Introduction to ArtificiaI Intelligence in Higher Education
Absorb activities 2
1. Absorb Activities
Linda A Goins
EDU 652: Instructional Design & Delivery
Prof. Kristina Lyman
June 11, 2012
2. Learning Goals
• TLW identify, draw, and
label the parts of a
plant.
• TLW create a classroom
garden, make
predictions, and record
observations.
3. Needs Assessment
Accountability, Screening, and
Instruction Why?
To adhere to the NJ Science core curriculum
standards for Kindergarten to investigate and
Kindergarten Students
compare the basic physical characteristics of
plants, humans, and other animals.
Who are my learners?
Kindergarten students of diverse skill levels and
learning styles.
What do my learners know?
To determine what activities will be taught is made
by using the pretest that has been created to assess
knowledge after establishing the learning goals. In
order to know where to begin, the previous
knowledge of the learner needs to be identified in
order to understand the strengths and skills that
need additional attention.
What will they need to accomplish? What is the specific
behavior improvement to accomplish the objective?
Activities must be planned that match the skills and
abilities of the students to achieve the objective and
learning goals.
4. Collecting and Recording
Previous Knowledge
Create and select the appropriate
assessments
Use pre-test to begin teaching the learning
objects
5. Slideshow
Story Presentation
Virtual Field
Video
Trip
Podcast
6. The absorb activities that were chosen
are informational videos: Parts of a
Plant and Steps for Planting Seeds and
Seedlings.
9. POST-TEST
• Following the absorb activities, “do” activities
will be presented and performed by the
students.
• The post-test is administered after the absorb
and do activities are completed.
• If the objective is not mastered, the student
reviews any or all of the activities again.
• The post-test is re-administered, evaluated
and if necessary, an individualized plan can be
made.
10. Connect Activities
• At this time, the learners are ready for connect-type
activities that will be addressed along with the “do”
activities in the near future.
• These activities will link the learned knowledge by
applying it, bridging the gaps from school to the
world around them.
11. Resources
Horton, William. (2011). e-Learning by Design, 2nd Edition. John Wiley & Sons (P&T).
page 67.
Hughes, K. & Gullo, D. (2010). Joyful Learning and Assessment in Kindergarten.
NAEYC. Retrieved from www.naeyc.org/files/yc/file/201005/YCOnOurMinds
Online0510.pdf
Scott-Little, C. & Niemeyer, J. (2001). Assessing Kindergarten Children: What School
Systems Need to Know. SERVE Retrieved from www.tats.ucf.edu/docs/rdakcg.pdf
Learn about Plants Life Cycle at www.gudli.com Retrieved from
http://www.youtube.com/watch?v=pZYcU3SD0ow
American Heart Association Teaching Gardens-Steps for planting seeds & seedlings
Retrieved from http://www.youtube.com/watch?v=HaYycOhxbrw
Editor's Notes
Absorb-typeactivities are designed to inspire and motivate while learners listen, view, and read. Even though the learners are passive, the activity provides an active component of learning (Horton, 2011).
Learner's performance goals are clearly stated and defined. Learning activities to reach these goals are brainstormed and an assessment of the different activities is evaluated by both the learners and teacher.
The first step in designing the appropriate activities is to do a needs assessment to identify performance issues and know where instruction will begin for each learner and the class as a whole (Scott-Little, C. & Niemeyer, J.,2001). The lesson chosen was identifying parts of a plant and what a plant needs to survive.
A pre-test is designed according to the learning goals and administered prior to the learning activities.
Absorb activities are the closest activity to pure information. They contain knowledge offered by the content and are combined with the actions that learners take in order to absorb that information (Horton, 2012). Absorb activities are used when a small amount of information is needed to extend knowledge and skills. They prepare the learner for Do activities in which the learner physically takes action in seeking, selecting, and creating knowledge. The learner is orientated with vocabulary, introduced to principles, and is supplied with instructions in order to engage in the Do activity that is highly interactive.
The informational video was chosen as developmentally appropriate media to entice and enhance learning. The recorded demonstrations allow for the student to pause and restart, fast forward, play back, and at times slow motion to accommodate each individual student’s pace for differentiated instruction. They are logically narrated to deliver understanding, develop vocabulary, convey cause and effect relationships, or follow a chronological order.
According to Horton (2011), films can be teacher made but best practice includes using existing films that contain the necessary elements to meet the learning goals. The animated, audio narrated video incudes text in addition to ensure that diverse learners and all learning styles are being addressed.
This is the second activity that follows to ensure that the learners are able to connect the learning goals with their own personal lives. This informational video demonstrates the process of planting a garden and is narrated by a group of peers to make that personal connection and purpose.
It is imperative to have an outcome that is measureable in order to determine if mastery of the goals have been reached.
Following the absorb-type activity and do activities, connect activities will follow to bridge any gaps in learning that have occurred, further enhancing and reinforcing learning so that it can be applied to various real life situations as tangible learning.
