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Principles of Instruction and Learning

by: Libby Toy

Principles of Instruction and Learning IDE 621

Marketplace > Syracuse University > Graphic Design > IDE 621 > Principles of Instruction and Learning
Libby Toy
GPA 3.94

Tiffany Koszalka

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Tiffany Koszalka
Class Notes
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This 12 page Class Notes was uploaded by Libby Toy on Tuesday October 20, 2015. The Class Notes belongs to IDE 621 at Syracuse University taught by Tiffany Koszalka in Fall. Since its upload, it has received 76 views. For similar materials see /class/225554/ide-621-syracuse-university in Graphic Design at Syracuse University.

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Date Created: 10/20/15
IDE 621 Principles of instruction and learning Fall 2004 Cognitiveinspired instruction October 2004 Koszalka amp Satterly October 2004 How does cognitive development theory inform Instruction 0 What is learning 0 How should instruction be designed to facilitate learning Cognitive development theory suggests that learning is a relatively permanent change in mental structures schema as a results of experience therefore instruction should provide experiences that facilitate mental processing storing and recalling of new information o What are some examples of cognitive development based instructional theories Meaningful reception theory 9events of instruction etc Koszalka amp Satterly Instruction Informed by Cognitivism 0 What are the characteristics of instruction informed by cognitivism Advance organizers Expository organizers Signals Concept Maps Prior Knowledge Activation Verbalization Rehearsal Enactment October 2004 Koszalka amp Satterly Instruction Informed by Cognitivism 0 Your task is to design a job aid informed by cognitive theory for a given learning situation 0 Assign one team member to be a scribe to document the process and job aid the scribe will need to be able to explain the job aid design 0 You have 30 minutes October 2004 Koszalka amp Satterly October 2004 Instruction Informed by Cognitivism Learning situation Making an ice cream sundae A new ice cream scooper is shown a picture of the perfect ice cream sundae The master scooper brie y describes the characteristics of the sundae pointing out key elements and quality control points the ingredients pointing them out on the picture and set out for the training and provides the new scooper with an ice cream scoop bowl and other necessary tools to make the sundae The master shows the new scooper how to hold the scoop and get the perfect scoop of ice cream from the box The new scooper is encouraged to try scooping the ice cream The master scooper provides positive and constructive feedback on how the new scooper grips the scoop and scoops the ice cream When the scooper has mastered scooping the ice cream and placing it in the bowl the master scooper demonstrates using similar techniques the process of adding the toppings Koszalka amp Satterly z p A 1mg x Instruction Informed by CognitiVIsm Learning situation Writing poetry The teacher begins by reading a poem stopping at the end of each line to describe the line s rhythm beat and form The students are prompted to read the line silently then out loud as a class emphasizing the rhythm beat and form using intonation like the teacher The teacher reads the next line and continues the process until the stanza is completed The teacher then asks the students questions about the de nition and use of rhythm beat and form for the stanza The students respond with de nitions of rhythm beat and form and point out examples of how these factors were used in the poem The teacher then gives the students a topic eg tree dog dating etc and asks them to write a poem using the same rhythm beat and form as the stanza they just read When completed the students are asked to recite their poem and the class discusses the rhythm beat and form the lesson continues with October 2004 Koszalka amp Satterly October 2004 Learning situation Creating a knowledge base of learning theories The facilitator provides students with a de nition list of required components guidelines grading criteria rubrics and examples of knowledge bases The students review the input documents and several examples of knowledge bases The facilitator asks the students to describe and develop a key piece of the KB the learning situation and submit it for review The facilitator reviews the submissions and provides approval with reminders of KB connections or constructive feedback to help the student meet the learning situation standards Students are prompted to draft an outline of their complete KB component eg content presentation learning situation observation checklist and re ection and seek feedback from the facilitator The facilitator reviews the initial outline asks speci c questions about KB features and provides feedback constructive and reinforcing The student applies the feedback and prepares the KB for the next submission Koszalka amp Satterly Instruction Informed by Cognitivism 0 Switch teams the scribe stays to describe the job aid created by the team 0 In the new team review and critique the job aid using the list of characteristics we developed in the beginning of class 0 Prepare to share your ndings 0 You have 15 minutes 0 Return to your original teams and have the scribe brie y review the feedback 0 You have 10 minutes October 2004 Koszalka amp Satterly October 2004 Instruction Informed by Cognitivism O O Koszalka amp Satterly What instructional theory was represented in the job aid How easy or dif cult was it to design this piece of instruction using the tenets of cognitivism Why Would it have been easier to use Behaviorism Why Why not What surprised you about the peer review Instruction Informed by Cognitivism 0 Summary of key content points Mental Events are centrally involved in human learning Learning is a process of relating new material to previously learned information Knowledge is organized Learning involves an internal mental change that can be re ected in overt changes in behavior Individuals are actively involved in the learning process Learning to some degree is connected to the context in which it occurs This theory suggests that learning is a change in mental structures as a results of receiving processing organizing storing and recalling new information in meaningful wellconnected knowledge structures therefore to facilitate learning instruction must present new information in organized ways that facilitates processing to assimilate accommodate and create new schema October 2004 Koszalka amp Satterly Instruction Informed by Cognitivism o How do cognitive development theories differ from behavioral learning theories on the following dimensions refer to worksheet Matrix Comparing Behaviorism and Cognitivism De nition of learning Nature of learning Role of behavior during learning Role of internal processing during learning Role of external environment during learning Processes inherent in learning Key theorists and their contributions October 2004 Koszalka amp Satterly Instruction Informed by Cognitivism o For next class Readings in Social Learning Theory The cognitivism component of your knowledgebase is due Do not forget to include a copy of the grading rubrics October 2004 Koszalka amp Satterly


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