A guide to instructional practice in teaching & learning

Instructional Practice Keith Harrison Learning & Development Group [email_address]

Instructional Practice ,[object Object],[object Object]

Instructional Practice ,[object Object],[object Object],[object Object],[object Object],[object Object]

Workshop Overview ,[object Object],[object Object],What do YOU want to achieve today

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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6 th grade report card ,[object Object],“ works and plays well with other children” What I would like to achieve today!

Learning Theories ,[object Object],[object Object]

- ACTIVITY - ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learner-centred focus ,[object Object],[object Object],[object Object],[object Object],[object Object]

… the bottom line? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

… how should we approach this bottom line philosophy? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learner-centred focus ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Theoretical model for Instructional Practice LEARNING OUTCOMES LEARNING RESOURCES ESSENTIAL KNOWLEDGE & SKILLS CRITICAL ASPECTS OF ASSESSMENT EMPLOY. SKILLS KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS EVALUATION CREATING

Instructional design principles ,[object Object],[object Object],[object Object],[object Object]

Instructional theory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Learning as an activity [behavioural theory] ,[object Object],[object Object],[object Object],[object Object]

Learning as achieving understanding [cognitive theory] ,[object Object],[object Object],[object Object],[object Object],[object Object]

Learning as social practice [situative theory] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Group activity ▪ Aim: to identify six (6) desirable future stages of instructional practice necessary for worthwhile change to occur in your teaching role? (refer to ‘brainstorm’ list) ▪ Achieve consistent agreement on common stages? ▪ Negotiate the differences ▪ Agree on a final six stages

Instructional Practice ,[object Object],[object Object],[object Object],[object Object]

Instructional Design Battery & Minor Repairs Quiz 1. While testing the current flow in an electrical pump circuit, it was found to be excessively high. Which of the following would be the most likely cause? [Tick √ the correct answer] 2. What result would you expect if you tried to check the resistance across the terminals of a fully charged battery? [Tick √ the correct answer] Low battery voltage High resistance in the circuit Higher than normal fuel pump pressure High reading Smokey reading Low reading 3. If the voltage drop across a resistance was zero, would the current flow be? [Tick √ the correct answer] High Zero Low

2. What result would you expect if you tried to check the resistance across the terminals of a fully charged battery? [Tick √ the correct answer] ,[object Object],a) What? b) Why? c) How? d) When? Real-world actions that learners need to take High reading Smokey reading Low reading

[object Object],[object Object],[object Object]

[object Object],[object Object],What real-world problems do your learners need to solve?

The learner faces a challenge 2. What result would you expect if you tried to check the resistance across the terminals of a fully charged battery? [Tick √ the correct answer]

How traditional course design appears ,[object Object],[object Object],[object Object],[object Object]

Encourage learners to justify their decisions & challenge their assumptions ,[object Object],[object Object],[object Object],A. Is correct because… B. Is correct because… C. Is correct because… A. Is incorrect because… B. Is incorrect because… C. Is incorrect because…

Contextual feedback at this point will assist learners to develop their problem solving skills. FEEDBACK

It’s the d It’s the design, ,[object Object]

Immerse learners in a stream of activities that contain the necessary information you wish to impart

2. What result would you expect if you tried to check the resistance across the terminals of a fully charged battery? A. High reading B. Smokey reading C. Low reading Need help? Web-site MyChisholm ?

- ACTIVITY - ,[object Object],[object Object],[object Object],[object Object],[object Object]

With thanks… ,[object Object],[object Object],[object Object],[object Object]

A guide to instructional practice in teaching & learning

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A guide to instructional practice in teaching & learning