Teaching Procedures, page 8

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example



Try It: Practice What You've Learned: This is your opportunity to try the skills covered in this section of the lesson. As the Wikiversity is a collaborative learning space, you will contribute your original ideas to the work of those who have come before you by enhancing and adding to the possible responses within the case scenario laid out below. Are you saying to yourself, "...but, isn't looking at the answers from a fellow learner the same as cheating?" Not in this case. In fact, contributing your original ideas while participating with fellow learners and building upon their work is the intended goal of this Skill Builder exercise. The desired outcome is to build an ever evolving working document filled with not just one possible response to each question, but a host of instructional strategies that you can use on your next instructional design project. Have fun and get creative!

What to Teach? How to Teach It?

That friend of yours, Jennifer, from the Invariant Tasks lesson has now been hired to tutor Sam's younger brother, Joe, in adding fractions. She remembered what wonderful advice you gave her for tutoring Sam, so she is back for more help. After you recover from the flattery, you remember that you should start with the view that the most important concerns in any instruction are "what to teach" and "how to teach it". With this in mind, what would you advise Jennifer to do first? Think about it, click "edit" for this section, and add your answer below:

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

What are the recommended teacher actions?

Based on your advice, Jennifer has done all these analyses, so now she has truly identified "what to teach" and can proceed to think about how to teach it. You remember how useful the notion of presentation-practice-feedback was for Jennifer to teach the Presidents to Sam. Do you think that notion would help for teaching this procedural skill? Clearly, practice is important for learning a skill. We all know that "Practice makes perfect." But what should that practice be like? Joe shouldn't just do the same practice over and over again like memorization practice, should he? Think about it, click "edit" for this section, and add your answer below:

I think the "presentation-practice-feedback" should work here. But if Joe has learn adding fractions in school, Jennifer may go ahead to let him practice on couple of questions first, and based how he did, present the general procedure. In this way, Joe will be more engaged and Jennifer would be able to emphasize on the steps where Joe needs more help.Zhaomeng 21:35, 4 February 2012 (UTC)

What if the learner does it wrong?

Now, you know well that if Joe is doing a lot of practice and getting them all wrong, it could actually make things worse. His error would become ingrained to the point where it would be much more difficult for Jennifer to correct it. So feedback is clearly also important for skill learning. But what should the feedback be like? Think about it, click "edit" for this section, and add your answer below:

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

What else should the teacher do?

Imagine Jennifer asking Joe to add a couple of fractions. If he couldn't do it in school, it's not likely that he can do it now for Jennifer! So what other guideline should you give Jennifer? Think about it, click "edit" for this section, and add your answer below:

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

When is the best time?

When is the best time to present the generality? Think about it, click "edit" for this section, and add your answer below:

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

What about motivation?

How often have you heard, "I hate fractions!"? Joe is probably no exception. What can Jennifer do to keep him from getting discouraged—to keep his attitude positive and his concentration high? High motivation translates into high effort, and that means quicker and better learning. What would you recommend to Jennifer? Think about it, click "edit" for this section, and add your answer below:

ADD YOUR ANSWER ABOVE THIS BULLET POINT. SIGN IT WITH YOUR NAME USING THE SIGNATURE WIKICODE Phonebein 18:15, 18 December 2011 (UTC)

Exercise Synthesis

To see possible responses to this exercise (prepared by the original authors of this lesson), click here: Example. Note that these responses are purposely placed on a separate screen to provide general guidance should you become stuck, but NOT to imply a single correct response to the case scenario.


Click Next to continue.

Instructional Design Cognitive Behaviors Teaching Procedures < Back Next >

Source

Procedure Using by Charles M. Reigeluth. Used by Permission.

This article is issued from Wikiversity - version of the Wednesday, March 23, 2016. The text is available under the Creative Commons Attribution/Share Alike but additional terms may apply for the media files.