If I were teaching how to calculate and compare the unit costs of various sizes or brand of the same product I would use different techniques and technology for each theory of learning.
As a persistent change in performance is what is required for learning to be accomplished, and that learning comes from learners experiencing interaction with the world I would design my lessons accordingly.
Cognitive Information Theory is multi stage it is sensory, short term and long-term memory based and requires designs to be direct attention, visually stimulating, and provide meaningful connections to prior knowledge and information learned. An example of this in relation to unit cost might be a series of cereal box information pictures that display the size and pricing of popular kids cereals. The students then would have to scan visually the boxes for product price and quantity and record the information on a chart. They could then use prior knowledge of graphs to produce a bar graph on an excel based program. They can then answer a short multiply choice quiz about the graphs and the different costs vs. quantity with correct responses that would come up with both picture and textual answers for them to make corrective feedback choices. This would provide the feedback portion of the cognitive processing theory. Finally they could recommend by a completing a poll which cereal is best and worse value for money.
Schema Theory and Cognitive Load reminds me of my computer, as I never have enough RAM. Kids need to use schema to interpret events and solve problems by categories and placing the information in an ordered pattern. This is to be done without too much cognitive load on the short-term memory while making easier access to prior knowledge stored in the form of schema in the long-term memory. When applying this theory to the units cost I could read the information to the students and they could use graphic charts that the students could click and drag numbers (costs) or products into the appropriate boxes on a partially filled out formula chart. They could then punch a key at the end to do the calculations for them and finish up by dragging the results into category charts for each of the products. This would free up cognitive short-term memory reducing the load. This would also avoid the learners splitting their attention between two visual sources as one would an oral presentation. This allows them to could focus on data entry and the final categorization or schema.
Situated Learning Theory or work in progress situated learning involves the students learning from participation of community. As they learn they make connections to accrued knowledge that is meaningful in its actions. With this in mind I would develop lessons that involve simulations and role-playing where there is interaction between the individuals and the community. The creation of a blog that students can explain to others how to compare the unit costs of various products. Maybe even a web quest that involves other students taking a role and presenting their results on the blog or something as simple as a power point. The students could focus on each part of the problem of how to unit cost products pooling their information to benefit the classroom learning community.
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