documenting learning acticurriculumvities in the performance-based
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Presentation 1 U6 Planning LessonTRANSCRIPT
Documenting Learning Activities in the Performance-Based CurriculumTerri Johnson, Learning Design ConsultantWorldwide Instructional Design System
Get this presentation online at www.wids.org Click on “Resources”, then “PowerPoints”
They’ll come, but will they learn?
You’ve laid the groundwork for your course: Identified outcomes
Researched the topics
Selected the resources
Developed your syllabus
…but have you answered the questions all learners need to know?
• Where do I need to go?• Why should I go there?• How will I get there?• How will I know when I’ve arrived?
Learning FrameworkLearning Framework
Have You Have You Planned Planned
the the LEARNINLEARNIN
G?G?
• I touched on it• I lectured on it• I assigned reading on it• I tested it
Learning MythsLearning Myths They’ve Learned it They’ve Learned it when . . when . .
Learning ActivitiesLearning ActivitiesLEARNING
OUTCOME
(COMPETENCY)
ASSESSMENT
Performance Standards
Learning Activities
Learning Activities
Learning Activities
Learning Activities
Four Critical
Elements of Learning
WHO
WHAT
WHEN
HOW
Strategic Planning for Learning
Learning Learning ActivitiesActivities
ApplicationMotivation
Practice Compre-hension
HOWHOW
Describe methods (learning strategies) and media that help learners master competencies
Support cognitive processes such as learning cycle, multiple intelligences, varied learning styles
Cause practice
Sensing Sensing MemoryMemory
What happens in the What happens in the learner’s mind?learner’s mind?
selectorlarge capacityshort duration
Working MemoryWorking Memory processor powerful fragile short duration small capacity
What happens in the What happens in the learner’s mind?learner’s mind?
Long-Long-Term Term MemoryMemoryinformation storagelarge capacityrequires retrieval
What happens in the What happens in the learner’s mind?learner’s mind?
Five mental processes Five mental processes control information flow:control information flow:
attention (sensingsensing)
encoding (working/long-term)
rehearsal/practice (working)
retrieval (long-term/working)
metacognition (working)
Ensure that teaching Ensure that teaching means learningmeans learning
sensing memory attends to the stimulus
Learning is enduring and meaningful only when the:
working memory processes it and sends it to long-term memorylong-term memory stores it
Ensure that teaching Ensure that teaching means learningmeans learningLearners can apply what they have learned only when they are able to retrieve what they learned from long-term memory for use in the working memory as needed.
• insert frequent practice• vary the learning format• support all stages of the
learning process• provide learning plans
Ensure that teaching Ensure that teaching means learningmeans learning
Insert Frequent Insert Frequent PracticePractice
Cognitive Cognitive OverloadOverloadCognitive Cognitive OverloadOverloadCognitive Cognitive OverloadOverload
Cognitive overload slows down or even stops learning!
Too much informationtoo fast yields
To avoid cognitive To avoid cognitive overload:overload:
•break learning into manageable chunks
•clear the working memory with meaningful practice
Why is Practice Important?•connects with what learners already know
•applies to solution of problems•creates something new•efficiently encodes to long-term memory
Insert Frequent PracticeInsert Frequent Practice
• memorization• drill and practice • classification• skill practice• critique• problem solving• discussion•mapping
Types of Practice
Insert Frequent PracticeInsert Frequent Practice
Vary the Vary the Learning FormatLearning Format
People learn in different ways
Vary the Learning Vary the Learning FormatFormat
Method (discussion, role play, reading, simulation)
Media (video, computer, text,)
Environment (classroom, lab, outside assignment, Internet)
Interpersonal context (small group, large group, individual, F2F, electronic)
Feedback (written, verbal, instructor, peer, self)
Givens (scenarios, data provided, tools, literature, resource material)
Vary the Learning Format
Support All Stages of the
Learning Process
Application Motivation
Practice Comprehension
The Learning CycleThe Learning Cycle
Application Motivation
Practice Comprehension
The Learning CycleThe Learning Cycle
Stage 1
Application Motivation
Practice Comprehension
Stage 2
The Learning CycleThe Learning Cycle
Application Motivation
Practice Comprehension
Stage 3
The Learning Cycle
The Learning CycleThe Learning CycleTo avoid cognitive overload and help learners encode learning into long-term memory, chunk learning by alternating between the comprehension and practice phases.
Application Motivation
Practice Comprehension
Learn about it
Practice it simply
Learn more about it
Practice with more complexity
Learn more about it
Practice Apply
Application Motivation
Practice Comprehension
Stage 4
The Learning CycleThe Learning Cycle
Presentations Unit: Presentations Unit: Session1Session1
• ATTEND a lecture on Preparing a Presentation.
• BRAINSTORM situations where you might have to persuade someone at work.
• ATTEND a lecture on Preparing a presentation.
• BUILD sample presentations on the board.
• DEVELOP key messages for your presentation using the Presentation Plan Sheet.
Presentations Unit: Presentations Unit: Session 4Session 4
• ATTEND a lecture on VISUAL AIDS for your presentation.
• CREATE visual aids in class.
• CHOOSE good/bad visual aids.
• MAKE A LIST of the characteristics of good visuals. POST your ideas on a visual aid. SHARE your list with the class.
• CREATE a visual(s) for your presentation.
Presentations Unit: Presentations Unit: Session 5Session 5
• PREPARE your presentation.
• CONFERENCE with your instructor about your presentation. BRING your completed Presentation Plan Sheet.
• MAKE changes if necessary.
Provide Student Learning Plans
…give learners a blueprint for learning
Learning PlansLearning Plans
Provide a “Strategic Plan” for learning
Clearly link target outcome (competency) with learning and assessment
Consist of a series of well-planned learning activities designed to meet the varied needs and learning styles of learners
Learning PlansLearning Plans
Tend to be content driven rather then learner driven
No clearly visible plan to help students follow the course
No consistency in structure or format from course to course
Courses without learning plans
Does create a structure that students can follow
Does not make a clear connection between target outcome (competency), learning, and assessment.
Courses organized by weeks, no learning plans
• Answer the questions students need to know
• Guide students through the learning cycle
• Help learners take responsibility for own learning
• Support student metacognition
Give students an advanced organizer to help them:- set goals- select strategies- regulate progress- adjust learning behavior
Courses with Learning Plans
Why is this important?What will I learn to do?How will I know that I’m succeeding?What knowledge and skills will I learn along the way?How will I learn to do it?How will I show that I have learned?
Student Student Learning Learning
planplan
See Sample Learning Plan in your Handouts
Why?
When?
How?What?
WIDS Instructional Design System Software!
How can you do it electronically?
Start By Writing or Choosing an Start By Writing or Choosing an Outcome to Address in the Outcome to Address in the Learning PlanLearning Plan
WRITE learning activities
Select/contextualize activities from the learning activity librarySelect/contextualize activities from the learning activity library
Search the library by learning cycle, multiple intelligences, etc.Search the library by learning cycle, multiple intelligences, etc.
PRINT a Learning Plan
Post to Any Online Platform
Proactively teach learners how to use learning plans:
Highlight the information provided Explain why that information is important
(ex. criteria/conditions – tells them how they will be evaluated on their performance)
Show learners how learning plans can help them
Guide learners to refer to and use the Learning Plan throughout the learning process
Instructors across the country tell us….
“Students who have learned to use learning plans say they wish their teachers would provide them for all of their classes.”
Thank you for joining me!WIDS The Worldwide Instructional Design SystemTerri Johnson, WIDS Learning Design [email protected] or (651) 407-8353
www.wids.org
Get this presentation online at www.wids.orgClick on “Resources”, then “PowerPoints”