1
|
- Deborah Healey
- English Language Institute
- Oregon State University
- deborah.healey@oregonstate.edu
- http://oregonstate.edu/~healeyd/
|
2
|
- Raise awareness about teaching and learning
- Provide information about approaches to take
- Encourage action
|
3
|
|
4
|
- Starting points
- Learning theories
- Constructivist design
- Break
- Gagne’s steps of instruction
- PowerPoint
- Practical application
- Q&A
|
5
|
- The teacher’s main role is to provide information
- The student’s role is to listen and learn
- Students should be encouraged to ask questions
- Students should expect to get answers mostly from the teacher
|
6
|
- There is information that students need to memorize
- Students need to be able to find information on their own
- Knowledge and information are the same thing
|
7
|
|
8
|
- Who?
- Why?
- What?
- When?
- How?
|
9
|
- Who are the learners?
- How old are they?
- What are their learning styles?
- What do they already know?
- What are their goals for learning?
|
10
|
- Why is this information important?
- Why should learners think it’s important?
|
11
|
- What are the concepts to convey?
- What do learners need to know in order to understand the concepts?
|
12
|
- When are the learners ready for this concept?
- What scaffolding is needed?
- Is there an appropriate sequence?
|
13
|
- How can I link this information to what my students already know?
- How can I set a problem that learners will want to solve?
- How will I know that they understand the concepts?
|
14
|
- Teachers should always appear to know more than students
- People don’t respect a teacher who doesn’t know the answer to a question
- People prefer to be passive learners
- Most people like to learn from lectures
|
15
|
|
16
|
- “Empty vessel” pedagogy
- The teacher fills the head of the learner with information, much like
pouring water into an empty vessel
|
17
|
- Students receive information, process, and repeat it
- There is a goal, and the teacher knows what it is
|
18
|
- Students gratefully absorb all the information they're given, asking for
more
|
19
|
- Learning is
- Internal, not external
- Multiple dimensions, not just one
- Participatory, not passive
- Part of life and living
- Testing is
- Part of the task
- Ongoing p
|
20
|
- Learners start with their own background knowledge.
- Learners build or revise a framework that fits or incorporates the new
information.
|
21
|
- Constructivist view
- Large project: design team
- Goal/Task analyses
- Multiple channels
- Learning environment
- Assessment
|
22
|
- Subject matter expert
- Needs analysis, content, critique
- Designer
- Needs analysis, implementation
- Teacher and student
- Design, implementation, evaluation
|
23
|
- Objectives as heuristics
- Learning experiences as central to instruction
- Problem-solving
- Constructing meaning
- Non-traditional assessment
- Multiple stages of expertise
|
24
|
- Multiple sources of information
- Multiple ways to solve problems
- Multiple levels of learning
- Multiple types of assessment
- Multiple people in control
|
25
|
- Give students responsibility
- Let them manage their learning
- Let them work together to learn
- Make learning meaningful
- Encourage active learning
- Higher level thinking, problem-solving
- Reflection and sharing
|
26
|
- Continuous - student and teacher
- Reflection
- Traditional and non-traditional
- Dynamic
- Student-centered
- Multi-faceted
- Not easy
|
27
|
- 5-minute writing
- What concepts are useful?
- What do you question or disagree with?
- What do you want to know more about?
|
28
|
- What’s to come…
- Survey
- Gagné’s steps in design
- PowerPoint tips
- Application
- Q&A
|
29
|
- Multimedia is always a good idea
- A good lesson can be repeated again and again for several years
- Adults have different preferences in how they learn
- Most people know how they learn best
|
30
|
- Analyze learning requirements
- Learning outcomes
- Learning hierarchy (if any)
- Internal processes
- External conditions
|
31
|
- Learning context
- Learner characteristics - intelligences and learning styles
- Select media, looking for multiple channels
- Different tools, different strengths
|
32
|
- Motivate
- Consider 9 instructional events
- Trial runs and formative evaluation
- Summative evaluation
- From Bostock, S. (1996). Instructional design - Robert Gagne, the
conditions of learning. Online document at
www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/atid.htm
|
33
|
- 1) Gain attention
- 2) Describe the goal
- 3) Stimulate recall of prior knowledge; build framework
|
34
|
- Presentation
- 4) Present the material
- 5) Provide guidance for learning
- 6) Elicit performance
|
35
|
- Assessment
- 7) Provide informative feedback (formative assessment)
- 8) Summative assessment
- 9) Enhance transfer and retention
|
36
|
- Initial steps
- 1) Gain attention
- 2) Describe the goal
- learners help set the goal
- 3) Stimulate recall of prior knowledge; build framework
- in collaborative groups >
|
37
|
- Presentation
- 4) Present the material
- pose the problem
- suggest resources
- 5) Provide guidance for learning
- create a learning environment
- 6) Elicit performance
- have learners create something
|
38
|
- Assessment
- 7) Provide informative feedback (formative assessment)
- learner reflection; peer comments
- 8) Summative assessment
- product and process; often alternative
- 9) Enhance transfer and retention
- encourage reflection and discussion
|
39
|
- Easy to use
- Easy to create good-looking presentations
- Supplement to a presentation
- Assumes the teacher isn’t just reading
|
40
|
- Doesn’t need to be linear
- Internal links
- External links
- PowerPoint show
- Web page
- Document
- Jumps
|
41
|
- Entrance
- Emphasis
- Animation
|
42
|
|
43
|
- Think of a course or lesson
- What are the learning objectives?
- Who is setting them and why?
- What problem(s) can be posed?
- How should the learning space be designed?
- What material is needed?
- Multiple channels?
- --Discuss--
|
44
|
- How will learners be supported?
- Group work, individual interaction
- Resources available
- Formative evaluation
- By learners, peers, teacher
- Summative evaluation
- What are some alternative assessments?
|
45
|
- Learning spaces
- Auditorium
- Room with tables and movable chairs
- Teacher moving around the room while students work in groups
- Teacher at the front behind the desk
|
46
|
- Student activities
- Hands-on experiments
- A discussion without a “right answer”
- Students reading and taking notes
- Debate
- Student-created newsletter or other product
|
47
|
- Content first
- Media and effects only as needed
|
48
|
- What did you find useful?
- What do you have more questions about?
|
49
|
|