The Conditions of Learning Task 1: desired learning outcome

1
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.

2
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.

3
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

4
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

5
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.