First principles of instruction
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The document emphasizes the critical role of librarians in enhancing school environments through problem-based instruction that fosters information literacy and knowledge acquisition. It outlines principles of effective learning, such as engagement with real-world problems and activation of existing knowledge, while also highlighting contemporary societal challenges requiring informed citizens. The text advocates for a shift from traditional teaching to authentic, problem-centered instruction, which prepares students for college and career readiness.
First principles of instruction
- 2. NOW, PLEASE PAY ATTENTION. . . . “For schools to be successful. . . . librarians must lead the way to improving school environments using effective, theory-based design of problem-based instruction that includes acquisition of knowledge and information literacy skills” (Dow, 2013, p. 8).
- 3. FIRST PRINCIPLES OF INSTRUCTION 1. Learning is promoted when learners are engaged in solving real-world problems. 2. Learning is promoted when existing knowledge is activated as a foundation for new knowledge. 3. Learning is promoted when new knowledge is demonstrated to the learner. 4. Learning is promoted when new knowledge is applied by the learner. 5. Learning is promoted when new knowledge is integrated into the learner’s world. Merrill, 2007, p. 63
- 4. FOUR-PHASE CYCLE OF INSTRUCTION Activation of relevant prior knowledge Demonstration of new knowledge to be learned Application of the new knowledge to specific situations Integration of new knowledge and skill into their daily activities Merrill, 2007, p. 63
- 5. MAJOR CHALLENGES FACING SOCIETY TODAY America needs informed, information literate, and involved citizens. ~~~~~~ sufficient energy prevention and treatment of illness and disease maintaining clean food and water global environmental change
- 6. AUTHENTIC, REAL-WORLD PROBLEMS Examples • Grass does not grow well under tree limbs. This hurts my summer lawn moving business. • Why the divide between Washington D.C. lawmakers? • My brother has a disability. He does not like to eat. He is unhappy and cries a lot. • When I play outside in the cold, my body heats up and causes me to sweat. My clothes stick to me. Wet clothes keep me cold.
- 7. AUTHENTIC, REAL-WORLD PROBLEMS (CONTINUED) • My grandmother served me cookies made from colored cereal. I broke out in a red rash. • My family does lots of laundry. It is expensive to wash clothes. I wonder if cold water detergent would clean the clothes and reduce the cost. • About 120 amphibian species, including some species of frogs, have disappeared since 1980 (the year my parents were born). What could happen without frogs in the food chain? • Sometimes I see raw meat on the shelve at the grocery store that is past the sell-by date (and offered for a reduced price). Is this safe to eat?
- 8. AUTHENTIC, REAL-WORLD PROBLEMS (CONTINUED) • We have a car but gasoline is too expensive to purchase. What are best and worst cars when it comes to fuel efficiency? • How will I be able to afford a place to live? What is sustainable and affordable housing? • What impact to humans have on the earth’s climate? • When I try to fly a paper plane, it crashes. Why?
- 10. TEACH ACROSS GRADE LEVELS, CONTENT AREAS, STANDARDS, AND INSTITUTIONS electronic access skills evaluation skills strategies for making evidence-based claims process for conducting new research appropriate report writing style and mechanics quality presentation skills (communication) passion for using research to make improvements (solve problems) and to lead change Enable students to become college or career ready.
- 11. BENEFITS OF AUTHENTIC, PROBLEM-CENTERED INSTRUCTION Moves traditional teaching from read and report assignments to problem- based instruction that enables students to • reach out for meaning and learn how to learn. • move awareness of job-specific responsibilities to focused education and a specific thinking process. • go beyond the limits of the course textbook to incorporating clear (to the learner) and complete procedures for information retrieval and evaluation. • practice in small steps the parts of the process in the context of the overall task. • evaluate information found in selected sources on the basis of accuracy, validity, importance, and content. • see the whole task to be done, or the whole problem to be solved, as the result of completing the task.Dow, M. J. (2013), p. 9 Discussion: There is no turning back! Right?
- 12. REFERENCES Common Core State Standards Initiative (CCSS), 2010. Retrieved from http://www.corestandards.org/ Dow, M. J. (Ed.). (2013). School libraries matter: Views from the research. Santa Barbara, CA: Libraries Unlimited. Merrill, M. D. (2007). First principles of instruction: A synthesis. In Trends and Issues in Instructional Design and Technology. 2nd ed. by R. A. Reiser and J. V. Dempsey. Person Education.