Based On Robert Gagne Learning Theoryâ€Free Samples for Students

Question: Discuss About The Plan Based On Robert Gagne Learning Theory? Answer: Introducation: To teach English as second language to students who are habituated to speak in their native tongue (TESOL) in an effective manner, it seemed quite appropriate to me to relate Robert Gagnes teaching theory to the TESOL teaching methodology that I have selected to apply. Gagne has spoken about the need of establishing necessary conditions for Management specific events and he has also conveyed how appropriate instructional designs come to the aid of a teacher in making the learning condition ideal for the learners (Becky Dave, n.d.). The learners are expected to be highly benefitted by the implementation of this theory in their learning process. Gagne, in order to enhance the model for design of instruction infused nine instructional events and its corresponding learning processes to guide the design of instructions, and the nine instructional events encompass gaining attention, informing learner of the objective(s), stimulating recall of prerequisite learning, presenting the stimulus material, providing learning guidance, eliciting the performance, providing feedback about performance, assessing performance, and enhancing retention and transfer (Becky Dave, n.d.). The table below depicts a lesson plan adhering to Robert Gagnes events of instruction: Example Lesson: How students of English as Second Language (ESL) can be benefitted using XYZ English Composition Software. Objective: Students will understand the use of the software and apply the knowledge in finding out the differences in the extent of different empires in different eras. Grade: 7 Event of Instruction Lesson Example Rationale 1. Gaining Attention Teacher instructs students how she has installed the XYZ English Composition software to prepare a lesson plan regarding the use of descriptive language in a particular essay. Teacher shows on the projection screen in the classroom how the software can provide a student with sets of vocabularies embodying descriptive words that render a sense of imagery. The teacher then asks the students to make choices for their own from the list of vocabularies in a way so that the selected words would fit to the essay topic of their. This would help students creating a pre-concept about the essay topic and about the approach that they must apply to starting and completing the essay. The teacher should provide background information about the software and its use, and this can help the learners to understand how to use the software to their benefit. The use of audio-visual aid will help the teacher to draw the attention of the students and get them engaged in the class activity. Asking questions in the class establishes an interactive atmosphere. 2. Conveying the lesson objective to the learners Teacher says, "Today I am going to show you how to use the XYZ English Composition software to find out the differences between descriptive words and non-descriptive words, and how the former can be used in infusing imageries in a particular descriptive essay. Making students aware of what benefits the use of descriptive words can render in terms of composing a descriptive essay can help them in getting more interested in using the software and in determining how descriptive words can be included in their compositions to reflect the genre of their essay more vividly. . 3. Stimulating students to recall what they have learned previously about descriptive words. The students have prior experience of composing informative essays in which they have used descriptive words. This lesson plan would help them in capitalizing on what they have learned previously in terms of importance of the use of descriptive words in an essay. Teacher associates this prior knowledge of the students with this particular lesson plan. Relating what they have learned in the past about descriptive words to what they are now learning strengthens the possibility for them to use the descriptive words more accurately in their descriptive essays. 4. Presenting the Stimulus Teacher gives students step-by-step instruction on how to use the XYZ English Composition software and how to make the right selection out of the sets of descriptive words generated by the software. The stimulus employed by the teacher here is the virtual box containing sets of descriptive words. 5. Providing learners with appropriate guidance Teacher demonstrates how a student can find out their chosen descriptive words from the lists of words depicted in the virtual box. Teacher shows students how to use XYZ English Composition software to click on the selected words and how to, after creating new folders with their names, move the words to the selected folders placed in the softwares panel. Teacher demonstrates the options provided in the XYZ English Composition software to help the students in enriching their knowledge about descriptive words and about their proper usage in descriptive essays in the long run. 6. Eliciting learners performance Teacher asks students to use the software in the classroom computer and to start drafting their descriptive essay on the topic of their choice. Providing students with opportunities to practically test what can be learned from the session and how the software can be used to find out more descriptive words. Students would also learn the right application of the right descriptive words in an appropriate manner. 7. Giving feedback Teacher gives immediate feedback to learners observing their word selection and the initial paragraphs of their draft essay. Regular feedback is necessary to foster strong learning in students, and the process must take place undisrupted. 8. Assessing learners performance Teacher should assign each student with a descriptive essay on topic of their choice. In this respect they should be given discretionary power, and this discretion is meant for empowering them. The assignment should help the students to learn more about the proper use of descriptive words in a descriptive essay. Assessing the practice process would help the teacher in determining if the learner is actually progressing in the course of learning the proper application of right vocabulary in written works. 9. Enhancing retention and transfer Teacher instructs students to help each other in selecting and using descriptive words in the draft essay. This process can make it possible for teachers to help students in the process of application of the lesson learned in real-life scenarios where collaboration becomes essential (like in the course of completing group assignments). (721 words) References Becky Dave (n.d.). Learning Theory. Retrieved July 12, 2013, from https://www.csulb.edu/~dkumrow/conference/learning_theory.html