Learning+Model+Article

||  At the bottom of the cone student centerdness is much more prevalent than is at the top of the cone. Collaborative lessons, as well as designing a presentation are two of the most student centered activities. As you move up the cone, however, the focus becomes less and less on students. ||  This model is highly student centered. The entire point of the model is effective learning. This takes into account the importance of four aspects that will allow students to learn at their best. || The model is very easy to understand. It takes only a short time to understand what the cone represents and what each level of the cone represents. ||  Also very simple to use. When you find the union of all four of these aspects, which is when the student is at their maximum learning potential. || It would not be difficult to assess ones use of this model. I think one of the important things is how a teacher spends their time. Most of the time should be spent at the lower end of the cone. ||  This may prove to be a little more difficult for ones own assessment. It would not be too easy to assess if you are keeping the kids attention at a high level or not. Assessment of this model may be somewhat vague. || **__Comparative Article:__** (Dale’s Cone of Experience) This cone describes the classification of different types of mediated learning experiences. This theory made large contributions to the area of audio-visual communications. The shape of the cone is used to show the flow of the more concrete learning experiences (at the top), to the more abstract learning experiences (at the bottom). The cone also provides for a general representation of the retention rate of people. From the top, clearly being the least at about 10% of what people read, to the bottom, the highest retention rate at about 90% of what people do. It is important to note that the amount of senses used from the bottom of the cone to the top is of significance. The levels with the highest retention rate tend to be the ones which use the more senses are being used. As one moves up the cone the number of senses used also diminishes, along with the retention of an individual. The cone also shows what students will be able to do at each of the levels. The simplest of levels the student should be able to define, describe, and explain information, while at the more advanced levels, students should be able to organize, create, and evaluate. This model could be extremely useful for those who are in the teaching profession. It can be used as a guide to how we should spend most of our time in order to get the maximum learning outcomes for our students. Works Cited:
 * Keller’s ARCS Model for Learning **
 * 1) Attention- ** The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention. Keller's strategies for attention include sensory stimuli, inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media).
 * 2) Relevance- ** Attention and motivation will not be maintained, however, unless the learner believes the training is relevant. Put simply, the training program should answer the critical question, "What's in it for me?"
 * 3) Satisfaction- ** The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease.
 * 4) Confidence- ** Finally, learners must obtain some type of satisfaction or reward from the learning experience.
 * Cone of Experience ** ||
 * Keller’s ARCS ** ||
 * Student Centerdness ** ||
 * Student Centerdness ** ||
 * Ease of Use ** ||
 * Ease of Use ** ||
 * Assessment ** ||
 * Assessment ** ||

http://www.arcsmodel.com/ http://teacherworld.com/potdale.html