Applied psychology of learning presentation
•Descargar como PPTX, PDF•
2 recomendaciones•1,136 vistas
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (16)
Similar a Applied psychology of learning presentation
Similar a Applied psychology of learning presentation (20)
Último
Último (20)
Applied psychology of learning presentation
- 1. Applied Psychology of Learning Educational theories & lesson plans Pamela Daniels
- 3. Lesson 1 Overview o Persuasive Writing o Purpose: Use of Gagne’s Nine Events of Learning as framework for creating a lesson plan to teach students how to write persuasively. Objective of lesson: Understand purpose of persuasive writing Utilize persuasion to achieve a desired outcome Distinguish vocabulary words used in persuasive writing Perform steps of a writing process
- 4. audience Third and/or fourth grade students from various economic backgrounds and normal learning abilities. http://4.bp.blogspot.com/_SEjO-oIpp_w/TLnDzBqk2tI/AAAAAAAAAWk/-JkCOfH7ODc/s320/japanesechildren+gangsters+post.jpg
- 5. Materials and resources Dear Mrs. LaRue: Letters from Obedience School by Mark Teague Chart Paper or strips of paper Colored Markers Powerful Words and Persuasive Words and Phrases Printables http://www.bookfever.com/book_photos/49420.jpg
- 6. activities o Participation in group breakout sessions o Group discussions o Book read o Creative writing o Cognitive strategies o Display of organizational skills o Use information from sources to complete writing assignment o Apply new knowledge to real-world situations
- 7. Gagne’s nine 1. Gain attention 2. Inform learners of objectives 3. Recall prior knowledge 4. Present stimulus 5. Provide learner guidance
- 8. Gagne’s nine 6. Elicit performance 7. Provide Feedback 8. Assessment 9. Enhance and Retain Knowledge Transfer
- 9. Lesson 2 Adult learning theory http://www.sfc.edu/uploaded/left_banner_images/adult_learners.jpg
- 10. Lesson 2 overview o Blackboard Learn (LMS) training o Purpose: o Use of Adult Learning theory as background to teach the Blackboard LMS application to mature learners o Reacquaint learners with Blackboard system tools Objective of lesson: Identify major Blackboard user interface components Utilize Blackboard tools to perform various course management activities Gain experience and self-sufficiency in Blackboard
- 11. audience Various age groups and experienced learners who serve as support staff for law school faculty. www.shutterstock.com/109624637
- 12. Materials and resources Classroom computers equipped with various Internet browsers and Blackboard Learn. K-W-L Chart Faux faculty emails Blackboard User’s Manual Learner Assessment and Training Evaluation Surveys
- 13. activities o Complete surveys o Complete K-W-L chart o Watch presentation o Various Bb activities
- 14. Adult learning theory 1. They are motivated and self-directed – Students connect what they learn to use Blackboard as support for faculty in their quest to educate students. 2. They are experienced – Learners are support staff that are familiar with using Blackboard to assist faculty with course management. 3. They are goal-oriented – Learners see how the course will make them selfsufficient when they use Blackboard. http://umbedtech.files.wordpress.com/2012/10/bb.png
- 15. Adult learning theory 4. They desire relevance –What students will learn or review can also provide them with useful tools to be better service faculty. 5. They are practical –Hands-on knowledge and skills enable students work as assistants to professors to successfully support course objectives. 6. They want equality –Instructor is attentive to learners and answers questions and reviews course materials they are unsure of.
- 17. Lesson 3 overview Microsoft Word Purpose: Use of the constructivist theory (Jerome Bruner) to teach students by building on prior knowledge in an active process. o Objective of lesson: o Create a basic document utilizing MS Word 2010 o Edit and format text in a document o Utilize MS Word document tools o Share, save, and print documents
- 18. audience Young adults (early to mid-twenties) with basic computer skills such as: keyboarding, typing, and surfing social media sites. http://media.tumblr.com/02fd4758d709b93189905e258fc150e7/tumblr_inline_mhv1u6BOTd1qz4rgp.jpg
- 19. Materials and resources o Classroom computers equipped with Microsoft Office 2010. o A LaserJet printer o Flash drive or cloud document management system o Microsoft Word 2010 reference guide o Learner assessment and training surveys
- 20. activities Display of typing skills Enter and delete text Move and copy sections of text Format text with various font styles Alter layout of a page Perform spellcheck Print documents Open, close, and save documents
- 21. Bruner’s modes o Enactive Representation (action-based) o Iconic Representation (image-based) o Symbolic-Representation (language-based)
- 23. Lesson 4 overview o Repair Computers o Purpose: Lave & Wegner’s situated cognition and communities of practice to facilitate student learning through real-world simulation. Objective of lesson: Troubleshoot and replace computer hardware Install computer operating system (Windows 7) Become acquainted with computer terminology
- 24. audience Twelfth grade students enrolled in a vocationaltechnical school taking an eight month course. http://www.gothamgazette.com/graphics/WorkingStudents.jpg
- 25. Materials and resources Computer hardware assessments Computer operating system (OS) CompTIA A+ Certification Exam Guide Computer repair toolkit Blogger application TestOut LabSim IT courseware Formative and summative
- 26. activities Utilize simulation software Review customer service techniques Memorize computer technology Study computer tools Troubleshoot and replace computer hardware Install computer operating system (Windows 7) Become acquainted with CompTIA A+ certification Retain a blog as a journal (serves as tracking)
- 27. Situated cognition o Problem solving procedures o Learning as participation in communities of practice o Inbound trajectory
- 28. References CompTIA, Inc. (2012). CompTIA A+. Retrieved from http://certification.comptia.org/getCertified/certifications/a.aspx Roudez, T. (n.d.). The Art of Persuasion. Scholastic. Retrieved from http://www.scholastic.com/teachers/lesson-plan/art-persuasion Teague, M. (2002). Dear Mrs. LaRue: Letters from Obedience School. New York, NY: Scholastic Press. TestOut Corporation. (2012). LabSim A+, Online IT Certification and Certification Training. Retrieved from http://www.testout.com/home/it-certification-training/labsim-certification-training/pc-pro
Notas del editor
- Lessons cover topics from Persuasive Writing to Computer Repair and includes various age groups of 3rd and 4th graders to adult learners. They are combined with various learning theories to show that an instructor may design learning in any subject and for any learning audience.
- This lesson involves Gagne’s steps. Gagne’s Theory is the framework for designing instruction; therefore, basing each step of the lesson relates to creating an effective lesson plan. Also, Gagne’s Nine Events were used as a foundation for each lesson in this presentation.
- Students are asked quick opinion of which they like better, cats or dogs and will persuade someone who thinks differently. Students are given 5 minutes to do so. Students are asked if they have ever persuaded their parents to do something they normally wouldn’t allow them to do. The word and the definition of persuade is written sentence strips. Students write words they think define persuasion. Others will decide if the words are or are not persuasive. Students are informed that they will write a persuasive letter and use vocabulary words. Students sit in groups of two or four and ask though provoking questions.Students write down or record answers from classmates. Afterwards, students share stories with the class and use chart paper to write persuasive words used in shared stories to find discover words which also define persuasion.Instructor reads story to students with inflection for main character's feelings about his situation. During the reading, students are asked critical thinking questions about the story.After the reading, the instructor hands out Powerful Words and Persuasive Words and Phrases printables. Chart paper is used to write down words from the lists that students believe are influential when writing a persuasive letter. Teacher will also use a letter from the book as an example. Students are given three choices for drafting a persuasive letter.Students are encouraged to remember letters and terms from the story. They highlight specific words and phrases from a letter to identify persuasion. Finally, students are asked to refer to the word printable handouts and the words written on the chart paper from classmates’ persuasion stories.Teacher reviews papers for technique of writing a persuasive letter with what is taught in class. This is also a phase that allows the instructor to assess performance to find if the lesson objective was successful. This will also allow the instructor to decide if the lesson needs revising.Students reflect on the stories of previous efforts of persuasion. They “revise” the story to follow what they learned in class. They are able to use handouts and other tools to assist them. Students will regroup and tell revised stories and comment about how the change may have received a better response from the person they tried to persuade.
- Gain attention: Icebreaker –cats or dogs?Inform learners of objectives: learn what persuasion means / write a persuasive letterRecall prior knowledge: asked if persuasion was ever usedPresent stimulus: Instructor reads bookProvide learner guidance: group breakout sessions to discuss book / write words that define persuasion / draft a persuasive letter to someone
- Elicit performance: Write a persuasive letterProvide feedback: Instructor reviews process and gives feedbackAssessment: Letter is graded according to writing style and use of persuasive words and/or phrasesEnhance and Retain knowledge transfer: Revise letter with handouts and other tools provided to assist them
- This lesson is based on the Adult Learning Theory also known as Malcolm Knowles’ (1968) model of Andragogy.
- Email sent to learners with a survey (Learner Assessment Survey). The survey provides questions to evaluate learner's previous knowledge and experience with Blackboard. The survey will also serve as a guide for course development and for course activity planning. Once the course is assembled and learners are in class, they watch a short PowerPoint presentation which is also an agenda for the day’s lesson and course activities. Assistants complete a Know-Want-Learn (K-W-L) chart.Learners complete various Blackboard tasks several tasks outlined in a presentation as fake faculty emails. Emails serve as requests. •Email #1 - students create an announcement in a Blackboard course.•Email #2 - students copy course materials from one course to another by using provided documentation. Assistance is provided as needed.•Email #3 - students create a new folder and post a URL to open in a new window. Students upload a document to the folder and perform tasks without instructor assistance.The learners will complete two tasks without instructor help:•Create an assignment. In this task students will identify the course tool associated with completing the task: oClick on the Content Area >> Create Assessment >> Name Assignment, etc.•Create a menu item. In this task, students will build on previous knowledge by making a course link in the Course Module area of Blackboard: oClick Plus icon in course menu area >> Choose Content Area >> Name the new content itemStudents retain the user’s guide as reference for any future requests received from faculty. Additionally, learners are encouraged to try other Blackboard tasks as shown in the guide to utilize other complex responsibilities.
- This lesson is constructed on the premises that learners are active in the process of gaining knowledge. Learners in this activity possess prerequisite knowledge and experience; therefore, learning is based on active learning rather than passive receiving. It is designed to provide learners the opportunity to work in a hands-on environment to scaffold knowledge such as typing on a keyboard, moving a mouse, and surfing the Internet.
- Students complete a pre-assessment as valuation of previous skills that pertain to Microsoft Word (MS Word). Students also participate in a personal interview which examines how often, if at any time, they have used MS Word for personal reasons.Students are shown examples of resumes (chorological/functional) created in MS Word. They will gain the skills and knowledge to create a resume.Students use prior knowledge a computer to type and format a document. Students also identify icons on a computer screen.Students are perform various tasks with instructions.• Utilize the New Document icon (blank sheet of paper) to create a document.• Utilize the Save As button (disk icon) to create a name for the new document.• Navigate to the name of the newly created document using the “Recent” option in MS Word’s Backstage view.• Open a new document to add and edit text.• Utilize the format text options to bold name, address, phone number, and email address at the top of a document and left justify paragraphs.• Produce 1” margins on each side of the document using the Page Layout tab.• Created a bullet list.• Use the “Review” tab of MS Word to navigate to the “Spelling & Grammar” menu to check document for grammatical and spelling errors.• Successfully print 5 copies of a finished document.
- Enactive Representation – Typing (a motor skill)Iconic Representation – Icons are used throughout the learning process. Computer icons (New Document/Printer/MS Word, etc.) are identified and users become familiar with what they mean.Symbolic Representation – Icons are also identified with written words or letters on various icons, such as MS Word has a W on a sheet of paper and the printer icon has a printer with the word “print” labeled on it.
- This course will provide the student with tools he needs to work on computers. Learners participate in a classroom; however, there are simulations for participation in a real-world environment.
- Because of intense coursework and instruction, the class meets 2.5 hours a day for a full semester.
- Students learn that the A+ certification is an important component to becoming a computer repair technician. A class discussion about the role of a computer technician and computer technical terminology is discussed. LabSim and Blogger software is introduced, each of which is used in everyday instruction.Method of Instruction: Lecture,class discussions, group and individual work, and simulation software activities.Students gain knowledge of the importance of skill in managing and troubleshooting computers. Gain knowledge about computer terminology and learn how to use the LabSim interface. Students are introduced to terms such as application, optical disk, and Disk Operating System (DOS). Students become familiar with blogging software to learn how to use it to create a daily journal.Rationale: To expand student knowledge about the course, objectives, technical terms, and opportunities of the field; provide a foundation for future lessons.Each day, students will participate in various activities such as computer repair, troubleshooting skills, customer service skills, and group discussions. At the end of each day, students are given assessments on what is covered in class. The LabSim software is equipped with summative assessments after each chapter/module.In the middle of the semester, a formative assessment is given to cover each module covered in the first half of the semester.At the end of the course, students are given a summative assessment in the form of a computer repair project which consists of hardware and software issues. Students will also build a computer from scratch. Also, as a summative assessment, a faux Comptia A+ certification exam is given which covers questions and scenarios also found on the real exams.Students have to opportunity to take the exams to receive a certification which allows them to be computer technicians. Additionally, students may apply for an internship/apprenticeship position at a local community college or local business.
- Problem solving procedures - If a computer presents a problem for a user, a computer technician must be skilled in research for why a computer is not working correctly. Learning as participation in communities of practice - Many employers require technicians have experience in laptop and desktop computer repair. Repairing and replacing hardware and software in simulation software allows the student to perform these actions via the LabSim computer repair application.Inbound trajectory - Students decide to participate in a community of practice (computer repair) to one day become a computer technician. Once the learner has finished the program, he will participate a an apprentice computer repair technician before venturing into doing it on his own.