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~Understanding the Learner~ Kristen Kelly Tiffany Raymond Amanda Wood Jennifer Kerr Dynamic Instructional Design -DID • Step #1: Know the Learners – Know their developmental stages • physically and cognitively – As a group are they the same or are they different? – What are their individual characteristics, such as learning styles, cognitive styles, and types of intelligence? Understanding Learners Environmental Sound Light Temperature Design Emotional Motivation Persistence Responsibility Structure learning environment Sociological By oneself Pairs, small or With an large teams authoritative adult Any combination of these components Physiological Visual, auditory, or kinesthetic Food or drink Morning, intake while noon, and concentrating night energy peaks Peripatetic or static physical state Psychological Global or analytic learning preference Right-brained or leftbrained dominance Impulsive or reflective DID Step #2 • Step #2: State your Objectives – Objectives are statements that can be achieved as a result of the instruction you are designing. – You also have performance objectives in which the statements can be broken down into three components: target performance, a description of the method, and a criterion for measuring success. • Ex: Objective: The student will be able to identify, with 95 percent accuracy, the subject and the verb in sentences contributed by peers and written on the board. – Stem: The student will be able to – Target performance: identify the subject and the verb – Measurement conditions: in sentences contributed by peers and written on the board – Criterion of success: with 95 percent accuracy DID Step #3 Step #3: Establish the Learning Environment – First, take inventory of the physical space – Next, consider the nonphysical aspects of the learning environment. • The general academic climate • The dominant attitude of learners and the instructor • The quality of instructional organization provided by effective planning. DID Step #4 Step #4: Identify Teaching and Learning Strategies – Pedagogy: the combination and implementation of planned teaching and learning strategies (i.e. the actual function of teaching). – Use the Pedagogical Cycle when trying to come up with new teaching and learning strategies: • Provide a Preorganizer • Use Motivators • Build Bridges to Prior Knowledge • Share Objectives • Introduce New Knowledge • Reinforce Knowledge • Provide Practice Experiences • Culminating Review DID Step #5 Step # 5: Identify and Select Technologies • Tools – Instructional technologies • Purpose – Enhance and support the teachers strategies DID Step #6 Step #6: Plan a Summative Evaluation • End instruction with a plan to evaluate • Purpose – Effectiveness – Make revisions #1 Bloom’s Taxonomy • Knowledge This level of thinking includes memorizing, recalling factual information. Action Verbs: list, identify, recite, define #2 #3 • Application This level of thinking focuses on the student applying the information and finding new ways to use it. Action Verbs: demonstrate, solve • Comprehension This level of thinking focuses on organizing and comprehending concepts. Action Verbs: explain, illustrate, summarize, paraphrase (Lever-Duffy) 44-45 #4 • Analysis This level of thinking focuses on the student applying the information and finding new ways to use it. Action Verbs: demonstrate, solve Bloom’s Taxonomy #2 #5 • Synthesis At this level a student is expected to think of an original product based off of past concepts. Action Verbs: create, design, expand, formulate • Evaluation #6 At this level a student is expected to make thoughtful decisions, resolve decisions and controversy. Action Verbs: assess, critique, judge, recommend (Lever-Duffy) 44-45 References Lever-Duffy, Judy, McDonald, Jean B, Mizell, Al P. Teaching and Learning with Technology. New York: Pearson Education, 2005.