Phillips Prezi

Melissa Albright's BA#2 in my Blogger

Instructional Strategies

            Keeping students engaged and motivated to learn is an important responsibility as a teacher, leader and role model. “Believe in your students, be extremely encouraging, make sure your students are the ones who are working, make learning fun, use memory work and recitation, have one-on-one conversations, get parents involved, help your students be more organized, consider whole brain teaching” and consider each student’s learning style are a few ways to keep your students engaged and actively learning. (Teach4theheart, 2020).

            Checking for student understanding is important in student learning because as teachers, we must cover a lot of material in a short amount of time. The most effective way to test student understanding is to do it while the lessons are being taught. (Briggs, 2014) There are instructional strategies that promote and support students learning and check for understanding.

            There are a few methods you can use to gather evidence to decide if learning took place. To name a few, “self testing, summarizing, repeating, and explaining to self or others.” (Kurnaz, M and Cimer, S., 2010) It is important for students to understand learning has taken place. You can use instructional strategies to showcase learning that took place.

Instructional Strategies

Strategy	Description	Teacher	Learner
Exit Ticket (Active learning instructional strategy)	Students will write an answer to a question relating to a key concept learned in the lesson that day on a note card so the teacher can see if additional teaching should take place.	Teachers will review feedback and determine if students need additional support.	Before the students leave the class they will write an answer to a question relating to a key concept learned in the lesson that day on a note card.
Play-based Learning	Students learn cognitive, social and physical skills during play tasks.	Play tasks can be teacher-led with specific goals.	Students engage in play-based learning.
Scaffolding	The goal is to meet students at their ability level and guide them to grow one step at a time. This includes activating prior knowledge, break it down technique and modeling.	Teacher provides accommodations for students' individual needs. Provides support and high-quality learning.	Students engage, participate and be active in learning.
Interactive Instruction	Highly interactive strategy that involves discussion and sharing amongst students, explores higher-thinking processes and gives opportunity to develop social skills.	Teachers will facilitate discussions and manage the group dynamic.	Students take part in debates, brainstorming sessions, laboratory groups, interviewing, conferencing, jigsaw, cooperative learning and more.
Experiential Learning	Focuses more on activities and requires the students to apply their experience to other contexts.	Teachers need to provide the environment for learning and encourage the students to be active.	Students take part in activities, field trips, narratives, experiments, stimulations, games, storytelling and other experiential learning methods.

Resources:

Teach4theheart. (2020). 10 Ways to Motivate Your Students to Learn. Retrieved from https://teach4theheart.com/10-ways-to-motivate-your-students-to-learn/

Briggs, S. (2014). 21 Ways to Check for Student Understanding. Retrieved from https://www.opencolleges.edu.au/informed/features/21-ways-to-check-for-student-understanding/

Kurnaz, M and Cimer, S. (2010). How do students know that they have learned? An investigation of students’ strategies. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042810006105#:~:text=Six%20distinct%20methods%20that%20students%20used%20to%20gather,reasons%20for%20using%20these%20methods%20were%20also%20revealed.

Persaud, C. (2018). Instructional Strategies: The Ultimate Guide. Retrieved from https://tophat.com/blog/instructional-strategies/

Drew, C. (2020). A List of 107 Effective Classroom Teaching Strategies (2020). Retrieved from https://helpfulprofessor.com/teaching-strategies/

Udemy. (n.d.). Instructional strategies: Find the best approach to encourage independent learning. Retrieved from https://blog.udemy.com/instructional-strategies/

Lewis, B. (2019) Scaffolding Instruction Strategies. Retrieved from https://www.thoughtco.com/scaffolding-instruction-strategies-2081682

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Unit 4 Hippo Video

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Copy your Hippo video link (not embed code)
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Unit 4: 5 Learning Strategies w/Table

INTRO- This is what yours should look like below...

What are Learning Strategies?

Learning strategies are the thoughts and/or actions that students use to complete learning tasks. We all know that good teachers use numerous teaching strategies to help students learn.  We use visuals to introduce new ideas, we direct students' attention to important elements, and we activate students' background knowledge before introducing a new concept. Learning strategies, however, are the tools that students themselves can employ independently to complete a language task. For instance, a student who needs to learn a list of vocabulary words might draw a picture to remember each word. It is important to distinguish between teaching strategies and learning strategies. Think about yourself in two different roles - as a language teacher and as a language student. Look at Table 1 below for examples of strategies you might use as a teacher and those you might use as a student.  Learning strategies take different forms. Strategies like Make Inferences, in which students derive meaning from context, are mental processes that are difficult to observe. Other strategies like Use Graphic Organizers/Take Notes can be easily observed and measured. What is important for the purpose of this guide is that strategies can be learned. Reference(s): What are Learning Strategies? (n.d.). Retrieved from National Capital Language Resource Center (NCLRC) Sailing the 5 Cs with Learning Strategies, Chapter 2: Defining and Organizing Language Learning Strategies website: http://www.nclrc.org/sailing/chapter2.html Table 1 Example:  Field of Study: Health and Physical Education

Strategy	Description	Teacher	Learner
Using Background Knowledge	You need to think and use what you already know, and make association to do the task. By having in mind wat you know, it will be easier to learn newer information about the material.	As the teacher, have the students’ use their prior knowledge about B. F. Skinner’s Operant Conditioning so that they can obtain or add new information to what they already know.	Think about the information that you already know about a B. F. Skinner’s Operant Conditioning and add more information to what you already know.
Substitute or Paraphrase	For words or subjects that you do not have knowledge about, you need to think of similar words or descriptive phrases that help you understand the new information.	Have your students explain complicated words or topics with simple words or brief descriptions in their own words of what they do not know about it.	Find a different way to say your thoughts in simple words, structures, description, or explain it when you do not know how to say exactly what you want to say.
Personalize	New concepts are related or associated to one’s own experiences, beliefs, feelings, and beliefs, in other words to their own life.	Link each example or new material to the students personal experiences and feelings. Using their experiences can help you transfer the material to them easily.	Relate each example or the material to your personal experiences or encounters to better grasp the concept.
Cooperate	By working together, the students can gain the confidence they need and share their thoughts and be able to complete high quality work with ease. It lets the students to give feedback to their own individual work.	Have the students work with a partner or group to work on a specific task or project, which will later be presented in front of the class.	Work together with your partner(s), share what knowledge you know about the subject and collaborate in completing the task. Give and receive feedback about the work you all are doing.
Retrieval Practice	Recalling information without the help of the materials, such as books and notes, helps the students learn the material much more effectively.	Have the students put away all their materials away, you can have them write down or speak as much as possible about everything they know about the subject.	Test your knowledge about the subject by remembering everything that you know about it. You can either write it down or speak it. Do not be afraid even if you think you are wrong.

Capstone Video Project

ETEC 561 Fall 2013 Dr. Mary Dziorny

Capstone Video

POST 7: Section 7: New Direction in Instructional Design and Technology

This section of the textbook addresses new directions and emerging technologies for IDT. For your final post, reflect on how you might apply each of the following in your current or future position in the IDT field:

1. distributed or e-learning environments
2.  reusable design or learning objects
3.  rich media
4. emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.

E-Learning Environments

   One of the first things that grabbed my attention in our textbook was that e-learning has emerged by encompassing all learning that involves technology in any way possible. It differs from distributed learning, which covers learning experiences that incorporates technology to bring about learning. One of the environments of e-learning that I want to pursue as a director of technology is the concept of learning management systems (LMS). There are so many apps available to use but one that stands out to me is .LRN. The acronym stands for Learn, Research, and Network. It is pronounced (“dot learn”) and it is a global community of educators, designers, and software developers who have come together to drive educational innovation. It is a non-profit organization committed to advancing innovation in educational technology through open source principles.

http://dotlrn.org/home/

.LRN provides a comprehensive suite of collaboration tools, a flexible toolset for innovation, and an enterprise-class infrastructure for scalable deployment.

[Gustaf Neumann, Wirtschaftsuniversität Wien]

Reusable Design or Learning Object

   This chapter was one of my favorites to read. The text tells us that a learning object is anything that can be used for educational purposes. They are building blocks of highly effective instruction, and they allow instructional designers to produce courses, assessments and other instructional materials in a way that is flexible, responsive to the needs of the students and the institution. So in order to save time and money, effective instructional designers will want to reuse the content and plug-in to develop an entire curriculum. There are many excellent attributes of learning objects but there are three that I must have. First, is the learning object interchangeable? If I can’t retrieve an object and add it to my course without problems then I do not want it. Second, if the object of learning is not flexible with many uses then it’s not for me. Lastly, the learning object must be reusable. Being able to reuse performative learning objects such as quizzes and assessments helps build self-confidence and belief in the learner.

   As stated previously, I would love to incorporate a Learning Management System (LMS) into the school I work for one day such as .LRN. There could also be a use for MOODLE. It would help me create an online working environment. I could include tools such as (interactive quizzes, video, charts, graphs, text, virtual world simulators, and figures) this would cover audio and visual learners as well as experiential or kinesthetic learners.

Rich Media   

   Our textbook defines “rich media” as instructional programs that incorporate high-end media such as video, animation, and audio. If rich media is not benefiting the learners we should not incorporate it.  I believe that we should always consider the strengths and limits of our client’s memory and adopt a learner-centered view of instruction that will provide for more effective learning. I have found an excellent source as I researched how to use rich media to the success of our students and instructors alike: https://sites.google.com/site/oakwooddigitalacademy/

There are lots of sites and topics to choose from but I will give you a little taste below…

Create Videos:

Animoto - www.animoto.com
Create videos using text, images, video, and music
Example: www.animoto.com/play/QNC5sGQucGqVQociTcfFpw

Blabberize - www.blabberize.com
Create talking pictures
Example: an example is on the main site at www.blabberize.com

GoAnimate - www.goanimate4schools.com
Create animated cartoons
Example: an example is on the main site at www.goanimate.com 

Voki - www.voki.com
Create small animated cartoons
Example: http://www.voki.com/pickup.php?scid=5621749&height=267&width=200

Create Presentations: 

MyHistro - http://www.myhistro.com/personal-business-education/#education
Create timelines and presentations
Example: https://www.slideshare.net/myHistro/myhistrobasic-guide-for-teachers

Google Drive - drive.google.com
Create documents, presentations, spreadsheets, and forms with an account from Google
Example: https://docs.google.com/file/d/0B0wa1pWj1_OaTUtGS2Y1akhYY00/edit?pli=1

Prezi - www.prezi.com
Create dynamic online presentations
Example: http://prezi.com/zwjvacswsta9/vickis-prezi

LightPDF - https://lightpdf.com/
Turn pdf documents into flippable pages

Example: an example is on the main site at https://lightpdf.com/ 

 Emerging Instructional Technologies

   My perspective on emerging instructional technologies is that it must improve human performance, learning outcomes, and keep our students engaged. It is obvious that we are moving in a direction that encourages our kids to be more self-directed in their learning and tools such as Web 2.0, virtual worlds, and artificial intelligence must empower our instructors to successfully reach this plateau. Allow me to list some teaching techniques that will help instructional technologists to achieve this realm:

·         Using the wealth of online resources

·         Social learning and collaboration

·         Adaptive learning

·         MOOCS

·         Professional development in technology integration

·         Flipped classroom tools

        ·         Adaptive learning