Documenting Learning ActiCurriculumvities in the Performance-Based

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.”

Visit Our Website to Learn More

ww w. wi ds .o rg

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”