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Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
Learning Environments
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Learning Environments

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The following slide show was used in a training session given to undergraduate students in an introductory class in Instructional Design.

The following slide show was used in a training session given to undergraduate students in an introductory class in Instructional Design.

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  • The ice breaker was place the tail on the donkey
  • Transcript

    • 1. Week 7 LEARNING ENVIRONMENTS AND INSTRUCTIONAL ACTIVITIES
    • 2. ICEBREAKER
    • 3.
      • What is the goal and of this activity?
      • How would you describe the environment in which this activity took place?
      QUESTIONS
    • 4.
      • Develop the interactions and events in which the learners will engage.
      • What the learners actually participate in to gain new knowledge, skill, or insight.
      • Based on information gathered through needs, task, and learner analysis and goals and objectives development.
      WHAT DOES DEVELOPING INSTRUCTION MEAN?
    • 5.
      • Learner-Centered Environments.
      • Knowledge-Centered Environments.
      • Assessment-Centered Environments.
      • Community-Centered Environments.
      • Directed and Open-Ended Learning Environment.
        • Passive reception vs. Active participation
        • Structured activities vs. Flexible practices
      LEARNING ENVIRONMENTS
    • 6.
      • Problem-Based Learning
        • Enabling Contexts
        • Resources
        • Tools
        • Scaffolding (Hannifin, Land, & Oliver, 1999)
      • 2. Simulations and Games
        • Physical safety
        • Multidimensional problem solving
      INSTRUCTIONAL ACTIVITIES
    • 7.
      • Instructional Games
        • Practice or refine knowledge or skill
        • Identify gaps or weakness
        • Review or summarize
        • Develop new concepts
      • Just-in-Time Teaching
        • Makes use of direct teaching methods within an indirect teaching environment.
      INSTRUCTIONAL ACTIVITIES CON.
    • 8.
      • Research support for instructional practices
        • Joyce and his colleagues (2008) P.123
        • Ellis and Fouts (1997)
        • Marzano, Pickering, and Pollock (2004)
      RESEARCH AND EFFECTIVE ACTIVITIES
    • 9.
      • Identifying similarities and differences
        • Examples and non-examples
        • Classifying
          • Graphic organizers
          • Scattergrams.
          • Analogies, Metaphors, and Similes.
      • Summarizing and Note-Taking
        • “ Ten and Two”
        • Reflective Writing
        • Reciprocal Teaching
        • Revising and Adding to Notes
      ACTIVITIES BASED ON PROVEN EFFECTIVE PRACTICES
    • 10.
      • Reinforcing Effort and Providing Recognition
        • Pause, Prompt, and Praise
        • Rewards and Symbols of Recognition
      • Homework and Practice
        • Speed and Accuracy Reporting
        • Homework
      ACTIVITIES BASED ON PROVEN EFFECTIVE PRACTICES
    • 11.
      • Nonlinguistic Representations
        • Illustrations and Animations
        • Graphic Organizers
        • Sound
        • Kinesthetic Representation
      • Cooperative Learning
        • Particularly helpful to low-and middle achieving learners
      ACTIVITIES BASED ON PROVEN EFFECTIVE PRACTICES
    • 12.
      • Setting Objectives and Providing Feedback
        • Contracts
        • Critique Sessions
      • Generating and Testing Hypothesis
        • Inductive Reasoning
        • Deductive Reasoning
      • Questions, Cues, and Advanced Organizers
        • Intended to help students retrieve what they already know about the topic (P. 132)
      ACTIVITIES BASED ON PROVEN EFFECTIVE PRACTICES
    • 13.
      • Read the presented case study and then address the provided questions by generating as many ideas as you can. (p. 133)
      • Your ideas should be written on post-it (one idea per post-it)
      • place your idea under the corresponding question on the board
      ACTIVITY
    • 14.
      • Will the learning environment be open-ended or directed?
      • Will the learning environment be oriented toward the learner, knowledge, assessment, community, or some combination of those?
      • What instructional activities will you employ?
      • What will the students do during instruction that will aid them learn the content?
      • What type of activity will you give learners as homework and practice?
      BRAINSTORMING QUESTIONS
    • 15.
      • -limited participation from students which then led me to think of new ways to help students engagement in the coming classes ( dating activity and survey assessment)
      • I was afraid that having students go back and forth to post their ideas on the board would me not comfortable for them but it seems that they had fun and saw it as a chance to chat and make jokes (lightened the atmosphere)
      PROBLEMS I ENCOUNTERED DURING PRESENTATION

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