Instructional Design. Educating Today s Students for Tomorrow. Susan Owens MS OTR

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Instructional Design. Educating Today s Students for Tomorrow. Susan Owens MS OTR"

Transcription

1 Instructional Design Educating Today s Students for Tomorrow Susan Owens MS OTR

2 Instructional Design Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.

3 Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies. Sara McNeil.

4 Instructional Design research and theory about instructional strategies a process for developing and implementing strategies arranging resources and procedures to promote learning the systematic process of developing instructional systems

5 History of Instructional Design Some trace the emergence of instructional design back to WW II when in the USA the need arose to train quickly and efficiently thousands of new recruits 1950 s BF Skinner developed Stimulus response, feedback and reinforcement theories 1960 s Benjamin Bloom introduced the Taxonomy of Intellectual Behaviors 1970 s A variety of learning models for business organizations 1980 s Robert Glasser introduced the concept of Instructional Design

6 Instructional Models are guidelines or sets of strategies on which the approaches to teaching by instructors are based. Learning technology Service NC State University May 2006 "

7 Effective instructional models are based on learning theories. Learning Theories describe the ways that theorists believe people learn new ideas and concepts. Often, they explain the relationship between information we already know and the new information we are trying to learn. Learning technology Service NC State University May 2006

8 According to Reigeluth (1999: 6-7), Instructional Design-Theory is: 1. Design-oriented (focusing on means to attain given goals for learning or development) 2. Identifies methods of instruction (ways to support and facilitate learning) and the situation in which these methods should and should not be used. 3. Methods of instruction can be broken down into more detailed component methods

9 Instructional Design Steps analysis of learning needs and goals development of a delivery system to meet those needs development of instructional materials and activities systematic plan for implementation tryout and evaluation of all instruction and learner activities.

10

11 Betty Crocker Method of Instructional Design Who s coming to dinner Decide what you want to create Gather all materials and resources Follow a clear recipe Evaluate your results What needs changing for next time

12 Success depends on having clear goals, and a thoughtful method for matching instruction with expected outcomes.

13 Conditions for Learning 1. Gaining attention (reception) - show a variety of examples related to the issue to be covered 2. Informing learners of the objective (expectency) - pose questions, and outline the objectives, question of the day 3. Stimulating recall of prior learning (retrieval) - review summaries, introductions and issues covered previously 4. Presenting the stimulus (selective perception) - adopt a definition and framework for learning/ understanding

14 Conditions for Learning 5.Providing learning guidance (semantic encoding) - show case studies and best practices Eliciting performance (responding) - get students to create products based on issues learned 7. Providing feedback (reinforcement) - check all examples as correct/incorrect 8. Assessing performance (retrieval) - provide scores and remediation 9. Enhancing retention and transfer (generalization) - show examples and statements and ask students to identify issues learned

15

16 Factors affecting Learning MEANING: Highly meaningful words are easier to learn and remember than less meaningful words. MEMORY: is better for items placed at beginning or end of list rather than in the middle. Link with an emotion or feeling for long term storage.

17 PRIOR KNOWLEDGE :students can use existing knowledge to establish a context or construct a schema into which the new information can be assimilated. STUDENT MISCONCEPTIONS: Prior knowledge can lead to misconceptions. Misconceptions may be difficult to correct due to fact that learner may not be aware that knowledge s a misconception. Misconception occurs when input is filtered through schemas that are oversimplified, distorted or incorrect.

18 PRACTICE: Active practice or rehearsal improves retention 1) the number of associations the learner has for the word 2) by frequency of the word 3) or by familiarity with the sequential order of letters 4) or the tendency of the work to elicit clear images

19 MNEMONICS: strategies for elaborating on relatively meaningless input by associating the input with more meaningful images or semantic context. Four well-known mnemonic methods are the place method, the link method, the peg method and the keyword method.

20 TEXT ORGANIZATION: cues learners to which aspects of the material are most important. Structural elements such as advanced organizers, previews, logical sequencing, outline formats, higlighting of main ideas and summaries assist learning in retaining information

21 Chunking: Free recall of lists is better when learners organize the items into categories rather than attempt to memorize the list in serial order. Chunking enables encoding as an organized body of meaningful knowledge..

22 Lesson Plan Title 1 Learner Outcome: Task: Starting with a verb, describe the observable performance or behavior. b Condition: Describe the actual conditions under which the task will occur or be observed. Standard: State the level of acceptable performance of the task in terms of quantity, quality, time limitations, etc.

23 Objective: Help them to visualize a clear goal, such as what will this learning help me to achieve? What will I be able to do in the future? Why am I spending my time in this class? 1 Instruction: Give the big picture (Global), and use an instructional outline will list the details (Liner). Some students prefer large-scale concepts (over-all view of the material). Others prefer one-step at a time instructions. Stimulate recall of prior learning: Show how this lesson is built upon prior lessons or pre-course requirements.

24 Learning Point Strategies: Use teaching aids for long term memory, such as mnemonics, visualizations, mind maps, or activities to get the learners involved! ii Invoke positive emotions such as excitement, wonder, or challenge. Ask about concerns and then relate them to past or future achievements. Help them to visualize goals and encourage positive actions. Use all sensory channels - Visual, Auditory, & Kinesthetic (VAK). Using all three will reinforce the learning concepts.

25 Elicit performance (practice) and provide feedback: Give clear instructions and lots of feedback because task is new Some students need emotional support due to lack of confidence. Decrease support as skill level develops.

26 Review Reflection is an active process (the doer must think) do it in pairs, groups and individually. Reviews can also be an activity, i.e. toss a nerf ball around, the receiver of the ball then explains or lists what he or she thought was a major ideal or concept. The ball is then tossed to another student. Evaluation: Know what behaviors are to be looked for and how they are rated. These behaviors MUST support the learner outcomes (learning objective).

27 Important Questions to consider 1. Does the content relate to real world problems? Does the content activate prior knowledge or experience? Does the content demonstrate what is to be learned? Can learners practice and apply acquired knowledge or skill? Are learners encouraged to integrate (transfer) the new knowledge or skill into their everyday life?

28 Sound Curriculum + Effective Teachers + Safe Learning Environment + Receptive Student Brains = WHOLE Brain Learners

29 Assess Instructional Competencies Evaluation Synthesis Analysis application Outcomes Measures rubrics, critical thinking scales; rate quality of student arguments, predictions, conclusions products or artifacts synthesized by students rate according to desired criteria: originality, organizational scheme, appropriate use of evidence versus conjecture debates, critiques, discussions, case analyses; assess student ability to extract relevant variables underlying a problem, issue, or situation word problems, experiments; assess student ability to apply principles and theories to solve novel problems

30 Assess Instructional Outcomes comprehension knowledge characterizing organizing valuing responding receiving short answer questions multiple choice, true-false, matching practical experiences; interview, observe student beyond class, in real settings projects, cases discussions problems, questions problems, questions

31

32

33

LEARNING THEORIES Ausubel's Learning Theory

LEARNING THEORIES Ausubel's Learning Theory LEARNING THEORIES Ausubel's Learning Theory David Paul Ausubel was an American psychologist whose most significant contribution to the fields of educational psychology, cognitive science, and science education.

More information

Conditions of Learning (R. Gagne)

Conditions of Learning (R. Gagne) Conditions of Learning (R. Gagne) http://tip.psychology.org/gagne.html Overview: This theory stipulates that there are several different types or levels of learning. The significance of these classifications

More information

Chapter 8. Information Processing Theory

Chapter 8. Information Processing Theory Chapter 8 Information Processing Theory Overview The Information Processing View of Learning A Model of Information Processing Metacognition Technology As an Information-processing Tool Copyright Cengage

More information

Memory: The Long and Short of It

Memory: The Long and Short of It Memory: The Long and Short of It Memory s Beginnings Atkinson and Shiffrin (1968) Encoding Converting information into a form that can be entered into memory Storage Retaining information over varying

More information

Sec 1: Taking in and Storing Information

Sec 1: Taking in and Storing Information Chapter 10 Memory and Thought Sec 1: Taking in and Storing Information Memory input, storage, and retrieval of what has been learned or experienced 1. Encoding transforming of information so the nervous

More information

Chapter 1: Educational Psychology - A Foundation for Teaching. 1. Define educational psychology and state its main purpose.

Chapter 1: Educational Psychology - A Foundation for Teaching. 1. Define educational psychology and state its main purpose. LEARNING OBJECTIVES Educational Psychology - Slavin, Ninth Edition Psychology 207 Mr. Conjar Chapter 1: Educational Psychology - A Foundation for Teaching 1. Define educational psychology and state its

More information

Instructional Design Basics. Instructor Guide

Instructional Design Basics. Instructor Guide Instructor Guide Table of Contents...1 Instructional Design "The Basics"...1 Introduction...2 Objectives...3 What is Instructional Design?...4 History of Instructional Design...5 Instructional Design

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate Business

More information

Alignment of Taxonomies

Alignment of Taxonomies Alignment of Taxonomies Bloom s Taxonomy of Cognitive Domain Bloom s Taxonomy Cognitive Domain Revised Cognitive Demand Mathematics Cognitive Demand English Language Arts Webb s Depth of Knowledge Knowledge

More information

The old adage of learning best by experience is really true. Research confirms

The old adage of learning best by experience is really true. Research confirms appendix 3 curriculum, instruction, and assessment: rigor and relevance The old adage of learning best by experience is really true. Research confirms that more learning occurs when students are immersed

More information

SAMPLE REPORT. To order, call 1-800-211-8378, or visit our Web site at www.psychcorp.com

SAMPLE REPORT. To order, call 1-800-211-8378, or visit our Web site at www.psychcorp.com Scoring Assistant with Report Writer SAMPLE REPORT To order, call 1-800-211-8378, or visit our Web site at www.psychcorp.com In Canada, call 1-800-387-7278 In United Kingdom, call +44 (0) 1865 888188 In

More information

Instructional Design for e-learning. Dr Richard Hyde Atlantic Link Ltd.

Instructional Design for e-learning. Dr Richard Hyde Atlantic Link Ltd. Instructional Design for e-learning Dr Richard Hyde Atlantic Link Ltd. Overview What is instructional design? Theories and models Choosing an approach The development process Top ten tips What is Instructional

More information

Developing Clear Learning Outcomes and Objectives

Developing Clear Learning Outcomes and Objectives Developing Clear Learning Outcomes and Objectives The Design phase of a typical curriculum development process (Analysis, Design, Development, Implementation, Evaluation) is largely concerned with developing

More information

The Science of Human Learning: Instructional Design that Maximizes Retention and Application

The Science of Human Learning: Instructional Design that Maximizes Retention and Application The Science of Human Learning: Instructional Design that Maximizes Retention and Application ALICE CHUANG, MD, UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL, NC FRANCIS NUTHALAPATY, MD, UNIVERSITY OF SOUTH

More information

Designing and Teaching a Course with a Critical Thinking Focus

Designing and Teaching a Course with a Critical Thinking Focus Designing and Teaching a Course with a Critical Thinking Focus Centre for Excellence in Teaching and Learning (CETL) Lunch and Learn Seminar Facilitator: Dr Mervin E. Chisholm Manager/Coordinator, CETL

More information

Outline. Teaching for Learning. Meaningful vs. Rote Learning. Effective Learning 1/23/2013

Outline. Teaching for Learning. Meaningful vs. Rote Learning. Effective Learning 1/23/2013 Outline Teaching for Learning Meaningful vs. Rote Learning Writing Objectives (Bloom s Taxonomy) Attention Asking Questions Teaching Study Skills Effective Learning There are two main ways that students

More information

TEACHING STRATEGIES IN MATH

TEACHING STRATEGIES IN MATH TEACHING STRATEGIES IN MATH Strategies to be discussed are: Lecture-Discussion Method Cooperative and Collaborative learning Jigsaw Method Think-Pair-Share Lecture-Discussion Method It is based on three

More information

Mastery Learning and Instructional Design 6

Mastery Learning and Instructional Design 6 Chapter 4 Mastery Learning and Instructional Design 6 Robert M. Gagné Chapter 4 (Pages 107 -- 124) One of Gagné s major contributions to theory and practice alike was the Events of Instruction. The Events

More information

WHAT IS '''SIGNIFICANT LEARNING"?

WHAT IS '''SIGNIFICANT LEARNING? WHAT IS '''SIGNIFICANT LEARNING"? Dr. L. Dee Fink Director, Instructional Development Program University of Oklahoma Author of Creating Significant Learning Experiences (Jossey-Bass, 2003) One of the first

More information

Concept-Mapping Software: How effective is the learning tool in an online learning environment?

Concept-Mapping Software: How effective is the learning tool in an online learning environment? Concept-Mapping Software: How effective is the learning tool in an online learning environment? Online learning environments address the educational objectives by putting the learner at the center of the

More information

ASET Online Education Development of learning modules:

ASET Online Education Development of learning modules: ASET Online Education Development of learning modules: Goals: The primary goals in creating courses of study in various neurodiagnostic modalities are threefold: To provide a method of systematic training

More information

5. Formally register for INS299 for the number of semester hours indicated on your contract.

5. Formally register for INS299 for the number of semester hours indicated on your contract. HONORS INDEPENDENT STUDY GUIDELINES: According to the Lake Land College catalog course description, independent study is designed to permit the student to pursue a course of study not typically available

More information

Attendees will: Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment s importance.

Attendees will: Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment s importance. Best Practices Attendees will: Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment s importance. Why we are writing learning outcomes The role

More information

Writing Learning Objectives

Writing Learning Objectives Writing Learning Objectives Faculty Development Program Office of Medical Education Boston University School of Medicine All Rights Reserved 2004 No copying or duplication of this presentation without

More information

The Pedagogy of Medical Education

The Pedagogy of Medical Education The Pedagogy of Medical Education Instructional Design Principles The best instruction is that which is: Effective - facilitates learners acquisition of the prescribed knowledge, skills and attitudes Efficient

More information

Module 4. Questioning

Module 4. Questioning Module 4 Questioning 90 Training materials for the foundation subjects Module 4 Questioning Objectives To develop teachers self-awareness and analysis of their own questioning techniques To identify key

More information

Transition Planning Considerations: A Strategy for Note Taking. PowerPoint Slides to be used in conjunction with the Facilitator s Guide

Transition Planning Considerations: A Strategy for Note Taking. PowerPoint Slides to be used in conjunction with the Facilitator s Guide Transition Planning Considerations: A Strategy for Note Taking PowerPoint Slides to be used in conjunction with the Facilitator s Guide Copyright 2011, East Carolina University. Recommended citation: Bouck,

More information

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions

More information

CONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY

CONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY CONSTRUCTIVISM & STUDENT CENTERED LEARNING 9. BLOOM S TAXONOMY 9.1. History of Bloom s Taxonomy Bloom s Taxonomy was created, in 1948, by psychologist Benjamin Bloom and several colleagues. Originally

More information

Exemplary Planning Commentary: Elementary Literacy

Exemplary Planning Commentary: Elementary Literacy Exemplary Planning Commentary: Elementary Literacy! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.

More information

Outline. Psychology of Teaching. Teachers Make a Difference (Hattie, 2003) Expert Educators (Morrow & Asbury, 2003) Dr. K. A. Korb, JETS 4/5/2014

Outline. Psychology of Teaching. Teachers Make a Difference (Hattie, 2003) Expert Educators (Morrow & Asbury, 2003) Dr. K. A. Korb, JETS 4/5/2014 Outline Psychology of Teaching Dr. K. A. Korb JETS Characteristics of an Expert Teacher Rote Learning and Meaningful Learning Bloom s Taxonomy of Learning Objectives Good Questioning Skills Teaching Study

More information

Can you imagine a conversation about how well a student "understands" a concept?

Can you imagine a conversation about how well a student understands a concept? Getting Started A working definition of a performance-based objectives: A Learning objective is a statement that describes the specific skills or knowledge a student will be able to demonstrate as a result

More information

Instructional Technology Philosophy

Instructional Technology Philosophy Instructional Technology Philosophy Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar

More information

INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL

INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL Prof. Dr. Aytekin İŞMAN Sakarya University, Turkey isman@sakarya.edu.tr & ismanay@hotmail.com, www.aytekinisman.com INTRODUCTION Instruction is a plan of teaching

More information

Instructional Design Techniques for Creating Effective e-learning

Instructional Design Techniques for Creating Effective e-learning www.elearningguild.com Instructional Design Techniques for Creating Effective e-learning Sighle Brackman, Trivantis 608 Instructional Design Techniques For Creating Effective Elearning Presentation Purpose

More information

Theories of Learning. Ana Savic. VISER, RICUM Belgrade, May

Theories of Learning. Ana Savic. VISER, RICUM Belgrade, May Theories of Learning Ana Savic VISER, RICUM Belgrade, May 24 2012. Objectives Objectives: consider different theories of learning identify several principles of learning see how individual differences

More information

Black Board Vista project Checklist

Black Board Vista project Checklist Black Board Vista project Checklist How to use this Check List... 2 Analysis... 5 Targeted Students / Identify... 5 Content Analysis... 5 Design / Identify... 5 Objectives... 5 Evaluation / Validation...

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Engaging the Whole Child, Every Child

Engaging the Whole Child, Every Child The Learning Cube: Engaging the Whole Child, Every Child John Antonetti Colleagues on Call john @411oncall.com Personal Response Clear/Modeled Expectations Emotional/Intellectual Safety Learning with Others

More information

1 of 5 17TH Annual Conference on Distance Teaching and Learning

1 of 5 17TH Annual Conference on Distance Teaching and Learning 1 of 5 17TH Annual Conference on Distance Teaching and Learning Strategies for Effective Student/Student Interaction in Online Courses Mary Ann Kolloff Assistant Professor Eastern Kentucky University The

More information

Quality Matters Rubrics: Ensuring Quality for Online Course Development

Quality Matters Rubrics: Ensuring Quality for Online Course Development Running Head: QUALITY MATTERS RUBRICS 1 Quality Matters Rubrics: Ensuring Quality for Online Course Development Team LARJ: Tiffany Linc, Adriana Greenlief, Roxanne Witherspoon and Julia Cutler The University

More information

Sustained Attention. Short-Term Memory. Phonological Processing (detecting and discriminating differences in phonemes or speech sound)

Sustained Attention. Short-Term Memory. Phonological Processing (detecting and discriminating differences in phonemes or speech sound) Basic Psychological Process [Type text] Acquisition of Information Accurately gaining, receiving, and/or perceiving information Testing Terms & Data Sources Sustained Attention Possible Data Sources: Conners-3,

More information

Writing Learning Objectives

Writing Learning Objectives The University of Tennessee, Memphis Writing Learning Objectives A Teaching Resource Document from the Office of the Vice Chancellor for Planning and Prepared by Raoul A. Arreola, Ph.D. Portions of this

More information

Introduction to Instructional Design: A Brief Primer By Nancy Wootton Colborn

Introduction to Instructional Design: A Brief Primer By Nancy Wootton Colborn Introduction to Instructional Design: A Brief Primer By Nancy Wootton Colborn M any roles in libraries require that librarians teach, lead workshops, or give instruction to patrons in some way, but most

More information

LESSON 7: LEARNING MODELS

LESSON 7: LEARNING MODELS LESSON 7: LEARNING MODELS INTRODUCTION mobility motivation persistence sociological Think about your favorite class. Does the teacher lecture? Do you do experiments or go on field trips? Does the teacher

More information

Critical Thinking for Teachers

Critical Thinking for Teachers Episode 1: Why Critical Thinking? Charles makes a tough choice on summer jobs; Ms. Dominguez and Ms. Brown spar over teaching priorities determine their background knowledge and understanding of critical

More information

Bloom s Taxonomy. Creating Evaluating Analyzing Applying Understanding Remembering. Evaluation Synthesis Analysis Application Comprehension Knowledge

Bloom s Taxonomy. Creating Evaluating Analyzing Applying Understanding Remembering. Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom s Taxonomy Each of the three categories requires learners to use different sets of mental processing to achieve stated outcomes within a learning situation. Benjamin Bloom (1913-1999) was an educational

More information

New Faculty Orientation 2012 CLASSROOM MANAGEMENT & LEARNING STYLES

New Faculty Orientation 2012 CLASSROOM MANAGEMENT & LEARNING STYLES New Faculty Orientation 2012 CLASSROOM MANAGEMENT & LEARNING STYLES LEARNING AND TEACHING This student-centered perspective is a hallmark of the CSUDH approach to teaching. We strive to empower instructors

More information

APPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs

APPENDIX A: ACTFL GUIDELINES. APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs APPENDIX A: ACTFL GUIDELINES APPENDIX C: Methodology for Innovative Instruction in K-12 World Language Programs 261 APPENDIX A: C: METHODOLOGY ACTFL GUIDELINES FOR INNOVATIVE INSTRUCTION IN K-12 Figure

More information

National Assessment of Educational Progress (NAEP)

National Assessment of Educational Progress (NAEP) Exploring Cognitive Demand in Instruction and Assessment Karin K. Hess Over the past decades, educators and psychologists have attempted to develop models for understanding cognitive complexity as it relates

More information

Brain-Based Learning in Mathematics. Pierce Convocation August 25, 2011

Brain-Based Learning in Mathematics. Pierce Convocation August 25, 2011 Brain-Based Learning in Mathematics Pierce Convocation August 25, 2011 Your Brain Weighs about 3 pounds Is the size of a small grapefruit Makes up about 2% of your body weight, but Uses 20% of your calories

More information

FACULTY PEER ONLINE CLASSROOM OBSERVATIONS AA

FACULTY PEER ONLINE CLASSROOM OBSERVATIONS AA Philosophy Online class observations are meant to facilitate an instructor s professional growth. They will be used to create an opportunity for reflection and stimulate ideas for improvement in the online

More information

Understanding Learners Cognitive Abilities: A Model of Mobilizing Non-English Majors Cognitive Abilities in the Process of Their Writing in English

Understanding Learners Cognitive Abilities: A Model of Mobilizing Non-English Majors Cognitive Abilities in the Process of Their Writing in English Understanding Learners Cognitive Abilities: A Model of Mobilizing Non-English Majors Cognitive Abilities in the Process of Their Writing in English Liu Fengming Southwest Normal University Introduction

More information

Principles of Instruction. Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction

Principles of Instruction. Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction Teaching Letter-Sound Associations by Rebecca Felton, PhD. Introduction In order to become proficient readers, students must learn to recognize and name the letters of the English alphabet. Students must

More information

Resources for Writing Program Learning Outcomes

Resources for Writing Program Learning Outcomes Resources for Writing Program Learning Outcomes Supplementary Materials for Writing and Revising Learning Outcomes Workshop Presented Jointly by TLA and Student Affairs LEVEL OF SPECIFICITY AND REACH Learning

More information

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would

More information

Children s Specialist Standards 2010

Children s Specialist Standards 2010 Professional Ski Instructors of America American Association of Snowboard Instructors Children s Specialist Standards 2010 National Standards: CS 1 and CS 2 Updated June 16, 2010 Table of Contents Introduction

More information

The Pedagogy of Medical Education

The Pedagogy of Medical Education Nancy B. Clark, M.Ed FSU College of Medicine The Pedagogy of Medical Education Instructional Design Principles The best instruction is that which is: Effective - facilitates learners acquisition of the

More information

SCHOOL OF EDUCATION/HUMAN SERVICES

SCHOOL OF EDUCATION/HUMAN SERVICES SCHOOL OF EDUCATION/HUMAN SERVICES CHILD DEVELOPMENT IV I. DESCRIPTION The study of child development prepares a student to acquire a working knowledge of the principles of a child s growth and development.

More information

Educational Psychology (EDP304) Comprehensive Course Review

Educational Psychology (EDP304) Comprehensive Course Review Educational Psychology (EDP304) Comprehensive Course Review Research Methods 1. The discipline or field that studies learners, learning and teaching is? 2. Explain the difference between external and internal

More information

What is a learning outcome? Why are quality learning outcomes important? What should a learning outcome contain?

What is a learning outcome? Why are quality learning outcomes important? What should a learning outcome contain? What is a learning outcome? A learning outcome states what a student should be able to do or know as a result of having completed a particular course or program. Learning outcomes can include knowledge,

More information

Please note all guidelines are written in blue. Lesson Plan components are in black.

Please note all guidelines are written in blue. Lesson Plan components are in black. Emilie Kudela Revised August 29, 2009 Guidelines for the Childhood/Early Childhood Department Lesson Plan These guidelines are written to help SUNY Cortland teaching candidates especially Early Childhood

More information

Connects content, procedures, and activities to relevant life experiences of students and previously learned content.

Connects content, procedures, and activities to relevant life experiences of students and previously learned content. Based on Kentucky Teacher Internship Program (KTIP) for use in the U of L Developmental Teacher Preparation (DTP) Model. This rubric will be used to assess Kentucky Teaching Standards #1, #3, #4, #5, and

More information

Teacher Development Workshop ACCOUNTING GRADE 11

Teacher Development Workshop ACCOUNTING GRADE 11 Teacher Development Workshop ACCOUNTING GRADE 11 CONTENTS PAGE CONTENTS PAGE... 2 PROGRAMME OF ASSESSMENT FOR GRADE 11... 4 EXAMINATION REQUIREMENTS FOR GRADE 11... 5 TEACHING ACCOUNTING GRADE 11... 6

More information

Roselle Public School District Curriculum Framework 2011 (Preparing Students for the 21 st Century) Sixth Grade

Roselle Public School District Curriculum Framework 2011 (Preparing Students for the 21 st Century) Sixth Grade Content: English Language Arts Enduring Understandings 1. Oral discussion helps to build connections to others and create opportunities for learning. 2. Effective speakers adapt their style and content

More information

Instructional Transaction Theory: An Instructional Design Model based on Knowledge Objects

Instructional Transaction Theory: An Instructional Design Model based on Knowledge Objects : An Instructional Design Model based on Knowledge Objects M. David Merrill and the ID 2 Research Group Department of Instructional Technology Utah State University, Logan, UT 84322-2830, USA Educational

More information

Catering for different types of learner

Catering for different types of learner CHAPTER 3 Catering for different types of learner If students enjoy their English lessons, this can provide powerful motivation. Ensuring that lessons are well paced and contain different kinds of activity

More information

Principles of Brain-Based Learning: Teaching 21st Century Minds Online Participant Syllabus

Principles of Brain-Based Learning: Teaching 21st Century Minds Online Participant Syllabus Teaching 21st Century Minds Course Description This course is designed to enhance a participant s knowledge of brain research. The following themes will be explored: brain development, information processing,

More information

The Gagne van Hieles Connection: A Comparative Analysis of Two Theoretical Learning Frameworks

The Gagne van Hieles Connection: A Comparative Analysis of Two Theoretical Learning Frameworks The Gagne van Hieles Connection: A Comparative Analysis of Two Theoretical Learning Frameworks Mohammad A. Yazdani, Ph.D. Abstract There are striking similarities between the van Hieles model of levels

More information

E-Learning and Personal Preferences. The aim of this article is to explore further the idea that E-learning should

E-Learning and Personal Preferences. The aim of this article is to explore further the idea that E-learning should E-Learning and Personal Preferences Page 1 E-Learning and Personal Preferences Introduction The aim of this article is to explore further the idea that E-learning should cater to the learning needs of

More information

Christine E. Lynn College of Nursing Florida Atlantic University

Christine E. Lynn College of Nursing Florida Atlantic University Christine E. Lynn College of Nursing Florida Atlantic University Faculty Guide to On-Line Teaching The purpose of this faculty guide is to assist the individual faculty member in preparing to teach an

More information

Teaching Introductory Visual Basic Using Microsoft s Team Foundation Server

Teaching Introductory Visual Basic Using Microsoft s Team Foundation Server Teaching Introductory Visual Basic Using Microsoft s Team Foundation Server Kevin D Matthews matthewskd@uncw.edu Paul Martin pgm0543@uncw.edu Douglas Kline klined@uncw.edu Department of Information Systems

More information

Psychology Unit 5 Test

Psychology Unit 5 Test Psychology Unit 5 Test 1 Choose the best answer. (2 pts each). Psychology Unit 5 Test 1. Twenty years after graduating, a subject is able to correctly identify photographs of students she attended high

More information

Three domains of learning

Three domains of learning Three domains of learning Leslie Owen Wilson all rights reserved Three domains of learning What are the differences between the cognitive, affective, and psychomotor taxonomies? There are three main domains

More information

PSYCHOLOGY (8th Edition, in Modules) David Myers. Forgetting, Memory Construction and Applying Memory Principles to Your Own Education.

PSYCHOLOGY (8th Edition, in Modules) David Myers. Forgetting, Memory Construction and Applying Memory Principles to Your Own Education. PSYCHOLOGY (8th Edition, in Modules) David Myers PowerPoint Slides Aneeq Ahmad Henderson State University Worth Publishers, 2007 1 Forgetting, Memory Construction and Applying Memory Principles to Your

More information

Instructional Design Philosophy

Instructional Design Philosophy Instructional Design Philosophy Executive Summary Instructional Design Principles: MindLeaders training is based on sound principles from research in instructional design, adult learning, and information

More information

Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences)

Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences) [Type here] Revised July 0 Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences). Plans lessons that demonstrate knowledge of content and pedagogy Lesson Plans:

More information

Adaptive elearning Accelerating scalable learning impact

Adaptive elearning Accelerating scalable learning impact Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin Adaptive elearning Accelerating scalable learning impact Adaptive elearning ACCELERATING SCALABLE LEARNING IMPACT

More information

EIS 301, SAMPLE SYLLABUS Educational Psychology Learning and Instruction Spring 2011**

EIS 301, SAMPLE SYLLABUS Educational Psychology Learning and Instruction Spring 2011** 1 EIS 301, SAMPLE SYLLABUS Educational Psychology Learning and Instruction Spring 2011** TPEP VISION STATEMENT: Our graduates will be empowered educational professionals deeply committed to continuous

More information

Expanding Expression Tool

Expanding Expression Tool Expanding Expression Tool Teacher Guide 1 Table of Contents Contents What is EET?... 3 Objectives & Clusters... 4 Lesson Plan... 5 Prerequisite Assessment... 7 Pre-Instructional Assessment... 10 List of

More information

Long Term Memory. Outline of Lecture. Long Term Memory (Atkinson & Shiffrin Model) 1/18/10. Retrieval and Coding of Memories

Long Term Memory. Outline of Lecture. Long Term Memory (Atkinson & Shiffrin Model) 1/18/10. Retrieval and Coding of Memories Long Term Memory Retrieval and Coding of Memories Outline of Lecture Transferring information from STM to LTM Control processes Encoding processes Retrieval Interference Encoding specificity Long Term

More information

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999) Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within

More information

Bloom s Taxonomy How will it impact in your classroom? What is Bloom s Taxonomy? Bloom s Taxonomy

Bloom s Taxonomy How will it impact in your classroom? What is Bloom s Taxonomy? Bloom s Taxonomy Bloom s Taxonomy How will it impact in your classroom? Eileen Herteis The Gwenna Moss Teaching & Learning Centre What is Bloom s Taxonomy? A theory to identify cognitive levels (Levels of thinking) Represents

More information

Understanding Your Learning Styles

Understanding Your Learning Styles Understanding Your Learning Styles by Ldpride.net Copyright 2008 1 An Introduction to Understanding Learning Styles Introduction Have you ever wondered why you perform better under the tutelage of one

More information

Mississippi Statewide Teacher Appraisal Rubric M-STAR

Mississippi Statewide Teacher Appraisal Rubric M-STAR Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...

More information

How to Write Learning Outcomes

How to Write Learning Outcomes How to Write Learning Outcomes This document is a work in progress. As faculty utilize these guidelines, they will make suggestions for improvement. Changes will follow. What are learning outcomes? Learning

More information

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE Examination Syllabus V.0 April 01 ITIL is a registered trade mark of the Cabinet Office APMG Service Catalogue 01 Examination Syllabus INTRODUCTION The

More information

Chapter 7: Memory. Memory

Chapter 7: Memory. Memory Chapter 7: Memory Case Study: H.M. and His Missing Memories Section 1: Memory Classifications and Processes Section 2: Three Stages of Memory Section 3: Forgetting and Memory Improvement Experiment: Applying

More information

Developing a Sustainable Assessment Plan for EAC-ABET Accreditation

Developing a Sustainable Assessment Plan for EAC-ABET Accreditation Eleventh LACCEI Latin American and Caribbean Conference for Engineering and Technology (LACCEI 2013) Innovation in Engineering, Technology and Education for Competitiveness and Prosperity August 14-16,

More information

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed)

TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives

More information

Degree- Level Expectations and Course Learning Outcomes

Degree- Level Expectations and Course Learning Outcomes Degree- Level Expectations and Course Learning Outcomes Introduction to DLEs Degree-Level Expectations (DLEs) are a threshold framework for the expression of the intellectual and creative development of

More information

SLO Action Verbs. Action verbs are abundant in the English language, but how to do we know which ones are right to include in our SLO statements?

SLO Action Verbs. Action verbs are abundant in the English language, but how to do we know which ones are right to include in our SLO statements? SLO Action Verbs Action verbs are abundant in the English language, but how to do we know which ones are right to include in our SLO statements? Benjamin Bloom, an American educational psychologist, created

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE. Examination Syllabus V 1.2. October 2009

USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE. Examination Syllabus V 1.2. October 2009 USING THE PRINCIPLES OF ITIL ; SERVICE CATALOGUE Examination Syllabus V 1. October 009 ITIL is a Registered Trade Mark of the Office of Government Commerce in the United Kingdom and other countries APMG

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

CHAPTER 7 Educational Psychology: The Effective Lesson

CHAPTER 7 Educational Psychology: The Effective Lesson BEFORE YOU READ... The purpose of this chapter is to discuss several research-based instructional strategies that are effective in promoting student achievement. Several methods and strategies are described

More information

Historical Reflection on Learning Theories and Instructional Design. Vianna Madrid. Cognition and Development EPSY 6304.

Historical Reflection on Learning Theories and Instructional Design. Vianna Madrid. Cognition and Development EPSY 6304. Vianna Madrid Cognition and Development EPSY 6304 June 18, 2015 Instructor: Alejandro Garcia Synopsis The article titled Historical Reflection on Learning Theories and Instructional Design published on

More information

The Everyday Science of Your Brain

The Everyday Science of Your Brain 1 6-8 Lesson Plan The Everyday Science of Your Brain Lesson Overview: In this lesson, students will learn which parts of their brain help them learn and remember. They will learn the science behind short-

More information

Accessibility Strategies for Mathematics

Accessibility Strategies for Mathematics Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed

More information

Exhibit 8: Three Learning Styles. Visual Learners learn best through seeing. Auditory Learners learn best through hearing

Exhibit 8: Three Learning Styles. Visual Learners learn best through seeing. Auditory Learners learn best through hearing 34 Human Resource Certification Preparation Program Learning Although this story may not be entirely accurate, it does illustrate the process of retroactive inhibition in which new learning may interfere

More information