Educators: this is a 10-slide presentation to give you a brief overview of the fifth week of our program of studies in CI Winter 2 in the RRC teacher education diploma programs. (RDCZP – April, 2015)

1. EDUC-1092 – Day Five
Course Implementation Winter, 2015
Discuss: Framework for Gagne’s Conditions of Learning Theory
Analyze: Nine Events of Instruction/Five categories of L.O.
Create: Detailed lesson plan
RZP
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Source: http://www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=54&Itemid=73
Robert Gagne’s Five Categories of Learning Outcomes and the Nine Events of Instruction
Source: CI course outline outcomes RRC modified by RZP for CI eTV Winter, 2015
Images courtesy of ClipArt.

2. FIFTH WEEK
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UNDERSTAND, DISCUSS, ANALYZE:
Conditions of Learning Theory – Robert Gagnė (1916-2002)
• Five Categories of Learning Outcomes (L.O.)
• Nine Events of Instruction
EVALUATE: Five Categories of L.O.
• Intellectual: procedural knowledge
• Verbal: declarative knowledge
• Cognitive: thinking, problem-solving
• Physical: performing, doing
• Attitude: choosing to learn, think, do
Source: http://www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=54&Itemid=73
Robert Gagne’s Five Categories of Learning Outcomes and the Nine Events of Instruction

3. NINE EVENTS OF INSTRUCTION (modified for EDUC-1092)
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1. Gain attention
2. Explain outcomes
3. Activate prior-knowledge
4. Present real-world task
5. Offer guidance
6. Evaluate pre/post-performance
7. Provide feedback
8. Ensure retention
9. Motivate / connect / transfer
Source: http://www.instructionaldesign.org/theories/conditions-learning.html
Conditions of Learning – Robert Gagné (1985)

4. FIFTH WEEK
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UNDERSTAND, DISCUSS, ANALYZE: lesson planning
• Reviewing previous lessons – Hot Seat!
• Activating prior knowledge – KWHL
• Creating a need to know – Q&A / Role Play
• Checking for readiness – Formative* Task
• Mastering key concepts – Ralph Tyler* (1902 - 1994)
EVALUATE: lesson delivery
• Adjust the instruction / instructional tools
• Modify the plan / delivery method
• Improve learning Source: http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/8year.html
A Hypertext History of Instructional Design
The Eight Year Study
Tyler, Ralph W. 1949. Basic Principles of Curriculum and Instruction

5. INDIVIDUAL WORK
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Presentation required (call in/audio file) by onsite/remote area
participants based on Discussion Forum rubric for artifact
My
Lesson
Plan

6. LESSON PLAN
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By the end of this lesson, you should be able to:
• Remember key components of a lesson plan
• Understand importance of proper planning
• Apply new knowledge in the planning
• Analyze artifacts from colleagues
• Evaluate rationale for individual choices
• Create better instructional tools
Source: http://www.nwlink.com/~donclark/hrd/bloom.html
Bloom’s Taxonomy

7. COURSE OUTLINE
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• Design one for each new course
• Make it relevant
• Use it as a resource* with your learners
My
course
My
course
*Group/pair work:
-explain assignments
-identify key dates
-analyze tasks
-evaluate process
-create artifact

8. ePORTFOLIO
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• LiveBinder http://www.livebinders.com
• GoogleSites https://sites.google.com
• Weebly http://www.weebly.com
• Behance http://www.behance.net/account/login
• Dropr http://dropr.com/explore/portfolios
• Digication http://www.digication.com
• Pathbrite https://pathbrite.com
• Tackstream https://www1.taskstream.com
• Epsilen http://corp.epsilen.com
Choose a platform
Create two pages
Add an introduction
Include an artifact

9. EDUC-1092
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Introduction ✓
Key Terms ✓
Two Teaching Approaches ✓
Differentiated Learning ✓
PD/Lifelong Learning ✓
Lesson Plan ✓ April 23*
Course Outline April 30*
ePortfolio May 07*
Final Class May 14
*
Audio
file or
Phone
call
required

10. EDUC-1092 – FIFTH CLASS
Course Implementation Winter, 2015
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Questions?
Concerns?
Requests?