Section 2

      One of the main goals in my Mathematic class is for students to be able to use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Although this is broad the main outcome is for students to be able to develop a problem-solving skill that would allow them to solve any giving problem. 

a)      Behavioral Learning Theory – is basically conditioning a desired behavior.  BLT helps me to understand that in order for me to help my students achieve the goals that are established I have to teach the students how to develop certain habits and reactions to a given situation.  This teaching comes in the form of conditioning.  For example, if the question is addressing the area of some shape, the students should automatically think of the formula chart.

b)      Cognitive Information Processing Theory – is gathering the right data or information, processing its importance, and putting the information gathered with the appropriate strategies to identify a solution.  Also this theory indentifies the three memories systems; sensory, short term and long term).  CIPT helps me to understand how information is received and stored.  My approach to using this theory is to model to the students how we use the information around us on a daily basis, i.e. sounds of drops on the roof “it must be raining”, to come to solutions.  Also, getting them to understand that I did not just come to that solution, it was my memory which allowed me to make that conclusion. 

      In my instruction, I always approach teaching as a way of helping students to develop skills in problem-solving.  In my discipline, there are a variety of methods to approaching a problem.  This is where I like to the whole-task models, which it helps me to get students to understand that there is a cognitive approach to problem-solving.  There is a model that we use in my district, “See, Plan, Do, Reflect”.  These strategies help the student to have a systematic approach to problem-solving.  Scaffolding is an ongoing method used in my discipline.  It is important because Mathematics is a building block which uses prior knowledge.  So students are always remained of the information that is needs in order to proceed to the next context.  Also scaffolding helps to build confidence in the students and give them a since of accomplishment.  The most important part of instruction is do students really understand the knowledge they have.  To find out, they are given a real world scenario to see if they can apply the knowledge. 

      Attention

Perceptual Arousal: Give the students a hand out of a real life situation where engineers are trying to find a solution to the problem.

Inquiry Arousal: The problem could be posed to the students as if they were the selected engineer to come up with the answer.

Variability: I should show them some possible solution, but inform them that each solution has to be investigated more.

Relevance

Goal Orientation: I can best understanding my learner’s needs by knowing their learning styles and performance scores.

Motive Matching: Scaffolding information would give the students the confidence to choose which approach would benefit them.

Familiarity – The learners would be remained of how they have found solutions to problems in their own lives.

Confidence

Learning requirements: Students could be given feedback on a regular basis to encourage participation.

Success Opportunities: Students will be put in a situation where they could be successful, depending upon their learning styles.

Personal Control: A rubric will be develop to break down each assignment by importance.

Satisfaction

Intrinsic Reinforcement: Create an assignment where the students go home and find a way to use the new information and how did knowing the new information work for them.

Extrinsic Rewards: Give the students more real world application and continue to encourage them to use the new information as a tool for finding a solution.

Equity – Show them how they have grown over the period of time.  Show them how when you first pose the problem how they felt about it and how do they feel about it now.

      The benefits of engaging in design research are it allows you to find out the different research-based models that work and just plain grow in your profession.  I did not really research nor have a clue about the different models of teaching, I just knew what my approach was going to be.  Even if a do not use the models (which I do), it is good to know what they are and the benefits they bring to the table when used.  I feel I have grown as a educator.