As stated by Sir Robinson many people go through their whole lives having no real sense of what their talents may be, or if they have any to speak of and not everybody needs to go to college and not everybody needs to go now. I appreciate school more now. I was also glad to see him reference Natalie Merchant and her work of recovering old poems. I too am a fan.
TedTalksDirector (Poster). Sir Ken Robinson: Bring on the learning revolution [Video]. (2010, May 24). Retrieved from http://youtu.be/r9LelXa3U_I.
Sunday, February 12, 2012
Sir Robinson - Ideas on Education
I must say that I truly enjoyed watching Sir Robinson talk about his ideas on education. I thought that he was funny and very insightful. I believe that the one size fits all doesn’t apply to education. Ideally, we should choose to always do what we love. Unfortunately, this is not the case in real world. There are times when we need to do something we don’t like. We need a diversity of talents in this world. There was nothing in particular that I disagreed with and he reminded me of circumstances that tend to happen quite often in schools today. Just as he talked about a boy that wanted to be a fireman a very similar thing happened to me in school. I was taking courses in the medical field in high school. Immediately my counselor and teachers put me in the category of technical that I would be going into a trade such as nursing and that I wouldn’t be going into college. Comments were made similar to those on the video to me that I had great potential and I would be wasting my talent if I choose a technical field but I don’t think that was the case.
Brainstorming
The instruction will occur at the University level. Mr. Garcia, the EMS Program Director will more than likely take the lead on this endeavor. As far as mentoring, the EMS Faculty will be assisting one another as we do in all aspects of the program. The tools I am leaning towards are Google Docs, Google Books, Blogger and Google Search. By incorporating these tools my hope would be to add more enthusiasm and interest in the topics presented by approaching them in different ways. It would also allow us to introduce and teach the students about these tools that are available to them.
Instructional Design
Chapter 8: Strategies for Problem-Solving Instruction
Chapter 8 deals with problem-solving. Problem solving is taking prior learned principles, practices and knowledge to solve new problems. Learners must acquire cognitive strategies in order to apply this knowledge. The chapter also talks about the different ways people solve problems and what is needed to teach people how. Learning the three kinds of knowledge such as principles, declarative knowledge and cognitive strategies help the learners solve the problem. How the learner applies these principles can be a big determining factor on whether or not the learner will be able to solve the problem. As I read the chapter I related it to critical thinking skills. In the medical field this is done often. Simulations are used to mimic reality. Doing this allows the learner to break down the problem and hopefully come up with the plan of action.
Chapter 9: Strategies for Declarative Knowledge Instruction
Chapter 9 discusses three forms of declarative knowledge. Declarative knowledge is “knowing that” something is the case. (Ragan & Smith 1999) An example would be that we all know that Austin is the capital of Texas. It is often what we want our learners to understand about the content, and therefore is common to all types of learning. Gangé and Briggs (1979) identified three subtypes: labels and names, facts and lists, and organized discourse. These subtypes help the learner link prior knowledge in order to retain declarative knowledge. This could be done by using mnemonics or association techniques, rehearsal and repetition. Some activities common to all declarative knowledge learning are linking, organizing, and elaborating.
Chapter 10: Strategies for Instruction Leading to Concept Learning
Concepts are categories of stimuli that have certain features or characteristics in common. The technical term for characteristics of concepts is attributes. Klausmeiser (1992) described three kinds of concept attributes: intrinsic, functional and relational. The learner must recognize a pattern in order to be able to identify the concept. Two general strategies of concept instruction are inquiry approach and expository approach. Expository is what people expect, which is that a course will present generalized concepts and principles followed by examples. In inquiry-based learners are presented with examples first and are then asked to induce a generalized concept or they are asked to solve a problem with information they gather. This chapter also references mnemonics which is seen throughout the program I teach in and can be quite helpful to remember information.
Chapter 11: Strategies for Instruction Leading to Principle Learning
Chapter 11 talks about principle learning. Principles prescribe the relationship(s) among two or more concepts. (Ragan & Smith, 1999) Examples are if/then relationships and cause & effect. Principles are often applied in science and math through formulas and algorithms. Conditions are encouraged to support learning principles by presenting the learner with a situation that can display the relationship between the variables. Once a situation has been presented you are encouraged to allow the learners to ask questions and state a formal principle about the relationships. Learners should also be encouraged to discuss the inquiry process, practice and evaluate to be sure it has been applied correctly.
Chapter 12: Strategies for Instruction Leading to Learning Procedures
Chapter 12 talks about procedures. A procedure is a set method of doing something and usually involves steps. These steps can be either simple or complex. Simple procedures have a single set of linear steps. Whereas complex procedures have many decision points. Learners must know when to use the procedure, be able to recall the procedure, apply the steps of the procedure, and then confirm that they have correctly followed the procedure. Two strategies can be used to teach procedures: Expository and Discovery. In expository the teacher will present the procedure and then show how to apply it while discovery makes the task a problem solving one rather than an actual application.
Chapter 13: Strategies for Cognitive Strategy Instruction
Chapter 13 talks about cognitive strategies. Learning Strategies can be used to organize, elaborate, manipulate, and retrieving knowledge. Learning strategies help simplify the knowledge and can be categorized as either as cognitive or affective. Cognitive domain strategies are used to support information processing (organizing or rehearsing). Affective domain strategies are often called support strategies (time management). Divergent thinking strategies help learners solve problems and generate new ideas. There are several different approaches to teaching cognitive strategies. Discovery and guided discovery strategies (instructor leads the student through questioning), observation strategies (having the learner see it demonstrated), guided participation (instructor guides the students through the use of the strategy) and strategy instruction in books and courses (prepackaged). There is also direct explanation (procedure is taught and shown how it should be applied), dyadic instruction (interaction between the learner and a knowledgeable adult) and self-instructional training.
Chapter 14: Strategies for Attitude Change, Motivation, and Interest
Chapter 14 talks about attitude change, motivation and interest. Attitude can be described as a manner or person’s view about something. Attitude can influence how people react and/or the choices made. Motivation and interest are both equally important especially in the classroom. A review of Attitude Learning: (Ragan & Smith 1999) The Yale Communication and Attitude Change, Festinger's Cognitive Dissonance Theory, Cognitive Balancing, Social Judgment Theory and Social Learning Theory. There are three components of attitude: Cognitive (student knowing about the subject), behavioral (having the students engage in the behavior that you want them to display), affective (wanting them to perform the desired behavior). There are different strategies that can be employed to teach motivation instruction: attention strategies, relevance strategies, confidence strategies and satisfaction strategies (Keller's ARCS Model).
Chapter 15: Strategies for Psychomotor Skill Learning
Chapter 15 talks about psychomotor skill learning. Psychomotor tasks involve physical skills and require the use of muscular movement. There are several different categories of psychomotor skills: discrete, continuous, closed, open and person and object motion. Discrete skills consist of a single step or a few steps and have distinct task-determined beginnings and endings. Continuous Skills are skills whose beginning and ending points are more subtle and are performer-determined. Closed skills are skills that are performed without active influence from the environment. Open skills are used when the environment causes the performer to make continuous adjustments and person and object motion skills can be performed at rest or in motion (Ragan & Smith 1999).
Chapter 16: Designing Delivery and Management Strategies
Chapter 16 talks about delivery and medium selection. Today there is a multitude of programs and media types to choose from. We need to be sure that we choose something that focuses on the end goal and not used just to add bells and whistles. We also need to take into consideration the characteristics of the learner. It talks in detail about the use, costs, advantages and disadvantages of computer use, print, video, interactive multimedia, slides/filmstrips, distance education and people. It also talks about grouping and management strategies and how they may influence decisions on what is used and the approach of delivery.
Chapter 17: Macro Strategies: Integration of Types of Learning
Chapter 17 talks about macro strategies which are also considered curriculum development. Many of the ideas presented are reflections of educators and their experiences with teaching. Novice designers commonly assume that there is one “best” way to sequence content or organize learning experiences within courses (Ragan & Smith 1999). Some of the methods of sequencing content are world-related, inquiry-related, utilization-related, learning-related, knowledge structures and concept related structures. It details the elaboration model and describes how content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated as well as discusses prescriptions for curriculum design and offers insight on curriculum forms.
Ragan, T.J. & Smith, P.L. (1999). Instructional Design (2nd ed.). New York, NY: John Wiley & Sons.
Chapter 8 deals with problem-solving. Problem solving is taking prior learned principles, practices and knowledge to solve new problems. Learners must acquire cognitive strategies in order to apply this knowledge. The chapter also talks about the different ways people solve problems and what is needed to teach people how. Learning the three kinds of knowledge such as principles, declarative knowledge and cognitive strategies help the learners solve the problem. How the learner applies these principles can be a big determining factor on whether or not the learner will be able to solve the problem. As I read the chapter I related it to critical thinking skills. In the medical field this is done often. Simulations are used to mimic reality. Doing this allows the learner to break down the problem and hopefully come up with the plan of action.
Chapter 9: Strategies for Declarative Knowledge Instruction
Chapter 9 discusses three forms of declarative knowledge. Declarative knowledge is “knowing that” something is the case. (Ragan & Smith 1999) An example would be that we all know that Austin is the capital of Texas. It is often what we want our learners to understand about the content, and therefore is common to all types of learning. Gangé and Briggs (1979) identified three subtypes: labels and names, facts and lists, and organized discourse. These subtypes help the learner link prior knowledge in order to retain declarative knowledge. This could be done by using mnemonics or association techniques, rehearsal and repetition. Some activities common to all declarative knowledge learning are linking, organizing, and elaborating.
Chapter 10: Strategies for Instruction Leading to Concept Learning
Concepts are categories of stimuli that have certain features or characteristics in common. The technical term for characteristics of concepts is attributes. Klausmeiser (1992) described three kinds of concept attributes: intrinsic, functional and relational. The learner must recognize a pattern in order to be able to identify the concept. Two general strategies of concept instruction are inquiry approach and expository approach. Expository is what people expect, which is that a course will present generalized concepts and principles followed by examples. In inquiry-based learners are presented with examples first and are then asked to induce a generalized concept or they are asked to solve a problem with information they gather. This chapter also references mnemonics which is seen throughout the program I teach in and can be quite helpful to remember information.
Chapter 11: Strategies for Instruction Leading to Principle Learning
Chapter 11 talks about principle learning. Principles prescribe the relationship(s) among two or more concepts. (Ragan & Smith, 1999) Examples are if/then relationships and cause & effect. Principles are often applied in science and math through formulas and algorithms. Conditions are encouraged to support learning principles by presenting the learner with a situation that can display the relationship between the variables. Once a situation has been presented you are encouraged to allow the learners to ask questions and state a formal principle about the relationships. Learners should also be encouraged to discuss the inquiry process, practice and evaluate to be sure it has been applied correctly.
Chapter 12: Strategies for Instruction Leading to Learning Procedures
Chapter 12 talks about procedures. A procedure is a set method of doing something and usually involves steps. These steps can be either simple or complex. Simple procedures have a single set of linear steps. Whereas complex procedures have many decision points. Learners must know when to use the procedure, be able to recall the procedure, apply the steps of the procedure, and then confirm that they have correctly followed the procedure. Two strategies can be used to teach procedures: Expository and Discovery. In expository the teacher will present the procedure and then show how to apply it while discovery makes the task a problem solving one rather than an actual application.
Chapter 13: Strategies for Cognitive Strategy Instruction
Chapter 13 talks about cognitive strategies. Learning Strategies can be used to organize, elaborate, manipulate, and retrieving knowledge. Learning strategies help simplify the knowledge and can be categorized as either as cognitive or affective. Cognitive domain strategies are used to support information processing (organizing or rehearsing). Affective domain strategies are often called support strategies (time management). Divergent thinking strategies help learners solve problems and generate new ideas. There are several different approaches to teaching cognitive strategies. Discovery and guided discovery strategies (instructor leads the student through questioning), observation strategies (having the learner see it demonstrated), guided participation (instructor guides the students through the use of the strategy) and strategy instruction in books and courses (prepackaged). There is also direct explanation (procedure is taught and shown how it should be applied), dyadic instruction (interaction between the learner and a knowledgeable adult) and self-instructional training.
Chapter 14: Strategies for Attitude Change, Motivation, and Interest
Chapter 14 talks about attitude change, motivation and interest. Attitude can be described as a manner or person’s view about something. Attitude can influence how people react and/or the choices made. Motivation and interest are both equally important especially in the classroom. A review of Attitude Learning: (Ragan & Smith 1999) The Yale Communication and Attitude Change, Festinger's Cognitive Dissonance Theory, Cognitive Balancing, Social Judgment Theory and Social Learning Theory. There are three components of attitude: Cognitive (student knowing about the subject), behavioral (having the students engage in the behavior that you want them to display), affective (wanting them to perform the desired behavior). There are different strategies that can be employed to teach motivation instruction: attention strategies, relevance strategies, confidence strategies and satisfaction strategies (Keller's ARCS Model).
Chapter 15: Strategies for Psychomotor Skill Learning
Chapter 15 talks about psychomotor skill learning. Psychomotor tasks involve physical skills and require the use of muscular movement. There are several different categories of psychomotor skills: discrete, continuous, closed, open and person and object motion. Discrete skills consist of a single step or a few steps and have distinct task-determined beginnings and endings. Continuous Skills are skills whose beginning and ending points are more subtle and are performer-determined. Closed skills are skills that are performed without active influence from the environment. Open skills are used when the environment causes the performer to make continuous adjustments and person and object motion skills can be performed at rest or in motion (Ragan & Smith 1999).
Chapter 16: Designing Delivery and Management Strategies
Chapter 16 talks about delivery and medium selection. Today there is a multitude of programs and media types to choose from. We need to be sure that we choose something that focuses on the end goal and not used just to add bells and whistles. We also need to take into consideration the characteristics of the learner. It talks in detail about the use, costs, advantages and disadvantages of computer use, print, video, interactive multimedia, slides/filmstrips, distance education and people. It also talks about grouping and management strategies and how they may influence decisions on what is used and the approach of delivery.
Chapter 17: Macro Strategies: Integration of Types of Learning
Chapter 17 talks about macro strategies which are also considered curriculum development. Many of the ideas presented are reflections of educators and their experiences with teaching. Novice designers commonly assume that there is one “best” way to sequence content or organize learning experiences within courses (Ragan & Smith 1999). Some of the methods of sequencing content are world-related, inquiry-related, utilization-related, learning-related, knowledge structures and concept related structures. It details the elaboration model and describes how content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated as well as discusses prescriptions for curriculum design and offers insight on curriculum forms.
Ragan, T.J. & Smith, P.L. (1999). Instructional Design (2nd ed.). New York, NY: John Wiley & Sons.
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