Instructional design
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Transcript of Instructional design
Overarching Goals/Outcomes
O Librarians will understand some of the
primary principles and theories involved in
instruction.
O Librarians will gain some new ideas and
help regarding classroom management.
Objectives
O Librarians will recognize teaching
methods and techniques in videos.
O Librarians will identify ways that teaching
methods and techniques are used and/or
could be used in HCC Library’s info lit
instruction program.
O Librarians will share ideas, examples, and
anecdotes about their own teaching.
Answer the following question on a piece of paper:
O“What makes you most nervous,
anxious, uncertain, or confused about
teaching?”
OCrumple up the pieces of paper and
throw them around the room (to one
another) until Gina says stop!
OOpen up the paper you end up with and
read aloud what is written on it.
Instructional Design (ID)O “A method and profession for developing
solutions to learning-related problems.”
O “Instructional systems design” developed
during WWII – training large industrial
workforce.
O Draws on communication studies, systems
design, psychology, information technology,
and educational theory.
(--Char Booth, Reflective Teaching, Effective
Learning.)
ID MethodsO ADDIE: Analyze user needs; Design strategy to address
needs; Develop product; Implement; Evaluate
O USER: Understand the problem & scenario; Structure goals, objectives, outcomes; Engage [create instruction materials and deliver instruction]; Reflect [assess and revise]
O “Backwards Design”: Start with “desired results,” and how they will be assessed, then determine what activities will lead to those results.
O What should students understand and be able to do (outcomes)? What evidence will show that goals are met?
O What instruction activities will lead to this assessment (objectives)?
Understanding: Your topic/research need determines the kinds of sources you will need
Obj. 1. Students will develop a research topic and search terms (Research Planning Worksheet)
Obj. 2. Students will determine what sources are needed for background and in-depth information (Research Planning Worksheet)
Obj. 3. Students will describe the differences between scholarly and popular periodicals (In-class exercise in groups of 2 or 3)
Understanding: Different kinds of sources require different search tools/ resources to find them.
Obj. 4. Students will identify what kinds of sources can be found using Google/Web search engines (Orally in class, Quiz question? )
Obj. 5. Students will select and use periodical databases to find journal articles. (Research Planning Worksheet)
Obj. 6. Students will use the Library Catalog to find books available at HCC Library (Research Planning Worksheet)
Active/Problem-Based Learning
O Instead of “show and tell” – “facilitate and
question” (see pink handout)
OThe activity leads to the concepts – not the
other way around
Constructivism/Discovery Learning
O Stems from Piaget:
O Learners construct their own meaning.
O New learning builds on prior knowledge
(scaffolding).
O Learning is enhanced by social interaction.
O Meaningful learning through “authentic” tasks.
O Learning depends on cognitive activity –
students “discover” the answer.
O Questions, problems, exercises(--Cooperstein & Kocevar-
Weidinger)
Typical lecture-style/directed teaching example: “Scholarly Journals vs. Magazines”
Scholarly Journals MagazinesO Report research and
advanced knowledge in a field.
O Written by experts in the field
O Audience: Scholars, students, professors in the field
O Appearance: Few illustrations, charts, graphs
O Use for research or to support a thesis
O Entertain, inform, or persuade.
O Written by editorial staff – not necessarily experts
O Audience: General public
O Appearance: Glossy covers, photos, advertisements.
O Use for general information
Active/Constructive Learning Alternative: “Scholarly Journals vs. Magazines”
O Exercise:
O In groups of three, look at the copy of the
journal and the copy of the magazine.
O Identify three characteristics that
distinguish the magazine from the journal.
Typical lecture-style/directed teaching example: “Evaluating Websites”
O Evaluation Criteria:
O Relevance: Does the source contribute to answering my research question?
O Currency: Is there a publication date? Is the date appropriate for my topic?
O Credibility: Who is the author? Does he/she qualified to write on this topic?
O Objectivity: What is the purpose of this source? Is the information biased or objective
O Quality: Do you trust the accuracy of this source? Did the authors provide evidence to back their claims?
Active/Constructive Learning Alternative: “Evaluating Websites”
O In groups of three, look at these three sites. Which one would be most reliable for a college paper? Why?
Ohttp://www.globalissues.org/issue/178/climate-change-and-global-warming
Ohttp://earthobservatory.nasa.gov/Features/GlobalWarming/page6.php
Ohttp://www.buzzle.com/articles/global-warming-and-water-cycle.html
Learner-Centered Teaching (LCT)
O Not a set of methods or techniques, but a set of beliefs/philosophy about teaching and interacting with learners.
O Collaboration, Participation, shared Responsibility (CPR)
O Focus on helping learners become self-sufficient, self-directed, life-long learners.
O Listen to, engage, and inspire learners
O “Less is more” as opposed to “coverage”
O Shifting balance of power; providing choices in how students interact with material; belief in learner potential
(--Joan R. Kaplowitz, Transforming Information Literacy Instruction Using Learner-Centered Teaching)
Traditional Teaching v. LCT
Traditional teachers
use words like
Learner-centered
teachers
use words like
O Teaching
O Cover
O Inform
O Present/deliver
O Learning
O Investigate/explore
O Facilitate
O Experience/interact
“Flipped Classroom”
O Instructor as “facilitator of learning”
O http://www.youtube.com/watch?v=r2b7GeuqkPc
Differentiated Instruction
OAccommodating learning differences
OFormats
OModes of delivery
OOptions/flexibility in learning activities
O“Reading” your audience, meeting
them where they are
OHaving a place for students to refer
back to
Is this an effective teaching style?
O http://www.youtube.com/watch?v=uhiCFd
WeQfA
O Why or why not?
O http://www.youtube.com/watch?v=xpxd3p
ZAVHI
(start at :50)
Reflective Teaching
OSelf-evaluation of effectiveness
O“Metacognition” – awareness of what skills/strategies/information you have, and when and how to use them
Do you already use reflective or metacognitive thinking in instruction? If so, how?
Formative Assessment
O “Understand and react to a learning dynamic as
you teach.”
O “Read” audience – observe body language and
facial expressions for comprehension and
engagement. Assess level of students.
O Can use worksheets, think-aloud exercises,
questioning, observing group work, polls, etc.
O Re-focus lesson and make changes based on
student feedback.
(--Char Booth, Reflective Teaching, Effective
Learning.)
Summative Exercise
O Think of some examples where our IL
lessons use any of the methods or
strategies talked about today.
O In what other specific ways could you
use any of the methods or strategies
talked about that you are not currently
doing right now?
What’s wrong with this classroom management style?O http://www.youtube.com/watch?v=X54qDd
aACh4
Classroom Management
OTeaching to a range of abilities
OKeep lesson moving/read audience
OResponding to “incorrect” answers.
ODealing with “bad behavior.”
O“Pitch and persona,” showing
authority
OHave high expectations, but treat
students with respect.