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Being Sound Savvy

Instructional Design Elements of. Being. Being Sound Savvy. Gail Mackin & Rod Smart QCAL Conference 2006. Gail Mackin October 2006. Program. Review the Being Sound Savvy DVD Review different learning theories

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Being Sound Savvy

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  1. Instructional Design Elements of Being Being Sound Savvy Gail Mackin & Rod Smart QCAL Conference 2006 Gail Mackin October 2006

  2. Program • Review the Being Sound Savvy DVD • Review different learning theories • Compare Being Sound Savvy DVD instructional design with principles of learning theories • Informal feedback on the DVD

  3. Development Process • Adult Literacy teacher • Self doubt • Research • Adoption • Change – Scope & Sequence • Development

  4. Research • General searches • Auditory discrimination, phonemic awareness, phonics, whole language, learning theories, novex analysis, adult literacy *, spelling, reading, writing, • Specific searches • http://jan.ucc.nau.edu/~jar/Reading_Wars.html • http://education.independent.co.uk/schools/article352916.ece • www.literacytrust.org.uk • www.nrrf.org/article_anderson6-18-00.htm

  5. Learning Theories • Algo-Heuristic –L. Landa • Androgogy –M. Knowles • Constructivism –J. Bruner (& others) • Experiential Learning –C. Rodgers • Information Processing Theory –G. Miller • Operant Conditioning –B.F. Skinner • Genetic Epistemology –J. Piaget http://tip.psychology.org/theories.html

  6. Algo-Heuristic • Concentrates on the cognitive processes that underlie expert thinking & performance • Determining algorithms & heuristics – unambiguous instruction sets • Imparting knowledge (content) & cognitive operations (processes)

  7. BeingSound Savvy Presentation of graphemes • single sounds • digraph sounds • modifiers that may or may not have a sound, and • letters that can act as both vowels and consonants

  8. Androgogy Emphasizes that adults are • self-directed • expect to take responsibility for their learning • need to know why • need to learn experientially • use problem-solving approach to planning & evaluation • learn best with immediate value

  9. BeingSound Savvy self-directed • Direct navigation • View any category • Choose content • Not locked into sequential pathway responsibility for their learning • RESUME button allows for extended breaks need to know why • Created ‘Getting Started’ explanations

  10. BeingSound Savvy need to learn experientially • Self directed navigation use problem-solving approach to planning & evaluation • Kept all elements to within 2 mouse clicks • Kept Main Menu available at all times learn best with immediate value • Avoid patronising with childish navigation • Avoid text driven navigation • Made clear a/v explanations

  11. Constructivist Theory Learning is an active process in which learners construct ideas based on their own knowledge, therefore instruction should consider… • the learner’s predisposition toward learning • the way knowledge is structured • the most effective sequencing • rewards & punishments for learning

  12. BeingSound Savvy Immersion in reading stories • culturally appropriate texts • builds on previous knowledge and experience Comprehension - stages of comprehension • Recall • Analysis • Prediction • Application • Synthesis

  13. Experiential Learning Distinguishes between 2 types • Cognitive (meaningless) • Experiential (significant – addressing needs & wants of learning) Learning is facilitated when… • Positive climate for learning • Purpose of learning is clarified • Resources are organised & made available • Intellectual and emotional components are balanced • Thoughts & feelings can be shared

  14. BeingSound Savvy • Assumption for content plan: The learner WANTS to learn • Not used Ivory Tower approach • Considered colour blind people • Selected presenter profiles • Showed mouth shape for ESL learners • Integrated learner interaction

  15. BeingSound Savvy • Clarify the purpose of learning • Used iconic navigation to • Set positive climate for learning • Used adult graphics • Specific guidance for each section • Positive feedback • Balance intellectual and emotional climates • Used adult graphics • Choose male/female presenter

  16. Information Processing • Concept of “chunking” • Concept of TOTE (Test-Operate-Test-Exit)

  17. BeingSound Savvy • Chunking • TOTE • Scope & Sequence • Entry/Exit points built in

  18. Operant Conditioning Changes to behaviour (response) are the results of events (stimuli) that occur in the environment

  19. BeingSound Savvy Positive feedback • Pick a Sound exercise • Reward for behaviour • Immediate • Relevant to the word • Expressed in positive language In this word, the sound is in the middle. Try again You might be confusing the /b/ and the /d/ sounds. Have another go You’re probably using visual clues. Listen again. Uh, uh!

  20. Genetic Epsitemology Cognitive structures, patterns of physical & mental action, underlie intelligence and correspond to stages of child development • Sensorimotor (0-2 yrs) • Preoperations (3-7 yrs) • Concrete operations (8-11 yrs) • Formal operations (12-15 yrs)

  21. BeingSound Savvy intuitive knowledge (0-7 yrs) words sentence structure context language interaction logical processing (8-11 yrs) explicit structured sequenced abstract processing (12-15 yrs) NRS 3 & above

  22. Indicators of Success Phonemic and Phonological Awareness • 5 levels of phonemic awareness – Adams (1990) • Causal role in reading acquisition – Stanovich (1993-94) • Prerequisite for, and consequence of, reading – Yopp (1992) Adams, Marilyn Jager (1990). Beginning to Read: Thinking & Learning about Print. Cambridge, MA: Bolt, Beranek, and Newman, Inc ED 317 950 Stanovich, Keith E. (1993-94). “Romance and Reality (Distinguished Educator Series.” Reading Teacher, 47(4), 280-91. EJ 477 302 Yopp, Hallie Kay (1992). “Developing Phonemic Awareness in Young Children.” Reading Teacher, 45(9), 695-703. EJ 442 772

  23. Sound Savvy Program • Develops auditory discrimination and phonemic awareness skills • Develops systematic presentation of graphemes and phonemes • Develops story content into adult themes • Introduces ‘rules of construction’ for words and sentences (spelling & grammar)

  24. Sound Savvy Philosophy • Language is a natural process of human development, acquired through immersion in language and relationship • Reading is a coding/decoding skill, acquired through systematic and intensive development of sound-symbol relationship, esp in the early stages of learning • Auditory discrimination and phonemic awareness are underpinning skills required of any reading instruction

  25. Sound Savvy Resources • Interactive DVD – for personal or formal, group work • Grapheme Flash Cards • Flipchart Combo Book • Preliminary Readers 1, 2, and 3 • Preliminary Workbooks 1, 2, and 3 • Teacher Reference Book • Phoneme / Grapheme Chart • Diagnostic assessment instrument (for AD/PA)

  26. Scope & Sequence • Flash Cards • Consonants • Vowels (short & long) • Digraphs & Diphthongs • Preliminary Readers / Workbooks • With DVD or teacher instruction • Stories • Develop comprehension and critical thinking

  27. BeingSound Savvy Thank you for your interest

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