion of each of the 4 general sources by
which people gain information that influences their self-efficacy, according to
Bandura (i.e., apply them to this exampleits OK to speculate about things
that might have happened to this learner in the past, or make them up). Then
choose one of these sources of motivation and briefly summarize the research
findings discussed in the text, of studies examining how specific aspects of this
source contribute to motivation. Finally, suggest a specific plan for increasing
this learners motivation, based on these 4 components of self-efficacy. (8 pts.
for part a: roughly 1 -2 pages)
The student in my class that is failing the course name is Esmeralda. She is currently
a freshman student who has battled with confidence and motivation issues due to
struggling with self-efficacy. According to Bandura, self-efficacy refers to beliefs in
ones capabilities to organize and execute the course of action required to produce given
attainments (Driscoll, pg. 316). Through Banduras four principal sources of beliefs, I
will try to gain insight about why Esmeralda might feel like she is not good in math or
why she thinks that she will never be good at it. These beliefs are: enactive mastery

experience, vicarious experience, verbal persuasion, and psychological states. These

sources of beliefs may ultimately affect Esmeraldas self-opinions and prevent her for
doing something that she may very well be capable of doing, therefore, we must analyze
each one in order to figure out Esmeraldas views when it comes to her math class.
Esmeralda is part of a scholarship program, therefore, she is aware that if she fails
the class, there is really no way for her to return to school as without her scholarship as
she will not be able to afford it. Also, she is the second in her family to attend college, her
older brother who was very smart in high school, flunked out after his second semester
while earning all Fs during his time at college.
Esmeralda performed poorly in math during high school and did not do very well in
the math portion of the SATs. Once in college, Esmeralda had to take the math compass
test and failed it, therefore, had to enroll in remedial math. Because of enactive mastery
experience, Esmeraldas perceptions on her past math classes caused her to put very little
effort in her current math class as she didnt think anything would change this time
around, thus she feels like she will not succeed in math once again. In this case,
Esmeraldas self-efficacy did not change.
Since Esmeralda was the second in her family to attend college, her older brother
should have been a role model for her. However, through vicarious experiences,
Esmeralda used her peers, the scholarship program participants, to serve as role models
instead. She also made it a goal to not follow her brothers footsteps, which were an
additional motivation to change her self-efficacy expectations.
Whereas Esmeraldas scholarship cohort was useful as role model, through verbal
persuasion, they were also able to motivate her to do better in math. Through student

study groups, not only do they study and solve math problems, but they also verbally
encourage Esmeralda by telling her that she can do anything she puts her mind into.
Esmeralda also experienced test anxiety right before each math test. She would often
say I study all the time and I feel like I understand the material but as soon as I walk
into the classroom, I have this weird feeling in my stomach and I forget about everything
I learned. These feelings affect her self-efficacy through the basis of psychological
states. A way Esmeralda deals with those feelings, is by practicing relaxation techniques
that she learned through her scholarship programs workshop. First, the closes her eyes
for a minute and visualizes a relaxing environment, then she practices breathing exercises
to help her relax enough to get rid of those feelings that might trigger her anxiety.
While Esmeraldas lack of self-efficacy has been based on her past experiences, it is
never late to change her opinion about her abilities. For a student like Esmeralda, all of
Banduras self-efficacy are needed in order to change her views about being bad in math.
However, it may not effective depending on whether or not she puts some effort in her
part to do the actual work.
b.) Analyze the same situation from the perspective of attributions for
performance (discussed on pp. 325-327). Specifically, what combination/type of
attribution is this, based on Weiners 3 dimensions of attribution? How,
specifically, would you suggest changing this learners attribution for
performance to a more healthy one (and what would be a more healthy
attribution type)? (Note: its OK if some of your suggestions overlap with those
in part A, as long as you explain why they might help from the perspective of
attribution theory.) (6 pts. for part b: roughly -1 full page)
Weiner states that attribution theory is the search for understating in the basic spring
of action and that attributions about learning and performance constitute an importance
influence on continuing motivation to learn (Driscoll, pg. 325). The dimensions of

attributions are categorized as: internal versus external (causes), stable versus unstable
(stability) and controllable versus uncontrollable (controllability).
In Esmeraldas case, she says Im just no good at this subject, and I never will be.
This is a classic case of internal attribution, as she is using her nothing but her beliefs to
say that she is no good in math. Yes, Esmeralda has struggled with math throughout most
of her school years, however, there are students who were great in math in high school
who are also failing math in college. It may all depend on how she sees things, because
she may be sabotaging herself simply by being negative.
Although Esmeralda says that she is not a good student because she feels that she has
failed time and time again due to her abilities (stable factor), this is a changeable factor
that can be adjusted overtime. Yes, she is not the best when it comes to math right now,
however, with a lot of study and practice she could change her abilities to be better in
class.
Finally, Esmeralda has experienced both controllable and uncontrollable situations
that has caused her to not be good in math. A controllable situation is that she does not
study as much as she should, if she were to make more time to study and practice her
math problems, this could help her abilities and motivation to do better in math.
However, she is also a commuter student and her mother often needs her to take care of
her siblings before and after school so that her mother can work, therefore, Esmeralda
cant control certain parts of her schedule so that is not as flexible as she would like to in
order to study. In this case, she could speak to her mother and arrange some type of
schedule where her mother could help her have some extra time to study, allowing her to
have a little more control over her schedule.

3. Using Kellers ARCS model of motivation, develop a specific plan for motivating
learners (with an original example of your ownany learning situation is fine
here). *Be sure to note any considerations (in terms of the learners, content, etc.) that
you should take into account as you are developing/implementing this model. (6 pts:
roughly 1 page)
John M. Keller model for motivational design was developed in order to understand
motivation in order to incorporate motivation as it applies to instruction. Through this
model Keller proposes four conditions for successful learning for motivation. These are
attention, relevance, confidence, and satisfaction (ARCS) and according to Keller, these
must happen in a sequential process.
Through the scholarship program that I direct I am able hire four students-coaches
who will be working the program participants. These student-coaches must be trained onone-on one coaching techniques in order for them to be successful in their jobs. The
Keller ARCS Model was used during the student-coaches training in order to keep them
engaged. First, the students we get the student-coaches attention by asking them to
complete a Strengths Finder GALLUP survey. This survey challenges the students by
asking questions about their personality while at the same time provides arousal and
surprise as the students find interesting aspects about their personality that they may have
never thought about. While the student-coaches are going through the coaching training,
they find relevance in the material as they realize that the information that they are
learning is not only going to help them be successful coaches, but they also relate the
information on how they could use it to become better students themselves. After a long
day of presentations and activities, we help the student-coaches confidence to apply their
new learned skill as they practice with each other while I walk around providing
feedback. Finally, at the end of their training, I provide the student-coaches with a

certificate of achievement. This encourages satisfaction as the certificate lets them know
that they have mastered the skills to become coaches.
4. Imagine that you are planning to assess what your students (or other learners, if you
choose to describe a situation other than a typical classroom setting) have learned as a
result of your instruction in a specific subject area. Choose two of Blooms six
cognitive outcomes from his taxonomy, and for each one, develop an original
exam/assessment question related to your specific example. *Note: both questions
should pertain to the same specific example. Be sure to briefly note why you believe
that each type of question reflects the particular cognitive outcome that you have
associated with it. (4 pts: roughly page: bullet points are fine here)
During the freshman seminar course that I instruct, one of my main goals is for the
students to learn about all of the campus resources available to them as well as what is
expected of them as college freshmen. Through Blooms Taxonomy, I expect the students
to be engaged while going through the cognitive process.
For one of these assignments, the students are required to go in an ABAC Library
scavenger hunt. The students will do this assessment at their own time and are not
allowed to ask questions to the library staff except for a signature at the bottom of the
page to certify that the students were there. I give the students a sheet with a list of
questions and tips of where in the library they are able to find the information. Through
Blooms level of Knowledge, I ask the student to Name 2 inappropriate uses of the
computers in Baldwin Library By answering this question, I expect the student to recall
from memory previously learned knowledge regarding computer use etiquette from high
school. Also, using the Blooms level of Application, I ask the student to answer the
following question Using one of the Library of Congress Classification System posters
upstairs, what letters would the Call Number for books on Forestry begin with? Through
this question, I encourage the student to transfer the student learned from the poster to a
real life example the student just learned.

5. In your text, Driscoll highlights Gagnes suggestions for optimal conditions for
learning in each of his 5 areas of learning outcomes: verbal information, intellectual
skills, cognitive strategies, attitudes, and motor skills. (Note: these conditions are
discussed on pp. 365-372.) Choose two of these areas of learning outcomes, and
using original examples, apply some of Gagnes suggestions for external
conditions that instructors can arrange to support this outcome. (5 pts: roughly
page)
According to Gagne, different learning conditions must be used depending on what
the learning outcome should be (Driscoll, pg. 365). Gagne proposed five outcomes as
essential for learning, these are: verbal information, intellectual skills, cognitive
strategies, attitudes, and motor skills.
Cognitive Strategies
During a quilt making class, the instructor demonstrates how to set up a pattern for
the quilt and how to cut the fabric. First, the students must choose the fabric and cut it in
a pattern in whatever shape they want while still making sure that the pieces fit together.
The students see the quilt as a puzzle and start to mentally breaking it down into parts,
this activity not only requires visual and spatial skills but also mathematical. The student
will repetitively cut fabric and set it in a pattern that they are comfortable in using, if they
dont like it, they can change it and start over. This way, the student receives constant
practice on how to set out the perfect fabric layout for the quilt.
Motor Skills
Once the students get their pattern ready, they must now put it together by sewing it.
Sewing is a skill that not only does it require stability but also foot and hand control, but
also must practiced in order to get it right. Since most of the students have done very little
sewing, the teacher tells them to first practice on a sheet of paper with a threadless
needle. The teacher gives them several sheets of paper that have printed lines in several

shapes which the students must follow. After they have practiced on the sheets of paper,
the teacher hands the students scrap pieces of fabric so that they may use to practice
briefly before they move on to sewing the quilt.
6. Briefly outline Gagnes nine events of instruction (discussed in the text beginning on
p. 372), within the context of an original example of a specific topic being taught
(i.e. giving specific original examples of each of the events in your situation). (As
with all other questions, the learning does not have to be classroom learningyou
can apply this to presenting information to administrators, admissions counselors,
school psychologists, counseling settings, etc.) Which of these events are, in your
opinion, the most important? (Or would this vary depending on the topic/learners?)
Briefly explain your reasoning. (6 pts: roughly 1- pages)
Mr. Gonzalez is the director of the Office of Multicultural Educational Programs. Due
to his position, he often is asked to do diversity training presentations throughout the
ABAC campus. Mr. Gonzalez is also working on his Ed. D. and is aware of Gagnes
Instructional Events of Learning Process. In this particular training, he did a presentation
for the ABAC Housing Community Assistants (CA). Mr. Gonzalez is already dealing
with college students, so he knows that he must be successful at gaining the CAs
attention (reception). First he starts telling everyone that the presentation is about to start
and turns the classroom lights off right after starting the PowerPoint presentation. Mr.
Gonzalez then asks the CAs Why are you here? The students then give some answers
such as its part of my job, it was a requirement, etc. He then goes back to the
PowerPoint presentation which shows a diversity statement from ABAC Human
Resources website and goes on to tell them about the purpose of the training and what
they will be expected to learn (expectancy). Mr. Gonzalez informs the students that as
CAs, they will be working with a diverse population of students, such as race,
socioeconomic status, religion, sexual orientation, etc. Therefore, they must be able to

understand diversity in order to understand their residents as well as some of the

situations they may encounter during their jobs. At this time, Mr. Gonzalez asks them if
they remember ever seeing/hearing or personally be involved in a situation regarding
racism or stereotypes. Some of the CAs raised their hands and talked about situations
they have experienced (retrieval to working memory). Expecting some of the some of the
answers given by the CAs, Mr. Gonzalez then goes back to the PowerPoint presentation
which included data and information as well as some video examples (selective
perception) regarding diversity. After the presentation, Mr. Gonzalez asks the CAs to sit
around in groups of 4 and gives them a piece of paper that states a diversity issue
situation. By going through an actual activity, the CAs are learning about what they
would do in that particular situation, encouraging discovery learning (semantic
encoding). After a few minutes, Mr. Gonzalez asks the CAs to select one person from
their group and share with the rest of the class what the group discussed (responding). He
then asks the CAs what they thought of that particular situation, creating a discussion in
which the rest of them would give additional feedback on each other thoughts
(reinforcement). While the CAs are having a discussion, Mr. Gonzalez uses this time to
assess their performance (retrieval and reinforcement) by making suggestions or
encouraging additional discussion by asking the them specific questions about their
answers. Finally, after the discussions, Mr. Gonzalez asks the same group of CAs to take
five minutes put together a small skit about a situation that could happen in the dorms.
One of the groups for example, did a skit about a group of students making fun of a gay
student because he had a male friend in his dorm room. Through this activity the CAs
will provide one more opportunity to reflect about their own knowledge regarding

diversity and also transfer it (enhancing retention and transfer) to other students, which
will also making it a bit more personal since they experienced being in other peoples
shoes.