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Instructional Design for Information Literacy: Using the “Understanding by Design” Model to Achieve Learner SuccessLISA JANIC KE [email protected]
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Instructional design is a systematic practice for developing high quality instructional programs. Using the "Understanding by Design" model (developed by Grant Wiggins and Jay McTighe), this presentation will introduce a systematic approach to designing information literacy learning experiences (one-one consultations, one-time group instruction, credit courses, etc.) through a focus on learning outcomes. This model is also known as a "backwards" design model. Learning activities, instructional strategies, and embedded assessment methods are all derived from the outcomes in order to create a cohesive and effective learning design. The presentation will explore this instructional design approach and include discussion on how the principles apply in attendees own teaching scenarios.
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To begin … • Think for a moment about a learning experience
that was memorable because of its effectiveness.• Identify one or two characteristics that
particularly influenced the effectiveness.
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Learning …
“A change in human disposition or capability that persists over a period of
time and is not simply ascribed to processes of growth.”
Robert Gagne. 1985. Conditions of Learning and Theory of Instruction. 4th edition. New York: Holt, Rinehart, and Winston
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Teaching …
“Any activity that has the conscious intention of,
and potential for, facilitating learning in another. ”
Robert Leamonson, 1994, Thinking About Teaching and Learning:
Developing Habits of Learning with First Year College and University Students
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Good teaching …
“Good teaching is the creating of those circumstances
that lead to significant learning in others.”
Donald L. Finkel.1999. Teaching with Your Mouth Shut.
Portsmouth, NH: Boynton/Cook Publishers.
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When we truly understand we …
Can explainCan interpretCan apply Have perspectiveCan empathize
Have self-knowledge
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“As experts, we understand … but we must not fall into
thinking we can transfer our understanding directly
to others.”
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Goal is notto cover content
but to uncover it!
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Some errors to avoid …
Activity-focused - starting with fun and interesting per se rather than intellectually rich (primarily a problem in elementary education)
Coverage-focused - starting with the information to be conveyed rather than the results to be attained (primarily a problem in secondary and post-secondary education)
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SDRAWKCAB Design ProcessStage 1 –
Identify desired results.
Stage 2 –Determine acceptable evidence.
Stage 3 –Plan learning
experiences and instruction.
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SDRAWKCAB Design ProcessStage 1 –
Identify desired results.
Stage 2 –Determine acceptable evidence.
Stage 3 –Plan learning
experiences and instruction.Note though that the process is in actuality iterative and messy.
This is the final design structure and not necessarily a linear process.
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UbD: Stage 1 –Identify desired results.
Goals
Understandings (big ideas) and Predictable Misunderstandings
Essential Questions (to foster inquiry, understanding, transfer of learning)
Learners will know and do!
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Worth Being Familiar With
Important to Know and Do
Big Ideas and Core Tasks
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UbD: Stage 2 –Determine acceptable evidence.
Performance tasks and criteria for judging performance
Other evidence
Student reflection and self-assessment
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UbD Continuum of Assessments
Informal checks for understanding
Observations and dialogues
Tests and quizzes Academic prompts Performance tasks
p152
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UbD: Stage 3 –Plan learning experiences and instruction.
W Where instruction going? What expected? Where students coming from?
H Hook all learners? Hold interest?
E Equip learners? Experience key ideas? Explore the issues?
R opportunities to Rethink and Revise
E learner self-Evaluate?
T Tailored to different needs, interests, abilities?
O Organized to maximize initial/sustained engagement and learning?
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Thank You!