Understanding Learners, Learning Objectives, And Learning
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Outline a process for instructional planning Identify the important characteristics of a group of students and how those characteristics may influence your use of instructional technology Describe how diversity can be used as an asset in instructional planning Specify the objectives for a lesson of your choice Identify the relevant characteristics of a learning environment
Instruction – is the process of helping students Instruction – is the process of helping students to learn through the deliberate arrangement of information, activities, methods, and media Instructional design – is the process of developing plans for instruction though the practical application of theoretical principles
Creating a practice activity Outlining the content to be covered Identifying student’s existing knowledge Developing a test Selecting a relevant computer activity
Systematic
It is a logical, methodical process in which each element of a plan is considered and carefully linked to the other elements
Flexible
The order in which the elements are considered is likely to vary from one situation to the next
Dynamic and Interactive
Decisions made while developing one element of a plan will affect decisions about other elements
Coherent
The result of a process is a coherent plan made up of elements that work together to promote learning
Gender Socioeconomic status Culture and ethnicity Existing knowledge of the content Motivation Learning style Special needs Teaching literacy
Differences are partly the result of biology Mostly the result of socialization
Socialization is the process by which we the rules, norms, and expectations of the society in which we live
encompasses a variety of factors: ◦ family income ◦ parents’ occupations, and ◦ the amount of formal education parents have completed consistently related to “success” in school as measured by things such as: ◦ Standardized test scores, grades, truancy, and drop-out rates
consistently related to “success” in school as measured by things such as: ◦ standardized test scores, grades, truancy, and drop-out rates high SES parents are more likely to provide their children with a variety of learning experiences outside school may also affect the experience the technology that a student brings to school
Tap into unique learning experiences that naturally occur in the home Provide opportunities for parents to become directly involved in their children’s education through their day-to-day activities Help students maintain a sense of pride in their families and the contributions they make to the community Provide diverse approaches to subject matter that enriches the learning for all students in the class
Culture – refers to the attitudes, values, customs, and behavior patterns that characterize a social group (Banks, 1997) Ethnicity – refers to the way individuals identify themselves with the nation from which they or their ancestors came (de Marrais & LeCompte, 1999)
During a conversation with the teacher, a student looks down rather than maintaining eye contact. The teacher interprets this to mean that the student is bored and isn’t paying attention. The student may come from a culture in which eye contact with an adult is a sign of disrespect.
A student seems to wait a long time before responding to a question The teacher interprets this to mean that the student doesn’t understand the question or know the answer The student may speak a language other than English at home and need time to translate the question.
refers to what the students already know when they begin the lesson
a process whereby goal-directed activity is instigated and maintained (Pintrich & Schunk, 1996) defines what people will do rather that what they can do common influence on human activities makes a direct contribution to learning by focusing students on certain desired learning goals
Intrinsic – generated by aspects of the experience or task itself (such as its novelty or the challenge it presents) Extrinsic – generated by factors unrelated to the experience or task (such as grades or recognition)
refers to students’ approaches to learning, problem solving, and processing information consider the sensory channel a student prefers for taking in new information – visual, auditory, kinesthetic, or tactile
1. When I try to concentrate...
I grow distracted by clutter or I get distracted by sounds, and I I become distracted by movement, and I notice things attempt to control the amount commotion, and I tend to retreat around me other people don’t and type of noise around me. inside myself. notice. 2. When I I see vivid, detailed pictures in I think in voices and sounds. I see images in my thoughts that visualize... my thoughts. involve movement. 3. When I talk I find it difficult to listen for very I enjoy listening, or I get I gesture and communicate with with others... long. impatient to talk myself. my hands. 4. When I contact I prefer face-to-face meetings. I prefer speaking by telephone I prefer to interact while walking people... for serious conversations. or participating in some activity. 5. When I see an acquaintance...
I forget names but remember I know people’s names and I can I remember what we did faces, and I tend to replay usually quote what we together and I may almost “feel” where we met for the first time. discussed. our time together.
6. When I relax... I watch TV, see a play, visit an exhibit, or go to a movie.
I listen to the radio, play music, I play sports, make crafts, or read, or talk with a friend. build something with my hands.
7. When I read...
I like descriptive examples and I I enjoy the narrative most and I I prefer action-oriented stories, may pause to imagine the can almost “hear” the but I do not often read for scene. characters talk. pleasure. 8. When I spell... I envision the word in my mind I sound out the word, sometimes I get a feel for the word by or imagine what the word looks aloud, and tend to recall rules writing it out or pretending to like when written. about letter order. type it. 9. When I do I seek out demonstrations, I want verbal and written I jump right in to try it, keep something new... pictures, or diagrams. instructions, and to talk it over trying, and try different with someone else. approaches. 10. When I I look at the picture first and I read the directions, or I talk I usually ignore the directions assemble an then, maybe, read the aloud as I work. and figure it out as I go along. object... directions. 11. When I I examine facial expressions. I rely on listening to tone of I focus on body language. interpret voice. someone's mood... 12. When I teach I show them. I tell them, write it out, or I ask I demonstrate how it is done and other people... them a series of questions. then ask them to try. TotalVisual:
Auditory:
Tactile/Kinesthetic:
students differ from one another in the sensory channel they prefer vary instruction to accommodate those differences help students understand how they best learn
Characteristics
Technology Ideas
Visual Learners
• Learn best what they see Present information in • Are good at spatial a form of graphs, relations pictures, animations, • Will often used images or video clips, and other color to remember types of visuals information
Auditory Learners
• Learn best what they Use audio to explain hear ideas or narrate • Have strong language skills • Will often sound things out or talk as a way of understanding something
Kinesthetic Learners• Learn best what they do Ask students to •Are often well-coordinatedmanipulate items
Learning disabilities Behavior disorders Communication disorders Perception problems Motor problems Health problems
Giftedness
refers to computer skills and the ability to use computers and other technology to improve learning, productivity and performance
Define where you’re going – the knowledge or skills the student should have at the end of the lesson
Guidance
Communication
Teacher Guides selection and development of Reminds the teacher of lesson content and activities. what the expected Guides selection and development of outcomes are. assessment instructions. Student Guide’s students’ studying. s
Tells the students what will be expected of them.
Others Guides the development of the overall Tells interested others curriculum into which the lesson fits. what the students are Guides the delivery of instruction by learning and what is substitutes. expected of them
Curriculum guides Textbooks and instructional activities Tests World Wide Web Your own ideas
Observable Indicator ◦ Use verbs that describe observable actions
Student Capability ◦ Use the phrase “the students will be able to,: before the action verb ◦ This will remind you that the objective is a future capability of the student
Specify the conditions that will be in place at the time of the expected performance Think about the questions the students are likely to ask about the expected performance:
Setting: What will they be expected to perform? People: Will they be working alone? With a team? Under supervision? Equipment: What tools or facilities they have to work with? Information: What, if any, notes, books, checklist or models will they have to work with?
Helps you identify what is important in the performance
The setting or physical surroundings in which learning is expected to take place
Instruction – is the process of helping students Instruction – is the process of helping students to learn through the deliberate arrangement of information, activities, methods, and media Instructional design – is the process of developing plans for instruction though the practical application of theoretical principles
Creating a practice activity Outlining the content to be covered Identifying student’s existing knowledge Developing a test Selecting a relevant computer activity
Systematic
It is a logical, methodical process in which each element of a plan is considered and carefully linked to the other elements
Flexible
The order in which the elements are considered is likely to vary from one situation to the next
Dynamic and Interactive
Decisions made while developing one element of a plan will affect decisions about other elements
Coherent
The result of a process is a coherent plan made up of elements that work together to promote learning
Gender Socioeconomic status Culture and ethnicity Existing knowledge of the content Motivation Learning style Special needs Teaching literacy
Differences are partly the result of biology Mostly the result of socialization
Socialization is the process by which we the rules, norms, and expectations of the society in which we live
encompasses a variety of factors: ◦ family income ◦ parents’ occupations, and ◦ the amount of formal education parents have completed consistently related to “success” in school as measured by things such as: ◦ Standardized test scores, grades, truancy, and drop-out rates
consistently related to “success” in school as measured by things such as: ◦ standardized test scores, grades, truancy, and drop-out rates high SES parents are more likely to provide their children with a variety of learning experiences outside school may also affect the experience the technology that a student brings to school
Tap into unique learning experiences that naturally occur in the home Provide opportunities for parents to become directly involved in their children’s education through their day-to-day activities Help students maintain a sense of pride in their families and the contributions they make to the community Provide diverse approaches to subject matter that enriches the learning for all students in the class
Culture – refers to the attitudes, values, customs, and behavior patterns that characterize a social group (Banks, 1997) Ethnicity – refers to the way individuals identify themselves with the nation from which they or their ancestors came (de Marrais & LeCompte, 1999)
During a conversation with the teacher, a student looks down rather than maintaining eye contact. The teacher interprets this to mean that the student is bored and isn’t paying attention. The student may come from a culture in which eye contact with an adult is a sign of disrespect.
A student seems to wait a long time before responding to a question The teacher interprets this to mean that the student doesn’t understand the question or know the answer The student may speak a language other than English at home and need time to translate the question.
refers to what the students already know when they begin the lesson
a process whereby goal-directed activity is instigated and maintained (Pintrich & Schunk, 1996) defines what people will do rather that what they can do common influence on human activities makes a direct contribution to learning by focusing students on certain desired learning goals
Intrinsic – generated by aspects of the experience or task itself (such as its novelty or the challenge it presents) Extrinsic – generated by factors unrelated to the experience or task (such as grades or recognition)
refers to students’ approaches to learning, problem solving, and processing information consider the sensory channel a student prefers for taking in new information – visual, auditory, kinesthetic, or tactile
1. When I try to concentrate...
I grow distracted by clutter or I get distracted by sounds, and I I become distracted by movement, and I notice things attempt to control the amount commotion, and I tend to retreat around me other people don’t and type of noise around me. inside myself. notice. 2. When I I see vivid, detailed pictures in I think in voices and sounds. I see images in my thoughts that visualize... my thoughts. involve movement. 3. When I talk I find it difficult to listen for very I enjoy listening, or I get I gesture and communicate with with others... long. impatient to talk myself. my hands. 4. When I contact I prefer face-to-face meetings. I prefer speaking by telephone I prefer to interact while walking people... for serious conversations. or participating in some activity. 5. When I see an acquaintance...
I forget names but remember I know people’s names and I can I remember what we did faces, and I tend to replay usually quote what we together and I may almost “feel” where we met for the first time. discussed. our time together.
6. When I relax... I watch TV, see a play, visit an exhibit, or go to a movie.
I listen to the radio, play music, I play sports, make crafts, or read, or talk with a friend. build something with my hands.
7. When I read...
I like descriptive examples and I I enjoy the narrative most and I I prefer action-oriented stories, may pause to imagine the can almost “hear” the but I do not often read for scene. characters talk. pleasure. 8. When I spell... I envision the word in my mind I sound out the word, sometimes I get a feel for the word by or imagine what the word looks aloud, and tend to recall rules writing it out or pretending to like when written. about letter order. type it. 9. When I do I seek out demonstrations, I want verbal and written I jump right in to try it, keep something new... pictures, or diagrams. instructions, and to talk it over trying, and try different with someone else. approaches. 10. When I I look at the picture first and I read the directions, or I talk I usually ignore the directions assemble an then, maybe, read the aloud as I work. and figure it out as I go along. object... directions. 11. When I I examine facial expressions. I rely on listening to tone of I focus on body language. interpret voice. someone's mood... 12. When I teach I show them. I tell them, write it out, or I ask I demonstrate how it is done and other people... them a series of questions. then ask them to try. TotalVisual:
Auditory:
Tactile/Kinesthetic:
students differ from one another in the sensory channel they prefer vary instruction to accommodate those differences help students understand how they best learn
Characteristics
Technology Ideas
Visual Learners
• Learn best what they see Present information in • Are good at spatial a form of graphs, relations pictures, animations, • Will often used images or video clips, and other color to remember types of visuals information
Auditory Learners
• Learn best what they Use audio to explain hear ideas or narrate • Have strong language skills • Will often sound things out or talk as a way of understanding something
Kinesthetic Learners• Learn best what they do Ask students to •Are often well-coordinatedmanipulate items
Learning disabilities Behavior disorders Communication disorders Perception problems Motor problems Health problems
Giftedness
refers to computer skills and the ability to use computers and other technology to improve learning, productivity and performance
Define where you’re going – the knowledge or skills the student should have at the end of the lesson
Guidance
Communication
Teacher Guides selection and development of Reminds the teacher of lesson content and activities. what the expected Guides selection and development of outcomes are. assessment instructions. Student Guide’s students’ studying. s
Tells the students what will be expected of them.
Others Guides the development of the overall Tells interested others curriculum into which the lesson fits. what the students are Guides the delivery of instruction by learning and what is substitutes. expected of them
Curriculum guides Textbooks and instructional activities Tests World Wide Web Your own ideas
Observable Indicator ◦ Use verbs that describe observable actions
Student Capability ◦ Use the phrase “the students will be able to,: before the action verb ◦ This will remind you that the objective is a future capability of the student
Specify the conditions that will be in place at the time of the expected performance Think about the questions the students are likely to ask about the expected performance:
Setting: What will they be expected to perform? People: Will they be working alone? With a team? Under supervision? Equipment: What tools or facilities they have to work with? Information: What, if any, notes, books, checklist or models will they have to work with?
Helps you identify what is important in the performance
The setting or physical surroundings in which learning is expected to take place
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