Creating a Student-Centered Learning Environment Holm Center Curriculum Maxwell AFB, AL
Overview ADDIE Domains of Learning Effective Presentations/Methods
DOMAINS OF LEARNING A CLASSIFICATION OF LEARNING OUTCOMES INTO ONE OF THREE PRIMARY, BUT NOT NECESSARILY EXCLUSIVE, CATEGORIES
DOMAINS AFFECTIVE COGNITIVE PSYCHOMOTOR F E E L I N G T H I N K I N G D O I N G CHARACTERIZATION ORGANIZATION VALUING RESPONDING RECEIVING EVALUATION ORIGINATION SYNTHESIS ADAPTATION ANALYSIS COMPLEX OVERT RESPONSE APPLICATION MECHANISM COMPREHENSION GUIDED RESPONSE KNOWLEDGE SET PERCEPTION
KRATHWOHL S AFFECTIVE TAXONOMY CHARACTERIZATION ORGANIZATION VALUING RESPONDING RECEIVING INCORPORATES VALUE INTO LIFE STYLE RELATING TO OTHER VALUES ACCEPTANCE WITH DEVELOPING COMMITMENT WILLINGNESS TO ACT AWARENESS AND ATTENTION
BLOOM S COGNITIVE TAXONOMY EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE JUDGING THE VALUE OF MATERIAL FOR A GIVEN PURPOSE ASSEMBLING PARTS TOGETHER TO FORM NEW PATTERNS OR STRUCTURES BREAKING DOWN MATERIAL INTO PARTS USING LEARNED MATERIAL IN NEW SITUATIONS UNDERSTANDING (TRANSLATION, INTERPRETATION, EXTRAPOLATION) REMEMBERING/ RECALL OF SPECIFICS
BLOOM S COGNITIVE TAXONOMY EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE JUDGING THE VALUE OF MATERIAL FOR A GIVEN PURPOSE ASSEMBLING PARTS TOGETHER TO FORM NEW PATTERNS OR STRUCTURES BREAKING DOWN MATERIAL INTO PARTS USING LEARNED MATERIAL IN NEW SITUATIONS UNDERSTANDING (TRANSLATION, INTERPRETATION, EXTRAPOLATION) REMEMBERING/ RECALL OF SPECIFICS
DEVELOPING LESSON OBJECTIVES WHICH DOMAIN PROVIDES THE MOST LOGICAL MEANS OF INSTRUCTION? WHAT LEVEL OF LEARNING DO WE WANT OUR STUDENTS TO ACHIEVE?
LEVEL OF LEARNING LESSON OBJECTIVE A broad and general statement that conveys to the student what he/she is supposed to learn. The focus is on the desired level of learning within a specific domain of learning. It is the foundation for designing level of learning lessons.
COMPONENTS OF A LEVEL OF LEARNING OBJECTIVE Student Centered Focus attention on the needs of the student ( TOOTLIFEST ) Level of Learning Proficiency required of the student Reflects highest level required of student Subject Matter to Be Learned
LESSON OBJECTIVE COGNITIVE: TOOTLIFEST comprehend the concept of group development AFFECTIVE: TOOTLIFEST respond with interest to the concept of group development
SAMPLES OF BEHAVIOR SHOULD: Be Observable, Measurable, Verifiable and Reliable Use behavioral verbs Reflects the Lesson Objective s Level of Learning Provides Significant Evidence of Achieving the Lesson Objective--Comprehensive Encompasses entire lesson content or major themes / aspects of lesson content
Categories of Strategies Presentation Methods Informal lecture, Briefing, Guest Lecturer, Dialogue, Teaching Interview, Panel, Skits, Coaching, Tutoring, Reading, Programmed Instruction, Modular Instruction, Computer-Assisted Instruction, Mediated Instruction Student Verbal Interaction Methods Socratic Method, Student Query, Free Discussion, Guided Discussion Application Methods Individual Projects, Field Trips, Case Studies Experiential Learning: Role Playing, In-Basket Exercise, Organizational or Management Games, Hardware Simulation
se Case Study In the case study method students meet a simulated, real-life situation in the classroom in order to achieve an educational objective. The case study, typically written, is an account provided to students, usually as a homework assignment, that serves as a basis for class discussion. Usually, a case will describe a problem already faced by others in a given field. The greatest value of the case study is that it challenges students to apply what they know and comprehend to a realistic situation. The case method takes students out of the role of passive listeners and makes them partners with the instructor in applying the concepts and principles under study. The method enables students to think, reason, and employ data in a logical fashion, just as they will in a real job.
Case Studyudy Fosters higher level thinking Identify lesson principles applied appropriately or inappropriately Determine appropriate courses of action Justify courses of action encompassing lesson principles Can be written or video form Address small problems, complete lessons, or capstone events
Experiential Learning 12.4.4. Experiential Learning. The experiential method of learning focuses on the students participating in structured learning activities that focus on a specific learning objective. Ideally, the activity has a direct real-world relevancy. The following are some of the types of activities considered experiential learning: Role Playing, In-Basket Exercise, Organizational or Management Games, Hardware Simulation.
Experiential Learning Non-threatening learning environment Motivates students Promotes critical thinking/problem solving Makes learning fun
Three Part Arrangement INTRODUCTION BODY CONCLUSION
Summary ADDIE Domains of Learning Methods/Effective Presentations