PLO 8 Demonstrate the ability to make informed
decisions regarding the use of technology in support of learning and leadership.
EDU 697 Capstone a Project Approach
Week
5 Redesign of Week 2 EDU 648 Written Assignment
Teaching
and Learning with Technology PLO 8
The
Six Steps of the DID Model Training Document
Vera
Tabb
Dr.
Dennis Lawrence
April
22, 2014
Table
of Contents
Table of Contents…………………………………………………………………………………2
Step 1: Know the
Learners………………………………………………………………………..3
Step 2: State Your
Objectives…………………………………………………………………….4
Step 3: Establish the Learning
Environment……………………………………………………...5
Step 4: Identify Teaching and Learning
Strategies……………………………………………….6
Step 5: Identify and Select
Technologies…………………………………………………………6
Step 6: Summative Evaluation and Revision
Plan………………………………………………..7
Summary………………………………………………………………………………………….8
References………………………………………………………………………………………...9
Note: In this re-design I have taken out all the
watermarks and pictures which seemed to make the original too cluttered. I also took out all of the footers, which
made the paper easier to read and keep your attention on the paper itself
instead of the red footers art. I also
included into the framework of the paper information about Blooms Taxonomy and
Gagné’s ’ Conditions of Learning Theory.
The finished product looks better and is easier to follow and read as
well as new information that adds substance to the paper and more background on the theorist and the
cognitivist theory. The challenges I met
in this redesign was decided to take out the visual aids featured in the
original as well as incorporating new information into the document that makes
it more readable.
The
Six Steps of the DID Model Training Document
As
we contemplate the work that must be done to offer our students an education
that meets and surpasses quality education ideals, while incorporating the
importance of teaching and learning with technology into the classroom
curriculum. We must first study, learn, and become well versed with the
training requirements involved in The Six Steps of The Dynamic Instructional
Design (DID) Model. This system model designed by Robert Gagné will assist the
staff in designing their instructional pedagogy (Lever-Duffy & McDonald,
2011). Your teaching vision must begin with a conception of what you want to
accomplish with your student's. Your focus must be on your daily lesson
planning.
Patsula,
(1999), contends that “Bloom’s Taxonomy of Educational Objectives for the
Cognitive Domain can be used to increase retention. Bloom’s Taxonomy of
Educational Objectives for the Cognitive Domain is similar to Gagne’s hierarchy
of intellectual skills. Bloom outlines the following cognitive activities
organized from least to greater complexity:
-
knowledge
-
comprehension
-
application
-
analysis
-
synthesis
-
evaluation (making judgments)
“Gagne’s
Conditions of Learning Theory is based on a hierarchy of intellectual skills
organized according to complexity that can be used to identify prerequisites
necessary to facilitate learning at each level. Instruction can be made more
efficient by following a sequence of nine instructional events defined by the
intellectual skills that the learner is required to learn for the specific task
at hand. In this theory, five major
types of learning levels are identified:
• verbal information
• intellectual skills
• cognitive strategies
• motor skills
• attitudes
The
importance behind the above system of classification is that each learning
level requires different internal and external conditions, i.e., each learning
level requires different types of instruction for cognitive strategies to be
learned, there must be a chance to practice developing new solutions to
problems; to learn attitudes, the learner must be exposed to a credible role
model or persuasive arguments (Patsula, 1999).”
The principals of both of these
theorists can be applied to the DID Model of learning. Both Bloom and Gagne’ offered similar theory
guidelines for teaching and learning.
According
Lever-Duffy & McDonald, (2011) "the DID model's concept is built
around a continuous internal and external feedback loop to ensure that each
step of the process is functioning at its maximum effectiveness (Lever-Duffy
& McDonald, 2011). Continual self-examination, feedback, and corrections
are built into the model to emphasize its flexibility while maintaining its
system integrity (Lever-Duffy & McDonald, 2011).
The
cognitive theory would be conducive to the DID Model of Learning. Smith & Rag, (1999) relates that
“cognitive psychology has influenced the types of goals and objectives that are
developed as a result of task analysis. In addition to observable performance,
attention is now given to the underlying "understanding" of a performance.
For example, an objective might specify that a learner should be able to
explain the reasoning behind his/her performance (Smith, & Rag, 1999).”
“Bloom's taxonomy addresses the cognitive
domain. Cognitivism operates under the
following objectives, learning is a change of knowledge state, knowledge
acquisition is described as a mental activity that entails internal coding and
structuring by the learner, learner is viewed as an active participant in the
learning process, and emphasis is on the building blocks of knowledge (e.g.
identifying prerequisite relationships of content) (Smith, & Rag, 1999).”
“In addition, an emphasis on structuring,
organizing and sequencing information to facilitate optimal processing is
suggested. A focus on how learners
remember, retrieve, and store information in memory, examines the mental
structure and processes related to learning.
learning is viewed as an active process that occurs within the learner
and which can be influenced by the learner, the outcome of learning is not only
dependent on what the teacher presents but also on what the learner does to
process this information (Smith, & Rag, 1999)." The six steps of the DID model will be explained in this training document,
thus we begin with step 1:
In
order to be able to begin teaching your students you will have to get to know
your students and who they are, how they think, their learning requirements and
the very personal characteristics of each the students in your classroom.
Suggestions
for getting to know your students involve the following ideals:
v What
are the student's developmental stages, both physically and cognitively?
v What
in the student's cultural or language backgrounds may affect how instruction is
received?
v What
incoming skills and knowledge base relative to the intended instruction do the
students already possess?
v What
are each student's individual characteristics, such as learning styles,
cognitive styles, and types of intelligence?
v As
a group, how are the student's the same, and how are they different?
v How
might the student's similarities and/or differences affect the design of the
intended instruction? (Lever-Duffy & McDonald, 2011).
As
you plan and progress through step one set-up your planning to be able to
answer the questions about each student that you will be teaching. A good idea
would be to establish a personal DID file for each individual student that you
could refer to on a daily basis or as needed.
Your
objectives will contain statements of what you will want to be achieved as a
result of the instruction you are designing and will be teaching your students.
Will your students have met performance objectives and will each student have
achieved specific learning processes at the end of the school year. In order to
keep your objectives focused you must target your instructions to meet the
needs of each student, so that each student will meet the educational outcomes
required. The following training objectives should be ingrained into your classroom
lesson planning in order to meet the step 2 objectives.
v Are
my objectives targeting the performances I intended?
v Are
my objectives stated in a format that makes it possible to accurately measure
performance?
v Do
my objectives include multiple levels of critical thinking?
You
should be able to answer each of these questions by the end of your lesson
planning (Lever-Duffy & McDonald, 2011).
Step
3: Establish the Learning Environment
When
establishing your learning environment for your students, remember to make sure
that your classroom is inviting to each student and their families. Posters,
toys, safety, and learning instruments should be germane to the interests of
every student and the personal diversity that each student has. The following
questions should be answered after you have finished arranging your classroom
environment.
v Does
the physical space I am planning offer sufficient diversity to meet learner
needs?
v Is
the environment nurturing and secure for all students?
v Does
the class management system promote positive and productive interaction?
v Am
I planning student and teacher exchanges that support and enhance learning?
(Lever-Duffy & McDonald, 2011).
Step 4: Identify Teaching and Learning Strategies
You
should be able to plan and implement your teaching strategies and to answer
each of the following questions as you put your pedagogy into place for
implementation.
v Am
I addressing all of the steps of the pedagogical cycle?
v Does
each step make sense in terms of the cycle and the student learning it is
intended to promote?
v Am
I including sufficiently varied teaching strategies and learning activities to
meet the needs of my diverse student? (Lever-Duffy & McDonald, 2011).
Step
5: Identify and Select Technologies
There
are an abundance of technology available to aid you in making sure each student
can aim for and reach their full learning potential though your selection of
supplemental educational technologies. Your research should provide some
freeware programs that will help give you ideas as to what will be instrumental
in realizing your vision or using technology in your classroom. You should be
able to answer the following questions, once you have chosen your educational
and assistive technology for your student's.
v Are
the technologies I have selected appropriate to the content and pedagogy?
v Am
I selecting a variety of technologies that will meet the diversity of learning
styles?
v Are
the technologies and support materials readily available? (Lever-Duffy &
McDonald, 2011).
Step
6: Summative Evaluation and Revision Plan
Once
you have implemented the other five DID steps, step six will require that you
summarize all of the steps. You should be able to answer all of the questions
and have your lesson planning in place that will meet the needs of your
incoming class of students. You should
keep your plan flexible in order to revise and improve upon your lesson
planning. Your plans should be adaptable to each student's needs and learning
capabilities. The following questions will aid you in knowing that that your
curriculum is well versed, and written to meet your instruction plans for the
year.
v Am
I identifying a method of assessment that will measure achievement of
objectives?
v Is
the data to be gathered from the assessment useful to determine necessary
revisions?
v Are
the evaluation techniques valid and reliable with reference to the design?
(Lever-Duffy & McDonald, 2011).
The
importance of designing and planning when teaching with technology is the
foundation that must be planned and executed to insure that each and every
student has the same opportunity to learn, prosper, and grow in the learning
environment of your classroom. By implementing and modeling the DID model of
instruction along with your planned curriculum you will ensure that you are
incorporating technology into your lesson plans and that will ultimately enable
you and your students to stay abreast of new learning technologies and how they
can enhance the learning process of both educator and students.
References
Lever-Duffy,
J. & McDonald, J.B. (2011). Teaching and Learning with Technology. (4th
ed). Boylston Street, Boston, MA:
Pearson Education Inc. Publishing as Allyn & Bacon.
Patsula, P. (1999).
Applying learning theories to online instructional design. Sookmyung
Women's University, Seoul. Retrieved
from http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html
Smith, P. and Rag, T. (1999). Instructional
design (2nd ed.). New York: John Wiley & Sons, Inc.
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