Lecture 2: Creating Learning Activities

Steps of teaching

Needs assessment —> learner behavior objectives —> content —> hook —> content boosters —> assessment —> outcomes

Domains of learning

cognitive

affective

psychomotor

Applied learning styles

Accommodating (feel and do)

Diverging (Feel and watch)

Assimilating (Think and watch)

Converging (Think and do)

Learning Objectives

Statement of what students out to be able to do

Formulation of ways in which students are expected to be changed by educator

What they should be able to do at the end that they couldn't before

Bloom's Taxonomy (Cognitive)

remembering

Understanding

Applying

Creating, Evaluating, Analyzing

Remembering

Find, name, identify, locate, describe, memorize

Understanding

Interpret, summarize, explain, infer, paraphrase

Applying

use, diagram, make a chart, apply, solve

Creating

design, build, plan, construct

Evaluating

Judge, critique, test, defend

Analyzing

categorize, examine, organize

Knowledge Dimension

A. Factual Knowledge—The basic elements students most know to be acquainted with a discipline or solve problem in it.

B. Conceptual Knowledge—The interrelationships among the basic elements within a larger structure that enable them to function together

C. Procedural Knowledge—How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

D. Metacognitive Knowledge—Knowledge of cognition in general as well as awareness and knowledge of one's own cognition

Psychomotor Domain

Perception - sensory cues to help

Set - mentally, physically, and emotionally ready

Guided Response - can imitate complex skills

Mechanism - perform with some degree of confidence

Complex Overt Response - performs complex skills with proficiency, accuracy and speed

Adaptation - proficient in performance, begins to adapt based on situational needs

Origination - develop new motor patterns to meet unique situational demands

Perception

Senses - cues that guide motor activity

Verbs = detect, hear, see, sense, smell, watch

Set

Mentally, emotional, physically ready to act

Verbs = achieve, prance hands, position, sit down

Guided Response

Imitates and practices skills

Verbs = copy, repeat, practice

Mechanism

Performs act with increasing efficiency, confidence

Verbs: conduct, demonstrates, exercise, make, produce

Complete Overt Response

Performs automatically

Verbs = act, advance, control, organize, perfect, perform

Adaption

Adapts skills to meet a problem

Verbs = adapt, reorganize, alters, changes

Organization

Creates new specific situations

Verbs: design, originates, combines

Affective Domain

Receiving/Attending

Responding

Valuing

Organizing

Characterizing

Receiving/Attending

Being willing to listen, be aware, receive knowledge

Verbs: Acknowledge, ask, choose, follow, identify, name, listen

Responding

Actively participate and engage

Verbs: agree, answer, ask, discuss, help, participate, question

Valuing

Find value and worth in one's learning and is motivated to continue

Verbs: Accept, approve, choose, describe, debate, demonstrate, explain, identify, justify

Organization

Integrating and comparing values, ordering them

Verbs: adapt, arrange, compare, defend, explain, modify

Characterization

Value that will control the outcome and behavior

Verbs: Act, display, function, incorporate, listen, modify, preserve, perform, propose

"Do include" of writing learning objectives

What you expect them to achieve

Be specific

Measurable, objective, observed

Single behavior

What degree of learning

Conditions of learning

"Do NOT include" of writing learning objectives

What you plan to present, how you plan to teach

Multiple outcomes and behaviors

Non-specific, non-observable

Chunk Retention

Provide content in small chunks to help retention

Use mnemonics, acronyms

2-7 bits of info or "chunks"

Knowledge chunk ratio

3:1

Lecture:Activity

Skill acquisition chunk ratio

1:1 or 1:2

Presentation:Practice

Attitude development chunk ratio

1:3:2

Individual Reflection:Group discussion:Theoretical lecture

Application chunk ratio

2:3

Presentation:Application to cases

Rote Learning

Memorization

Repetition/Recall

Surface understanding

One correct answer

Critical Thinking

Analysis & evaluation

Exploring new ideas

In-depth comprehension

Multiple solutions

Surface vs Deep

Surface = who, wehre, when, what

Deep = how, why

What triggers critical thinking

Gaps in knowledge

Practice different interventions

Ambiguous situations

Receiving feedback

Expected vs occurring mismatch

Debate

Questioning