Transcript Antecedent
August 31, 2011 Agenda Participatory Active Learning UDL review Schramm’s Communication Model Dale’s Cone of Experience Nine Events of Instruction Digital Camera Activity PAL: Historical Antecedents 1 Participatory, Active Learning: Historical Antecedents PAL: Historical Antecedents 3 Participatory, Active Learning Participatory Active allowing or providing for the participation of all members of a group acting, working, in action, live, alive, dynamic, participating, engaged, practicing, productive, powerful, ongoing, going on, in a state of action, in play, at work, up and around, on the go, on the move. Learning the acquiring of knowledge or skill From www.yourdictionary.com PAL: Historical Antecedents 4 Historical Antecedents Historical important in history, constituting history, archival, traditional, chronicled. Antecedent preliminary, previous, prior. predecessor, precursor, forerunner. From www.yourdictionary.com PAL: Historical Antecedents 5 Some ideas to help ground your study Old school Communications Theory Events of Instruction The cone of experience PAL: Historical Antecedents 6 But First “If teaching was telling we’d all be so smart we wouldn’t know what to do.” Robert Mager PAL: Historical Antecedents 7 Overlapping fields of experience Common Experience Field of Experience Sender Encoder Field of Experience Signal Decoder Receiver Noise Feedback Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. PAL: Historical Antecedents 8 Why is this important Applying communication to Educational Communication Being able to identify noise Helping create overlapping fields of experience PAL: Historical Antecedents 9 The Events of Instruction Robert Gagne 9 things that have to happen in successful instruction Sometimes explicitly, sometimes implicitly Don’t have to follow this order PAL: Historical Antecedents 10 The 9 Events * * * * * (1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization). PAL: Historical Antecedents 11 An Example: Class Today 1. Gain attention – not so hard with adults 2. Identify objective – Agenda, guiding questions for readings 4. Recall prior learning – Ask what “noise” you have experienced in the past. Present stimulus – PowerPoint, lecture 5. Guide learning- discussions, examples 6. Elicit performance – digital camera activity (yet to come) 7. Provide feedback – show photos, discuss 8. Assess performance- on midterm 3. 9. Enhance retention/transfer – final question at the end of this PowerPoint, referring to these concepts in the future and relating them to new things we will learn PAL: Historical Antecedents 12 Why is this important? Helps in planning instruction Helps in offering instruction Provides a blueprint for designing instructional environments PAL: Historical Antecedents 13 Dale’s Cone of Experience Verbal symbols means a lecture You can probably figure out the rest of them PAL: Historical Antecedents 14 Dale and Bruner *Enactive – not inactive * Figure 1. Edgar Dale’s cone of experience overlaid with Bruner’s concepts for instruction. Image from: http://www.ori.org/~kenl/courses/uo/mmw/docs/img/co ne_plain.gif PAL: Historical Antecedents 15 Think – Pair - Share How are Dale’s Cone of Experience, Gagne’s Nine Events of Instruction and the idea of Noise related? PAL: Historical Antecedents 16 Activity: See course schedule. http://coe.winthrop.edu/educ275 PAL: Historical Antecedents 17