The Conditions of Learning Task 1: desired learning outcome

1. The Conditions of LearningTask 1: desired learning outcome • The student will be able to write “ing” endings to root words that have a vowel consonant vowel (VCV) pattern that creates a long vowel sound in the word. Calvin J. Desmarais EDER 673.91

2. The Conditions of LearningTask 2: learned capability • Learned capability type • Intellectual skill • use writing rules to add “ing” to end of words • Cognitive Strategy • identify examples of correct and incorrect use of the rule for adding ing • recognize words that follow a VCV pattern but cannot have ing added. Calvin J. Desmarais EDER 673.91

3. The Conditions of LearningTask 3: type of learning • Cognitive learning • Internal condition • recalling of relevant rules and concepts • VCV patterns, grammar, adding “ing” • External condition • using examples and non examples to demonstrate application of “ing” rule Calvin J. Desmarais EDER 673.91

4. Intellectual Skill Recognize “ing” endings Essential Prerequisites Identify and say long and short vowels sounds Know the VCV pattern for long vowel sounds Supportive Prerequisites Cognitive Strategies Attitudes Verbal Information Cognitive Strategy Apply “ing” endings to words Essential Prerequisites Identify and discriminate between wordsfollowing the VCV pattern Supportive Prerequisites Cognitive Strategies Attitudes Verbal Information The Conditions of LearningTask 4: essential and supporting prerequisites Calvin J. Desmarais EDER 673.91

5. The Conditions of LearningTask 5: Instructional event • Gym class, “ing” tag. Two ing endings are “it.” They try to attach to as many root words as possible. Root words may or may not accept the “ing” ending. IE rate to rating is a match, late to lating is not. A match is a tag and students switch roles. • The activity elicits a quick response to a variety of situations. The variables change quickly and the application of the skill must happen quickly. Calvin J. Desmarais EDER 673.91