Content Area Problem Solving Assignment 2

Assignment 2 Details

Please use this textbook as one of your references and internet to answer these questions.


Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.). Upper Saddle River, NJ: Pearson Education.

Ormrod, J.E. (2016). Human learning (7th.ed.). Boston, MS: Pearson.

The problem selected is appropriate for such a unit of instruction and effectively enables student processing of information.

Objectives and methods are well conceived and clearly stated. Four or more appropriate questions are presented that clearly direct students attention. Information to bridge the students prior knowledge and the new learning is clearly and persuasively presented. Detailed prior knowledge to illustrate new terms, definitions, or concepts is clearly discussed.

Comparisons with related concepts, terms, or ideas are made clearly and persuasively. Four or more well-crafted inference questions are posed.

Numerous opportunities for students to identify the main topic and link it to subtopics are provided. Numerous opportunities for application, feedback, and subsequent application are provided. Exemplary use of capitalization and punctuation. All words spelled correctly. Exemplary usage (few or no errors with verb tenses, agreement, parallel structure, and similar areas). No significant errors in APA guidelines.

For Assignment 2, choose content that you might teach learners. If possible, pick content that is to be taught at a distance. Indicate the age or grade level of the students. If possible, identify content that is to be taught online to distant learners. Follow the steps below, number accordingly, and respond to the following questions based upon how that content might be taught effectively.

Step 1: In this content area, identify and describe a meaningful problem that students need to solve. (The term problem is used loosely here to indicate any typical task that learners might be asked to do.)
1.1 What real-world situations can serve as the basis for such a problem to be solved?
1.2 Can students construct their own problems that are similar to the one selected by the teacher/trainer? If yes, provide an example. If no, explain why not.

Step 2: Develop cues to guide the reception of new knowledge.
2.1 What objectives or statement of purpose can be developed that can direct the learners attention?
2.2 What questions can be used to direct learners attention to important knowledge? 2.3 How will the new knowledge or skills enhance or build on the learners existing knowledge or skills?

Step 3: Select or develop conceptual supports that facilitate the encoding of information.
3.1 What information should be included in advance organizers so that they bridge the learners prior knowledge and new learning?
3.2 What concepts, episodes, and images already acquired by learners that may be used to illustrate the new terms, definitions, or concepts?

Step 4: Develop cues to aid in the retrieval of learned information.
4.1 What are some comparisons with related concepts, terms, or ideas that may be made?
4.2 What inference questions may be used to conclude the lesson?

Step 5: Develop summarization and self-questioning strategies.

5.1 How can opportunities be provided for students to identify the main topic and link it to subtopics?
5.2 How can opportunities be provided to students for application, feedback, and subsequent application?

Step 6: If appropriate, identify those components of the lesson that might be suitable for small groups. (For small group work, it is understood that students will be dependent upon one another to complete the task at hand as is essential in true teamwork.)