• Learning goal: Spelling- I will check my spelling carefully. I will use a dictionary for words I am not sure of.
• Behavioral Learning Theory- As an educator, I could place a smiley face on a learner’s paper as I notice a dictionary being used.
• Constructivist- Encourage the learner to set their own goals for spelling and allow them to discover an understanding about their individual spelling challenges.
Gagne's 9 general steps of instruction for learning | First Principles |
Gain attention- motivate | Problem-centered- promoted when learners are engaged in solving real-world problems |
Describe the goal- frame information | Activation: promoted when relevant previous experience is activated |
Stimulate recall of prior knowledge- Show how knowledge is connected | Demonstration (Show me): promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned |
Present the material to be learned- Chunk information | Application (Let me): promoted when learners are required to use their new knowledge or skill to solve problems |
Integration: promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life. | |
Elicit performance "practice"- apply knowledge | |
Provide informative feedback- present a good solution of the problem | |
Assess performance test- general progress | |
Enhance retention and transfer- let the learner review the lesson |
This is a brief introduction to Dr. Merrill's thoughts about instructional design.
The goal I am working with is spelling and how to engage the learner to use the dictionary efficiently. Student’s should understand the whole task, the individual parts, and then be able to pick out and apply the individual pieces for a multitude of applications.
Whole-task Approach-focus is on the overall goal to be attained throughout the entire process. The task is learned as a whole rather than a set of individual sub-skills.
Scaffolding-teacher helps the student master a task or concept that the student is initially unable to grasp independently. Teacher allows student to complete as much of the task as possible and only helps with those skills that are beyond the student’s capabilities.
Mathemagenic- that learning tasks must differ from each other on all dimensions that also differ in the real world, such as the conditions under which the tasks are performed and the way they are presented.
Using Spelling as my learning goal, this is how I would engage my students:
Attention
Perceptual Arousal:
Start the lesson with a movie clip, audio, or a verbal display of someone using horrible spelling.
Inquiry Arousal:
Bring in a parent, or another guest who maintains a higher-level job where spelling is important. Have them speak or if need be have them video record themselves talking about the need for spelling and using resources tom achieve this task.
Variability:
Discuss objectives with students. Have students complete worksheets, use dictionary-drilling applications. Give students the opportunity to practice and use written conventions.
Relevance
Goal Orientation:
Have students give writing samples on chosen topics. Correct and grade the papers and point out spelling errors and usage issues.
Motive Orientation:
Have students write a fictitious letter to a business asking for what they look for in a good employee.
Familiarity:
Have students fill out job applications and write cover letters for their resumes.
Confidence
Learning Requirements:
Non-graded opportunities for students to complete worksheets and on-line drills with immediate feedback.
Success opportunities:
Graded assignments that exhibit the spelling skills to be mastered.
Personal Control:
Create a Blog to post student writing samples. Have students anonymously critique one another’s samples. Have students start by making at least one positive statement.
Satisfaction
Intrinsic Reinforcement:
Students revise writing samples based on the feedback they receive from one another and revise and repost another draft.
External Rewards:
After revisions are made, the educator will assess the work and leave comments. Students then make a final revision and post.
Equity:
Parents of the students and faculty at the school will be given to access to the final postings. The students will receive final real world critiques of their work.
Reflection on engaging in design research
It seems that instruction, technology, theories, and methods evolve over time. People are unique individuals with diverse learning needs. As an educator, it is important to engage in design research to have tools and models for a variety of situations. There is not a single “Theory of Everything” that will work in every application. As an educator, I must understand learner’s needs and create efficient and effective instruction for meeting those needs. Having firm grounding in learning and instruction theories will yield an arsenal of ideas and abilities to create the best instruction for a given learning goal.
No comments:
Post a Comment