The element of the SITE model that is most relevant to my research question is around the Sociocultural subcontent. The motives and values of students directly relates to the affect domain, elaborated by Baggio as the primary domain of the trilogy of the mind; that must be supported to facilitate learning. Since affect is such a huge factor in learning, the source and roots of that affect is important. The SITE model provides insight into what is included in the affect domain through the sociocultural subcontent.
In addition, the ARCS model also brings up the idea of relevance as paramount to learning, tapping into the learners motives and values is key to making content relevant. Through my research, I hope to identify the impact of different instructional models to facilitate Social Emotional Learning (SEL). Factoring in the sociocultural subcontent is important to consider to analyze student needs, background knowledge, motives, and values. From there, it's more straight forward to create an ARCS model that supports SEL as well. For me, the SITE model is also relevant in terms of Sociocultural subcontent. Content that motivates me, and supports my values is much more appealing. This is obvious for all learners, we transfer information quicker when it already has a schema to place concepts within. As an adult, following Baggio's insights around androgogy, learning happens when it's useful to the learner. I enjoy writing these blogs, giving voice to how this information is relevant. Reading the material with this goal in mind, certainly appeals to the sociocultural subcontent.
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AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
July 2017
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