February 13, 2003 Calvin J. Desmarais EDER The Conditions of Learning Task 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.

February 13, 2003 Calvin J. Desmarais EDER The Conditions of Learning Task 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.

February 13, 2003 Calvin J. Desmarais EDER The Conditions of Learning Task 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

February 13, 2003 Calvin J. Desmarais EDER The Conditions of Learning Task 4: essential and supporting prerequisites  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 words following the VCV pattern  Supportive Prerequisites Cognitive Strategies Attitudes Verbal Information

February 13, 2003 Calvin J. Desmarais EDER The Conditions of Learning Task 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.