Documenting Learning Activities in the PerformanceBased Curriculum Terri Johnson, Learning Design Consultant Worldwide Instructional Design System Get this presentation online at www.wids.org Click on “Resources”, then “PowerPoints”
They’ll come, but will they learn?
You’ve laid the groundwork for your course: Identified outcomes Researched the topics Selected the resources Developed your syllabus
Learning Framework …but have you answered the questions all learners need to know? • • • •
Where do I need to go? Why should I go there? How will I get there? How will I know when I’ve arrived?
Have You Planned the LEARNING?
Learning Myths They’ve Learned it when . . • • • •
I I I I
touched on it lectured on it assigned reading on it tested it
Learning Activities LEARNING OUTCOME (COMPETENCY)
Learning Activities Learning Activities Learning Activities Learning Activities
ASSESSMENT Performance Standards
Strategic Planning for Learning WHO
Four Critical Elements of Learning
WHAT WHEN HOW
HOW Learning Activities
Application Motivation Practice
Describe methods (learning strategies) and media that help learners master competencies Support cognitive processes such as learning cycle, multiple intelligences, varied learning styles Cause practice
Comprehension
What happens in the learner’s mind? Sensing Memory selector large capacity short duration
What happens in the learner’s mind? Working Memory processor powerful fragile short duration
small capacity
What happens in the learner’s mind? Long-Term Memory information storage large capacity requires retrieval
Five mental processes control information flow: attention
(sensing) sensing
encoding
(working/long-term)
rehearsal/practice
(working)
retrieval (long-term/working) metacognition
(working)
Ensure that teaching means learning Learning is enduring and meaningful only when the: sensing memory attends to the stimulus working memory processes it and sends it to longterm memory long-term memory stores it
Ensure that teaching means learning Learners can apply what they have learned only when they are able to retrieve what they learned from long-term memory for use in the working memory as needed.
Ensure that teaching means learning • insert frequent practice • vary the learning format • support all stages of the learning process • provide learning plans
Insert Frequent Practice
Too much information too fast yields Cognitive Overload Cognitive Overload Cognitive Overload
Cognitive overload slows down or even stops learning!
To avoid cognitive overload:
• break learning into manageable chunks • clear the working memory with meaningful practice
Insert Frequent Practice Why is Practice Important? •connects with what learners already know •applies to solution of problems •creates something new •efficiently encodes to long-term memory
Insert Frequent Practice Types of Practice • memorization • drill and practice • classification • skill practice • critique • problem solving • discussion •mapping
Vary the Learning Format
Vary the Learning Format People learn in different ways
Vary the Learning Format Method Media
(discussion, role play, reading, simulation)
(video, computer, text,)
Environment
(classroom, lab, outside assignment,
Internet)
Interpersonal context
(small group, large group,
individual, F2F, electronic)
Feedback Givens
(written, verbal, instructor, peer, self)
(scenarios, data provided, tools, literature, resource material)
Support All Stages of the Learning Process
The Learning Cycle
Application Motivation Practice
Comprehension
The Learning Cycle
Application Motivation Practice
Comprehension
Stage 1
The Learning Cycle
Application Motivation Practice
Comprehension
Stage 2
The Learning Cycle
Application Motivation Practice
Comprehension
Stage 3
The Learning Cycle To avoid cognitive overload and help learners encode learning into long-term memory, chunk learning by alternating between the comprehension and practice phases. Learn about it Practice it simply Learn more about it Practice with more complexity Learn more about it Practice
Apply
Application Practice
Motivation Comprehension
The Learning Cycle
Application Motivation Practice
Comprehension
Stage 4
Presentations Unit: Session1 • ATTEND a lecture • BRAINSTORM situations where you might have to on Preparing a persuade someone at work. Presentation. • ATTEND a lecture on Preparing a presentation. • BUILD sample presentations on the board. • DEVELOP key messages for your presentation using the Presentation Plan Sheet.
Presentations Unit: Session 4 • ATTEND a lecture • CHOOSE good/bad visual aids. on VISUAL AIDS for your presentation. • MAKE A LIST of the characteristics of good • CREATE visual aids visuals. POST your in class. ideas on a visual aid. SHARE your list with the class. • CREATE a visual(s) for your presentation.
Presentations Unit: Session 5 • PREPARE your presentation.
• CONFERENCE with your instructor about your presentation. BRING your completed Presentation Plan Sheet. • MAKE changes if necessary.
Provide Student Learning Plans
Learning Plans ‌give learners a blueprint for learning
Learning Plans Provide a “Strategic Plan” for learning Clearly link target outcome (competency) with learning and assessment Consist of a series of well-planned learning activities designed to meet the varied needs and learning styles of learners
Courses without learning plans Tend to be content driven rather then learner driven No clearly visible plan to help students follow the course No consistency in structure or format from course to course
Courses organized by weeks, no learning plans  Does create a structure that students can follow  Does not make a clear connection between target outcome (competency), learning, and assessment.
See Sample Learning Plan in your Handouts
Courses with Learning Plans • Answer the questions students need to know • Guide students through the learning cycle
Student Learning plan
• Help learners take responsibility for own learning
Why is this important?
• Support student metacognition
How will I know that I’m succeeding?
Give students an advanced organizer to help them: - set goals - select strategies - regulate progress - adjust learning behavior
What will I learn to do?
What knowledge and skills will I learn along the way? How will I learn to do it? How will I show that I have learned?
Why?
What?
How?
When?
How can you do it electronically? WIDS Instructional Design System Software!
Start By Writing or Choosing an Outcome to Address in the Learning Plan
WRITE learning activities
Select/contextualize activities from the learning activity library
Search the library by learning cycle, multiple intelligences, etc.
PRINT a Learning Plan
Post to Any Online Platform
Proactively teach learners how to use learning plans: Highlight the information provided Explain why that information is important (ex. criteria/conditions – tells them how they will be evaluated on their performance)
Show learners how learning plans can help them Guide learners to refer to and use the Learning Plan throughout the learning process
Instructors across the country tell us…. “Students who have learned to use learning plans say they wish their teachers would provide them for all of their classes.”
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Thank you for joining me!
WIDS The Worldwide Instructional Design System Terri Johnson, WIDS Learning Design Consultant johnsont@wids.org or (651) 407-8353 www.wids.org
Get this presentation online at www.wids.org Click on “Resources”, then “PowerPoints”