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INSTRUCTIONAL THEORY 'helping people learn better' 'how to…

- - - - Micro: inst on an individual skill or understanding: i.e. a sequence of examples and practice
      - Meso: Inst on a single unit (i.e. a sequence of types of cases for a complex cognitive task)
      - Macro: Inst on a course or curriculum such as a sequence of different types of complex tasks
    - - Local
      - Universal (a strength)
    - - Imprecise
      - Precise
      - For increasing precision Kinds: what are the different kinds of this method? Parts What parts does the method involve? Criteria Which criteria should the method meet to be considered good?
    - - Low
      - High
    - - Low
      - High
    - - :red_flag:Universal Methods of Instruction (First Principles of Instruction by Merrill to enhance quality of inst across all situations) The 2nd-5th principles form a cycle of instruction :checkered_flag: Principle: A relationship that is always true under appropriate conditions regardless of the methods or models which implement this principle :star: Different models or methods use these principles in a variety of ways
        
        :one: Task-Centered Principle
        
        Inst should use a task-centered strategy :warning: not the same as problem-based learning where students left to their own devices to acquire skills necessary for solving the prob
        
        Inst should use progressively complex whole tasks: in consequent tasks, demonstration decreases, application increases
        
        :two: Demonstration Principle
        
        Inst should provide demo of the skill consistent with its type: kinds-of (concepts), how-to (procedures), what-happens (principles)
        
        Information (like Generality) can be presented and recalled
        
        Portrayal (like Instance) Can be demonstrated and applied
        
        Inst should provide guidance (to focus learner's attention) to relate generalities to instances
        
        :red_flag: Show increasingly difficult-to-discriminate examples, summarize steps for procedures, repeat the demonstration for complex scenarios
        
        Should engage learners in peer-discussion and peer demonstration
        
        provides opportunities for checking own knowledge
        
        Should allow learners to observe demo through appropriate media
        
        multimedia principle, spatial contiguity, split attention, redundancy, coherence
        
        :three: Application Principle
        
        Should have learner apply learning consistent with type of skill
        
        Classification for concepts, carrying out of each step for procedures, predicting outcomes and finding faulted conditions in a situation for principles
        
        Should provide intrinsic and corrective feedback
        
        Should provide coaching but gradually withdraw to enhance application
        
        Should engage learners in peer collaboration :check: more effective when ind comes to a solution first and then discusses with peers to defend their solution
        
        :four: Activation (of prior knowledge) Principle
        
        Should achivate relevant cognitive structures by connections with prior experience
        
        Should have learners share prior experiences with each other: becomes a source of vicarious experience
        
        Should have learners acquire or recall a structure for organizing new knowledge
        
        :red_flag: A structure-guidance-coaching-reflection cycle within demonstration-application-activation-integration cycle
        
        :check: Asking students to organize info, summarize, compare new material with prior material etc.
        
        :five: Integration (of new knowledge in everyday life)Principle
        
        Should integrate new knowledge into learners cog structures by having them reflect on (refines mental models), discuss new knowledge
        
        Should engage learners in peer critique: provided reflection on own work
        
        Should have learners create, invent, or explore personal ways to use new knowledge increases retention
        
        Should have learners publicly demonstrate new knowledge
        
        :warning: Visuals, animations etc. draw attention alright but can do only so much for sustaining it over time - Demonstrating learning would be a great motivator!
      - Situational Methods/Principles of Instruction
        
        Situationalities (have varying degrees from commonality to locality) :check: One system of method is selected based on the desired learning outcome and the instructional approach one has adopted
        
        Based on Different Approaches to Instruction (means)
        
        Role Play
        
        Synectics
        
        Mastery Learning
        
        Direct Instruction
        
        Discussion
        
        Conflict Resolution
        
        Peer Learning
        
        Experiential Learning
        
        Problem-based Learning
        
        Simulation-based Learning
        
        Based on diff learning outcomes (Ends) Based on Bloom
        
        Knowledge: recall tasks: list, define, tell
        
        Comprehension: grasp meaning: distinguish, describe, predict
        
        Application: use what is learned at previous levels: demonstrate, calculate, show, relate, classify
        
        2 more items...
        
        similar to remember paraphrase
        
        similar to remember-verbatim
      - Core Ideas
        
        Learner focused rather than sorting-focused
        
        Learner centered: methods tailored to each learner
        
        Learning by doing: task-based instruction
        
        Attainment-based as opposed to time-based (mastery learning as early example)
        
        Criterion-Referenced Testing
        
        Collaborative
        
        :balloon: Enjoyable
      - Task-Based Instruction (project, inquiry, problem, issue, question or case-based) : Because now intrinsic mot is important than extinsic mot
        
        Problems
        
        Assessing Ind Learning in Group Perf: :check: solution: inst space gives students opp to reach criterion for full range of competencies
        
        Students cooperate: all learn their part only
        
        Not enough practice to develop skill for transfer
        
        Skills that need to be automized to free cognitive load is not addressed in TBI
        
        :alarm_clock: Takes too much time , not typically efficient
        
        Problems can be solved by Dividing Learning Space into Two:
        
        Instructional Space: Selection of inst strategies depends on type of learning
        
        Memorization: drill and practice
        
        Application: examples, practice, feedback, tutorials
        
        Conceptual understanding: analogy, comparison and contrast, analysis of parts
        
        Theoretical understanding: exploring cause and effects, solutions
        
        Natural Processes: Sequence of events
        
        Task Space: Its theory involves guidance for selecting a good task with appropriate complexity, forming small groups, self-directed learning, teacher actions, debriefing etc.
      - Key Roles
        
        Teacher: guide on the side
        
        designer of student work: what will st do in inst space and task space?
        
        facilitator of learning: developing personal learning plan, coaching, scaffolding, arranging availability of resources
        
        mentor: concerned with full dev of student
        
        Student
        
        Worker: making effort to learn
        
        Self-Directed and Self-Motivated
        
        Teacher
        
        Technology
        
        :notebook_with_decorative_cover:Record Keeping for Student Learning :check: Each students current attainments are mapped onto a standard attainments inventory :<3: along with a Personal Characteristics Inventory :check: accessed by student and parents too
        
        :calendar: Planning for Student learning: helping students decide on long-term goals, options for attainments, matching up with students with same task interest at the same time, specify team member and teacher roles, develop a contract
        
        Instruction for Student learning: Introducing tasks, providing tools
        
        Assessment of student learning: Assessment is integrated with instruction
    - - :star: A computer tool may advise students about what to learn next and which possible methods to use in which situation based on continuous inputs about learner :check: all stakeholders should be involved in design process :check: much design of instruction must be done during instruction by learners
  - - - About Learning Goals: which learning outcomes are valued philosophically? (contrast to empirical identification of goals via needs analysis)
      - About Priorities (Relative importance of Effectiveness, Efficiency, Appeal, possible trade-offs involved): Which priorities should be used to judge the success of instruction?
        
        Effectiveness: how well the instruction works
        
        Efficiency: effectiveness/time and/or cost
        
        Appeal
      - About Methods: Which inst methods are valued? (contrast to selecting methods based on research results empirically)
      - About Power: Who makes decisions about goals, priorities and methods?
    - - Content: the nature of what is to be learned: knowledge, skills, metacognitive skills, values, attitudes etc.
      - Learner: The nature of the learner: prior knowledge, learning style, strategies, motivation and interest
      - Learning Environment: the nature of the learning env. : human resources, materials, organizational arrangements etc.
      - Instructional Development Constraints: Resources available for designing, developing, implementing instruction: money, time etc.