~Understanding the Learner~

1. ~Understanding the Learner~ Kristen Kelly Tiffany Raymond Amanda Wood Jennifer Kerr

2. 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?

3. Understanding Learners

4. 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

5. 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.

6. 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

7. DID Step #5 Step # 5: Identify and Select Technologies • Tools • Instructional technologies • Purpose • Enhance and support the teachers strategies

8. DID Step #6 Step #6: Plan a Summative Evaluation • End instruction with a plan to evaluate • Purpose • Effectiveness • Make revisions

9. Bloom’s Taxonomy #1 #3 • Application This level of thinking focuses on the student applying the information and finding new ways to use it. Action Verbs: demonstrate, solve • Knowledge This level of thinking includes memorizing, recalling factual information. Action Verbs: list, identify, recite, define #2 • Comprehension This level of thinking focuses on organizing and comprehending concepts. Action Verbs: explain, illustrate, summarize, paraphrase #4 • Analysis This level of thinking focuses on the student applying the information and finding new ways to use it. Action Verbs: demonstrate, solve (Lever-Duffy) 44-45

10. 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 At this level a student is expected to make thoughtful decisions, resolve decisions and controversy. Action Verbs: assess, critique, judge, recommend #6 (Lever-Duffy) 44-45

11. References • Lever-Duffy, Judy, McDonald, Jean B, Mizell, Al P. Teaching and Learning with Technology. New York: Pearson Education, 2005.