General Case Analysis

General Case Analysis Assignment

East Stroudsburg University

Blair Thallmayer

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General Case Analysis

1. An activity that I want to investigate and that is performed in multiple ways in my community is the use of a microwave oven. The microwave oven is now an essential part of most kitchens. During the summer or other hot times of the year, it's an excellent appliance to use because it won't heat up your kitchen the way an oven will. Unfortunately, most people still use the microwave to heat coffee, melt butter or make popcorn. That's just fine - but the appliance can do so much more!

2. The range of situations in which someone should be able to perform the ability to complete the steps of using a microwave oven in all varieties of styles in different homes.

3. Using a Microwave Oven:

Generic Cue Generic Step1. Microwave Oven 1. Look for Door opening

mechanism 2. Found Door Opening Mechanism

2. Open Microwave Oven Door

3. Microwave Oven Door is open

3. Insert appropriate dishware into the center of the Microwave Oven

4. Appropriate Dishware is inserted into the center of the Microwave Oven

4. Close Microwave Oven Door

5. Microwave Oven Door is closed

5. Select appropriate Cook Time

6. Appropriate Cook Time is selected

6. Select Start

7. Start is selected 7. Microwave Oven is working

4. Range of Situations for using a Microwave Oven

a. Variation in Stepsi. Look at size, shape, color, location, and style of opening

mechanism. ii. Style: Pull Handle, Push Button, Turn Knob; Location:

Horizontal, Verticaliii. Plate, Cup, Platter, Bowliv. Slam, Bang, Shut, Sealv. Use labeled buttons, & knobs; Location: top, bottom, left or

right of microwavevi. Location: top, bottom, left or right of microwave; Press

labeled buttons; turn labeled knobvii. Inside Light is on; Makes a sound

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General Case Analysis

b. Variation in Cuesi. Size, Shape, Color, Location, Styleii. Found size, shape, color, style & location of door opening

mechanismiii. Door opens to left, right, from top, from bottomiv. Placed, Tossed, Positioned, Pushed, Set, Set Down,

Plunked, Dumpedv. NOTHINGvi. NOTHINGvii. NOTHING

c. Possible Exceptions or Errors i. Machine out of orderii. Machine lacking power (electricity, batteries, light bulb)iii. Buttons wore off or wore down iv. Buttons not labeled or labeled incorrectlyv. Knob wore downvi. Knob not labeled or labeled incorrectlyvii. Located in a hard to reach place

5. Organized Data into a Table: See Attachment

6. Specify the minimum number of examples used to teach this generalization.

a. Concerning this one task, a few main examples I would select for teaching that I believe would result in maximum generalization to all the examples I found would be a microwave oven that is location on a counter top. This way it is visible and easily displayed; thus in the reach of the student.

b. Many of the doors on microwaves today are opened by a push of a button. Years ago there was a displayed handle or knob. Currently buttons are used to push the door open. Therefore, I would use a button to teach the students to open the microwave oven door. It is also less movement and motion to push a button with a finger, than pull open a handle or turn a knob (in which both involve a full hand).

c. Another example, I would select for teaching would contain buttons that were clearly labeled, with medium sized font, on the right side of the microwave. Having the buttons is useful for students to touch the specific number/ text. This is very useful for tactic and kinetics learning style students. In addition, having the buttons clearly labeled will help less confusion between the numbers/text. Having

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General Case Analysis

the size font to medium will be big enough to view clearly, it is not big enough that would see overbearing and not small enough for students to put their face up to the numbers. Finally, having this displayed on the right side of the microwave is a clear visual and is commonly displayed on majority of the new technology of microwaves being purchased today.

7. Specify examples (probes) used to test for generalization of learning.

a. A probe I would use to test an example to verify if someone can generalize this ability after the teaching experience was taught would contain a having friends come over to watch a movie. I would ask the person to make a bag of popcorn using the microwave. If the student can make the bag of popcorn independently and correctly, everyone will enjoy popcorn while watching a movie. The smell of burnt popcorn is very noticeably and without popcorn while watching a movie, it just is not the same.

b. Another probe I would use to test an example to verify if someone can generalize this ability after the teaching experience was taught would contain a student heating up a cup of coffee in a dorm room’s microwave. If the student has heated up the cup of coffee in the microwave located in the dorm room, independently and correctly, then he/she has completed this task. If the coffee is heated too much it will begin to evaporate, and if the coffee is not placed inside the microwave correctly, it could slip all over inside.

Generic Cue Generic Step Variation in Cue Variation in Step1. Microwave Oven 1. Look for Door

opening mechanism 1. Size (small, medium, large)2. Shape (square,

1. Look at size of door opening mechanism2. Look at shape of

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General Case Analysis

rectangle)3. Color (black, brown, white, grey)4. Location (counter top, connected to another item)5. Style (handle, button, knob)

door opening mechanism3. Look at color of door opening mechanism 4. Look at location of door opening mechanism5. Look at style of door opening mechanism

2. Found Door Opening Mechanism

2. Open Microwave Oven Door

1. Found size, shape, color, style & location of door opening mechanism

1. Style: Pull Handle, Push Button, Turn Knob2. Location: Horizontal, Vertical

3. Microwave Oven Door is open

3. Insert appropriate dishware into the center of the Microwave Oven

1. Door opens to left2. Door opens to the right3. Door opens from the top4. Door opens from the bottom

1. Plate2. Cup3. Platter4. Bowl

4. Appropriate Dishware is inserted into the center of the Microwave Oven

4. Close Microwave Oven Door

1. Placed 5. Tossed2. Positioned 6. Pushed3. Set 7. Set Down4. Plunked 8. Dumped

1. Slam2. Bang3. Shut4. Seal

5. Microwave Oven Door is closed

5. Select appropriate Cook Time

1. Use labeled buttons (numbers, or specific words) 2. Use knob with labeled numbers or specific words3. Location: top, bottom, left, or right of microwave

6. Appropriate Cook Time is selected

6. Select Start 1. Location: top, bottom, left, or right of microwave oven2. Press labeled button3. Turn labeled knob

7. Start is selected 7. Microwave Oven is working

1. Light Inside2. Makes a sound

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