This presentation discusses implementing principles of learning for instructional design through classroom examples. It profiles two teachers, Amy Hale and Andrea Echelberger, and their struggles teaching adult education courses. Amy teaches an ABE class where students lack attention and focus. Her lessons involve lengthy lectures followed by individual assignments. Students struggle to complete assignments and want guidance on studying. The presentation poses questions to reflect on improving student engagement and lesson organization. It also invites discussing challenges with other educators to share instructional practices.

1. Principles of Learning for
Instructional Design
Implementing Principles
of Learning for Instructional
Design: Stories From Our
Classes
Part 1

2. Orientation to This Presentation
TIP: To hear the narration, be sure to view this PowerPoint presentation
in slideshow mode and turn up the volume on your speakers or
headset.
 This PowerPoint presentation features two subject matter experts,
Rob Jenkins and Maricel Santos, discussing how to implement
principles of learning for instructional design in the classroom.
 Several examples are drawn from both ESL and ABE/ASE contexts.
Strategies may easily be adapted for use in all instructional settings.
 Many examples take the form of teaching/learning vignettes.
• As you listen, reflect on the principles of learning that appeared in the Pre-
Course Self-Assessment and Unit 1 reading.
• Rob and Maricel will recap these principles in Part 2 of the PowerPoint
Presentation.
 The presentation poses questions for reflection and discussion.

3. Invitation To Check in
With Other Educators
Where appropriate, consider doing one or more of the following:
 Take this course with a peer and talk about what you are discovering as you
move through it together.
 Discuss questions with a colleague in your program (beginning teacher,
seasonededucator, program coordinator, etc.)
 Partner with a colleague in an Induction Program: The Teacher Effectiveness
landing page (http://lincs.ed.gov/programs/teachereffectiveness) and
Mentoring Guide provide detailed support for beginning teachers and mentors
moving through this course together.
 Select question(s) to discuss at a staff meeting to find out about related
instructional practices that teachers in your program engage in.
 Reachout to other educators across the country through the course thread in
the Evidence-based ProfessionalDevelopment Community of Practice (CoP)
at http://lincs.ed.gov.
• Discoverwhat past course participants have said.
• Connect with current CoP members.

4. Introducing Your Presenters
Maricel Santos

5. Introducing Your Presenters
Rob Jenkins Maricel Santos

6. Section 1
Classroom Examples

7. Meet Amy Hale
Background: Master’s degree in
English literature
Class: Teaches an Adult Basic Education
(ABE) course

8. Meet Her Students: Cohort 1
Learners: 80% second language learners
Motivation: Preparing for Adult Secondary
Education (ASE) course
Class Meetings: 4 days a week, 2 hours a day

9. Cohort 2
Learners: 20% mostly native speakers; high
school diploma; weak in reading and
writing
Motivation: Preparing for college

10. An Emerging Problem
 Several of the learners lack attention and focus.
 Students speak to one another during the lecture.
 Some don’t pay attention at all.

11. How Amy Conducts the Class
 Instructor lectures (50% of the time).
 Students read and follow up with handouts.
 Instructor introduces different grammar points and
language structures found in the reading
passages.

12. Final Activities
 Students read the passage again.
 Students write three paragraphs from a prompt.

13. Feedback & Assumptions
Feedback: Students rarely complete the assignments.
Assumption: Students didn’t pay attention to the lecture.
Feedback: Students complain that they have no idea
what or how to study.
Assumption: Students are not putting in enough effort.

14. What Do You Think?
1. What do you think are the core problems Amy is
facing?
2. To what extent do you agree or disagree with
Amy’s assessment of the problem?
3. To what extent do you believe the lesson content
has been organized so that all students can
learn efficiently and effectively?

15. What Do You Think?
4. What would you do differently to help resolve the
problems? What steps can a teacher like Amy
take to improve the alignment of teaching goals
with learner needs?
5. Do you think increasing the level of student
engagement might help? What would you do to
improve student engagement?

16. Invitation To Check in
With Other Educators
Where appropriate, consider doing one or more of the following:
 Take this course with a peer and talk about what you are discovering as you move
through it together.
 Discuss questions with a colleague in your program (beginning teacher, seasoned
educator, program coordinator, etc.)
 Partner with a colleague in an Induction Program: The Teacher Effectiveness landing
page (http://lincs.ed.gov/programs/teachereffectiveness) and Mentoring Guide provide
detailed support for beginning teachers and mentors moving through this course
together.
 Select question(s) to discuss at a staff meeting to find out about related instructional
practices that teachers in your program engage in.
 Reach out to other educators across the country through the course thread in the
Evidence-based Professional Development Community of Practice (CoP) at
http://lincs.ed.gov.
• Discoverwhat past course participants have said.
• Connect with current CoP members.

17. Meet Andrea Echelberger
Background: Master’s degree in English-as-a-
second-language (ESL) teaching
Class: Teaches a beginning-level ESL
class

18. Andrea’s ESL Class
Learners: Recently arrived to the United
States
Motivation: Gain literacy and life skills
Class meetings: 20 hours a week, 4 hours a day

19. How does Andrea help the learners acquire, retain, and
apply new literacy skills?
Thismarks the end of Part 1 of the presentation.
To view the video, exit this PowerPoint presentation
and access the video found in Unit 1 of the course.