Transcript Understanding the Learner

~Understanding
the Learner~
Kristen Kelly
Tiffany Raymond
Amanda Wood
Jennifer Kerr
Dynamic Instructional
Design -DID
• Step #1: Know the Learners
– Know their developmental stages
• physically and cognitively
– As a group are they the same or are they
different?
– What are their individual characteristics, such
as learning styles, cognitive styles, and types
of intelligence?
Understanding Learners
Environmental
Sound
Light
Temperature
Design
Emotional
Motivation
Persistence
Responsibility Structure
learning
environment
Sociological
By oneself
Pairs, small or With an
large teams
authoritative
adult
Any
combination
of these
components
Physiological
Visual,
auditory, or
kinesthetic
Food or drink Morning,
intake while
noon, and
concentrating night energy
peaks
Peripatetic
or static
physical
state
Psychological
Global or
analytic
learning
preference
Right-brained
or leftbrained
dominance
Impulsive or
reflective
DID Step #2
• Step #2: State your Objectives
– Objectives are statements that can be achieved as a
result of the instruction you are designing.
– You also have performance objectives in which the
statements can be broken down into three components:
target performance, a description of the method, and a
criterion for measuring success.
• Ex: Objective: The student will be able to identify,
with 95 percent accuracy, the subject and the verb
in sentences contributed by peers and written on the
board.
– Stem: The student will be able to
– Target performance: identify the subject and
the verb
– Measurement conditions: in sentences
contributed by peers and written on the board
– Criterion of success: with 95 percent accuracy
DID Step #3
Step #3: Establish the Learning Environment
– First, take inventory of the physical space
– Next, consider the nonphysical aspects of the
learning environment.
• The general academic climate
• The dominant attitude of learners and the
instructor
• The quality of instructional organization
provided by effective planning.
DID Step #4
Step #4: Identify Teaching and Learning Strategies
– Pedagogy: the combination and implementation of
planned teaching and learning strategies (i.e. the
actual function of teaching).
– Use the Pedagogical Cycle when trying to come
up with new teaching and learning strategies:
• Provide a Preorganizer
• Use Motivators
• Build Bridges to Prior Knowledge
• Share Objectives
• Introduce New Knowledge
• Reinforce Knowledge
• Provide Practice Experiences
• Culminating Review
DID Step #5
Step # 5: Identify and Select Technologies
• Tools
– Instructional technologies
• Purpose
– Enhance and support the teachers strategies
DID Step #6
Step #6: Plan a Summative Evaluation
• End instruction with a plan to evaluate
• Purpose
– Effectiveness
– Make revisions
#1
Bloom’s Taxonomy
• Knowledge
This level of thinking includes
memorizing, recalling factual
information.
Action Verbs: list, identify,
recite, define
#2
#3
• Application
This level of thinking focuses on
the student applying the
information and finding new
ways to use it.
Action Verbs: demonstrate, solve
• Comprehension
This level of thinking focuses on
organizing and comprehending
concepts.
Action Verbs: explain, illustrate,
summarize, paraphrase
(Lever-Duffy) 44-45
#4
• Analysis
This level of thinking focuses on
the student applying the
information and finding new
ways to use it.
Action Verbs: demonstrate, solve
Bloom’s Taxonomy #2
#5
• Synthesis
At this level a student is expected
to think of an original product
based off of past concepts.
Action Verbs: create, design,
expand, formulate
• Evaluation
#6
At this level a student is expected to
make thoughtful decisions, resolve
decisions and controversy.
Action Verbs: assess, critique, judge,
recommend
(Lever-Duffy) 44-45
References
 Lever-Duffy, Judy, McDonald, Jean B,
Mizell, Al P. Teaching and Learning with
Technology. New York: Pearson
Education, 2005.