Understanding the Learner

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Understanding the Learner

• Kristen Kelly
• Tiffany Raymond
• Amanda Wood
• Jennifer Kerr

Made for Teachers College Students
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Dynamic Instructional Design -DID

• Step 1 Know the Learners
• Know their developmental stages
• physically and cognitively
• As a group are they the same or are they
  different?
• What are their individual characteristics, such
  as learning styles, cognitive styles, and types
  of intelligence?

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Understanding Learners
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DID Step 2

• Step 2 State your Objectives
• Objectives are statements that can be achieved as
  a result of the instruction you are designing.
• You also have performance objectives in which the
  statements can be broken down into three
  components target performance, a description of
  the method, and a criterion for measuring
  success.
• Ex Objective The student will be able to
  identify, with 95 percent accuracy, the subject
  and the verb in sentences contributed by peers
  and written on the board.
• Stem The student will be able to
• Target performance identify the subject and the
  verb
• Measurement conditions in sentences contributed
  by peers and written on the board
• Criterion of success with 95 percent accuracy

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• DID Step 3
• Step 3 Establish the Learning Environment
• First, take inventory of the physical space
• Next, consider the nonphysical aspects of the
  learning environment.
• The general academic climate
• The dominant attitude of learners and the
  instructor
• The quality of instructional organization
  provided by effective planning.

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• DID Step 4
• Step 4 Identify Teaching and Learning
  Strategies
• Pedagogy the combination and implementation of
  planned teaching and learning strategies (i.e.
  the actual function of teaching).
• Use the Pedagogical Cycle when trying to come up
  with new teaching and learning strategies
• Provide a Preorganizer
• Use Motivators
• Build Bridges to Prior Knowledge
• Share Objectives
• Introduce New Knowledge
• Reinforce Knowledge
• Provide Practice Experiences
• Culminating Review

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• DID Step 5
• Step 5 Identify and Select Technologies
• Tools
• Instructional technologies
• Purpose
• Enhance and support the teachers strategies

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DID Step 6

• Step 6 Plan a Summative Evaluation
• End instruction with a plan to evaluate
• Purpose
• Effectiveness
• Make revisions

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Blooms Taxonomy
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• Knowledge
• This level of thinking includes memorizing,
  recalling factual information.
• Action Verbs list, identify, recite, define

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• Application
• This level of thinking focuses on the student
  applying the information and finding new ways to
  use it.
• Action Verbs demonstrate, solve

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• Comprehension
• This level of thinking focuses on organizing and
  comprehending concepts.
• Action Verbs explain, illustrate, summarize,
  paraphrase

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• Analysis
• This level of thinking focuses on the student
  applying the information and finding new ways to
  use it.
• Action Verbs demonstrate, solve

(Lever-Duffy) 44-45
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Blooms Taxonomy 2
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• Synthesis
• At this level a student is expected to think of
  an original product based off of past concepts.
• Action Verbs create, design, expand, formulate

• Evaluation
• At this level a student is expected to make
  thoughtful decisions, resolve decisions and
  controversy.
• Action Verbs assess, critique, judge, recommend

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(Lever-Duffy) 44-45
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References

• Lever-Duffy, Judy, McDonald, Jean B, Mizell, Al
  P. Teaching and Learning with Technology. New
  York Pearson Education, 2005.