Session 3- Key Ideas from Baggio, Clark & Dervin
The Visual Connection by Dr. Bobbe Baggio describes how a person effectively learns information. We have all heard or read something that went "in one ear and out the other". When designing professional development or instruction, how do we convey our message so that it received by our audience.
- Information must be stored in the mind (part of the brain) in ordered to be recalled and used.
- Instructional design = materials + tech/tools + way we learn
- Our instruction must consider the Trilogy of the Mind = affective (emotion) + cognitive + conative (way we do things)
- Positive influences on learning are: Prior Knowledge, Context and Expectation
- Learning style that relates to most people is Visual Learning
Developing Technical Training by Ruth Colvin Clark lays out the whys and how-to of instructional design. The chapters provide the need for effective training and recipe for creating meaningful training that will allow the trainees to walk away with improved content knowledge, relevant material that can be put into practice immediately. The recipe for instructional design including planning, designing, (analyzing and re-analyzing) developing and evaluating.
- Stages in instructional design: Needs assessment, task analysis, learning objectives, assessment, development, try out/revision and implementation.
- 4 ingredients of Instruction: information-what is the content? performance outcomes-what do you want people to be able to do in the end?, instructional methods-how are you going to teach them? and instructional media- what materials are you going to use?
- Basic structure of a lesson: Introduction, Knowledge needed, Major task of the lesson & Summary
- Introduction: introduces content, relevant context, overview, objectives and table of contents
- Body of lesson includes Knowledge needed & Major task
- Knowledge needed: technical terms, definitions
- Major tasks: lessons, information and practice
- Summary: condensed review of information, reminder of objectives, preview into next lesson
- Content-Performance Matrix- A way of categorizing information that needs to be taught along with the desired performance outcome. Information is categorized into Facts, Concepts, Processes, Procedure and Principals. The outcomes are remember and apply.
- Goal for all training would be to focus training on specific information and for trainees to be able to apply the information.
- Structured Writing Techniques- Labels, charts, diagrams, bullets, white space, chunking information and elimination of unnecessary words create easier to read lessons, that promote easy retrieval.
- Provide trainees with detailed notes produces higher application of lesson. Trainees are able to focus on the lesson, instead of writing.
The Sense-Making Qualitative-Quantitative Methodology by Brenda Dervin believes that to deliver information you must meet the individual in their own context. As instructors, it is our job to find out what the the person wants or needs and use the correct tool to deliver the information. Not the correct tool that is convenient for the instructor, but the tool that best suits the individual. The "gap" or need of the individual is often misunderstood, or the information is deliver in a way that they can't understand.
When thinking about instructional design, especially when considering Needs Assessment, instructors must not make assumptions about the novice or expert level of the learners, but use strategies to determine the actual needs of the learners.
Devin's work reminds me to think about the way a teacher would want to receive professional learning, not on how I would like to deliver it. All teachers don't learn the same way, so how can I customize professional learning to maximize the learning for each teacher.
A New Driving Question????????
I am not sure what direction my new driving question will take. The driving question for my research paper was, "How will increased academic language fluency effect oral reading fluency?" I would like to continue to work with increasing academic language and how it effects all other areas of academics. After participating in EL shadowing, the lack of student talk in classrooms is shocking. Most of the academic talking in a classroom is done by the teacher. How can we flip this, so that most of the talking is done by the students. How can I show the benefits of student talk in other academic areas? Which strategies will most help a teacher encourage student talk?
New Need-to-Knows/ Need-to-dos
- examples of Capstone projects
- how much tech must be included? Does the project need to be tech based?
- how much new research must be done?
- what parts of the project will be done this semester
- re-reading the capstone handbook
- brainstorm ideas to narrow down new driving question that works with existing research paper