Individual Scenario #3Individual Strategy Scenario #3 Ken Gates – ISD 613 Imagery Individual Scenario #3 Name: Ken Gates Strategy: Imagery Content: Learning the names of zoo animals. Title: What’s my name? Time: Fifteen minutes per day for 4 days. Number of Participants: Eight students Target Audience: Two and three-year-old pre-school students Goal of Activity: To use imagery to teach two and three-year-old pre-school students the names of zoo animals in preparation for a trip to the zoo. Goal of Script: Two and three-year-old pre-school students may not know the names of zoo animals. This imagery technique will help them learn the names of the animals and to recognize them through association with a mental image. Learning Outcomes: Gagne’s Intellectual Skills: Verbal Information Defined Concepts Learning Outcomes: Bloom’s Taxonomy: Knowledge, Understanding Learner Characteristics: These are typical two and three-year-old pre-school students. None of the students have been to a zoo. Entry Skills: None Setting: Classroom Media: Large pictures of zoo animals. Books about a trip to the zoo.Individual Strategy Scenario #3 Ken Gates – ISD 613 Imagery Process: 1. Monday morning the teacher will read a book to the children about a trip to the zoo. 2. After reading the book the teacher will show the students pictures of zoo animals and tell them the name of each animal as the students look at the picture. 3. The teacher will then show the pictures of the animals again and ask the students if they know the name of the animal. The teacher will repeat the name of the animal to the students to enable them to create the correct association between animal and name. 4. Step three will be repeated Tuesday, Wednesday, and Thursday in preparation for the trip to the zoo on Friday. Strategy Assessment: 1. Did the students use the imagery technique presented to learn the names of the animals? 2. Were they able to recognize the animals at the zoo? References: West, C. K., Farmer, J. A.,& Wolff, P. M. (1991). Instructional Design: Implications from Cognitive Science. Boston: Allyn and Bacon. Anglin, G. J. (1995). Instructional Technology: Past, Present, and Future. Englewood, Colorado: Libraries Unlimited,
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