EDN1 Task 2_Revised
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alexandriaavery61EDN1 Task 2_Revised
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alexandriaavery61Task 2
RaVeann Rogers
WGU
Learner Development and the Science of Learning - D665
Prof. Bethani Studebaker
Dec 11, 2024
A. 1. Describe one principle of learning science seen in the selected video, and
explain how it positively impacted learning.
Video 2, Tough to Teach – Adding Integers, aligns with your program, the Master of Arts in
Teaching, Special Education, because it demonstrates how multimodal instruction can
effectively address the diverse learning needs of students. The multimodal learning approach,
which is a principle of learning science, involves using multiple sensory modalities to
enhance comprehension and retention. In the video, the teacher employs a combination of
visual aids (e.g., number lines and diagrams), auditory explanations (clear, step-by-step
instructions), and kinesthetic activities (students physically manipulating materials like
counters or number lines). This instructional technique not only accommodates various
learning styles but also reduces cognitive load by providing multiple ways for students to
process and internalize information (Sweller, 2011). By presenting the material in different
formats, such as visual aids, auditory instructions, and hands-on activities, students can
offload some of the mental effort required to understand the concept, allowing them to focus
on the core learning tasks (Harris, 2020). This multimodal approach helps break down
complex tasks into smaller, more manageable parts, making the content more accessible and
less overwhelming, especially for students with learning disabilities. Additionally, by
engaging multiple senses, the technique fosters deeper cognitive processing, which improves
retention and the transfer of knowledge to new contexts.
This approach positively impacted learning by offering differentiated access to the
content, enabling students with different strengths and challenges to engage with the material.
Visual learners benefited from observing the number line's movement to represent positive
and negative integers. Auditory learners gained clarity from the teacher’s verbal cues, while
kinesthetic learners deepened their understanding by physically interacting with
manipulatives. This variety of instructional methods helps bridge the gap for students with
learning disabilities by ensuring that they can connect abstract concepts, such as integer
operations, to concrete and meaningful experiences. The multimodal approach is rooted in
cognitive load theory, which emphasizes the importance of reducing unnecessary mental
effort by breaking down complex tasks into manageable components and presenting them
through multiple channels (Mayer, 2009). This approach also reflects Gardner’s (2011)
theory of multiple intelligences, which highlights the value of addressing diverse ways of
learning to optimize student outcomes.
A. 2. Explain how you could use the described principle of learning science in your
future classroom differently by writing a specific scenario in which you use it.
In my future classroom as a special education teacher, I would apply the multimodal
learning approach to teach fractions. This lesson would incorporate visual, auditory, and
kinesthetic modalities to help students with learning disabilities access and understand the
content. For example, I would introduce the concept of adding fractions using a step-by-step
demonstration with fraction bars on a whiteboard. Students would observe how fractions are
visually represented and combined to form a whole or another fraction. This visual aid would
be accompanied by clear auditory instructions, such as narrating each step: “We are adding
one-fourth and one-half. Let’s align the fractions on the bar to see how they fit together.”
To engage kinesthetic learners, I would provide physical manipulatives, such as
fraction tiles, that students can move and combine on their desks. For instance, students
would physically place one-fourth and one-half tiles together to see how they form three-
fourths. This hands-on activity would make the abstract process of adding fractions more
concrete and accessible. As students progress, I would gradually transition them to drawing
fraction models on paper and solving addition problems using symbolic representation,
scaffolding their learning toward more abstract methods. This multimodal approach ensures
that students have multiple entry points to the content and reinforces their understanding
through repetition across sensory modalities.
The principle of learning science at work here is Bruner’s (1966) theory of enactive,
iconic, and symbolic representation, which emphasizes moving students from hands-on
experiences (enactive) to visual models (iconic) and finally to abstract reasoning (symbolic).
By scaffolding instruction in this way, students can build a deep understanding of fractions
and gain confidence in solving more complex problems. This approach also reflects
Vygotsky’s (1978) zone of proximal development, which highlights the importance of
providing appropriate support to help students achieve tasks they would not be able to
complete independently. By combining multimodal instruction with gradual scaffolding, I can
create a classroom environment that is inclusive, engaging, and effective for students with
diverse learning needs.
References
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.). Basic
Books.
Harris, J. (2020). Strategies for improving language learning: The behavioural approach.
Early Language Development, 173-192. https://doi.org/10.4324/9781003028253-13
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76.
