Kristina's Peer Tutorial
- 1. How e-Learning Changed My Instruction
- 2. BEFORE e-Learning Before Elements of My Unit Instruction ❖ Kindergarten Senses Unit ❖ Books ❖ Read-Alouds ❖ Pictures ❖ Work Books ❖ Worksheets ❖ Internet Sound Examples ❖ Discovery Works-Curriculum Guide
- 3. BEFORE e-Learning Before Elements of My Unit Instruction • Kindergarten Math Concepts • Everyday Math Curriculum Guide • Math Manipulatives (Blocks, Counting Bears) • Poster Boards (Calendar) • Read-Aloud Story Problems • Listening Center
- 4. Inadequate Retrieval Cues & Surface Visuals Is That Picture Backwards??? Old School Listening Center. Students have difficulty stopping for discussion or finding their page.
- 5. No Support of Attention or Building Procedural Skills Waterford Computers Class Number Grid
- 6. No Explanatory Visuals Manipulatives That DON’T Respond or Move?? Am I right?
- 9. What Is e-Learning & How Has it Changed My Instruction
- 11. Four valuable instructional methods unique to e-learning "To get a return on investment, all training initiatives, including e-learning, must improve job performances that lead to achievement of organizational operational goals.” (Operational goals = bottom line indicators of organizational success.) • Practice with Feedback (automated, tailored) • Social Software & Collaboration - integration of collaboration with self-study • Tailored Instruction (adaptive instruction) - dynamic adjustment of instruction based on learning • Simulations & Games - (not all games are equally effective)
- 12. How Graphics Promote Learning: Application Guidelines Using a SMART Board Match visuals to the instructional goals. Avoid unrelated visuals that activate wrong memory. Use visuals for spatial content. Use visuals that show cause and effect relationships. Engage learners with your visuals. http://smarttech.com/
- 13. PLAN GRAPHICS THAT AWAKEN PRIOR KNOWLEDGE Use comparative advance organizers when learners have relevant prior knowledge (concrete graphics & visual analogies) Use expository advance organizers when learners lack relevant prior knowledge (visual summaries) Avoid seductive details in lesson introductions
- 14. Plan Graphics That Minimize Memory Load
- 15. Plan Graphics That Minimize Memory Load 1st 2nd 3rd
- 16. Graphics that support transfer learning • Realistic Objects LapTops • Photographs • Virtual Tours Podcasts SMART Boards
- 17. Accommodate Visual & Verbal Learner Differences
- 19. Help Learners Build Mental Models • Making lessons EFFICIENT EFFECTIVE
- 22. Graphic Design Devices Leverage Practice
- 23. How Can YOU Visualize Lesson Content?
- 24. START BY USING Five Basic Content Types Found in Organizational Training Procedures Concepts Facts Processes Principles
- 25. #1 Define Instructional Goals These goals will probably be taken from your district trifold, guaranteed viable curriculum and state standards.
- 26. PROCEDURES • USE TRANSFORMATIONAL VISUALS TO ILLUSTRATE THE STEPS THE LEARNER TAKES TO PERFORM A PROCEDURAL TASK. • EMPHASIZES HOW TO SUPPORT TRANSFER OF LEARNING AND MANAGE COGNITIVE LOAD.
- 27. How To Visualize Procedures • Provide demonstrations that combine transformational and representational visuals http://education.smarttech.com/ste/en-US/Ed+Resource/
- 28. CONCEPTS USE VISUALS TO HELP LEARNERS BUILD MENTAL MODELS OF CONCEPTS THAT WILL ENABLE THEM TO MAKE DISCRIMINATIONS ON THE JOB.
- 29. How To Visualize Concepts TWO or MORE Representational Graphic Examples http://nlvm.usu.edu/en/nav/grade_g_1.html
- 30. FACTS USE REPRESENTATIONAL AND ORGANIZATIONAL VISUALS TO ILLUSTRATE CONCRETE AND DISCRETE FACTUAL INFORMATION. EMPHASIZES THE DESIGN AND PLACEMENT OF MEMORY AIDS TO HELP WORKERS RETRIEVE FACTS WHEN NEEDED.
- 31. Use Organizational Visuals Door Clock See Rug Friend http://nlvm.usu.edu/en/nav/ grade_g_1.html
- 32. PROCESSES USE TRANSFORMATIONAL VISUALS THAT INCORPORATE REPRESENTATIONAL VISUALS FOR CONCRETE PROCESSES AND ANALOGICAL VISUALS FOR ABSTRACT PROCESSES TO HELP WORKERS BUILD MENTAL MODELS OF HOW SYSTEMS WORK.
- 33. Design transformational visuals that show activity flows from the performers' perspective • Shows Movement • Different Surface Features • Communicates Action http://streaming.discoveryeducation.com/
- 34. PRINCIPLES VISUALIZE GUIDED-DISCOVERY LESSON ARCHITECTURES TO SUPPORT PROBLEM- CENTERED LEARNING AS WELL AS HOW TO USE INTERPRETIVE VISUALS TO DISPLAY SCIENTIFIC PRINCIPLES.
- 35. Manage Cognitive Load by Using Supportive Devices *Allows students to move at their own pace.
- 36. Manage Cognitive Load by Using Supportive Devices *Allows students to move at their own pace.
- 37. SET GOALS PLAN ACTIVITIES EVALUATE RESULTS
- 38. SET GOALS PLAN ACTIVITIES Originality & Inventiveness EVALUATE RESULTS MONITOR PROGRESS
- 39. COMMON MISTAKES TO AVOID Using visuals that do not accurately reflect the work environment Omitting important concepts or providing only a brief definition without supporting examples Including unrelated facts and never integrating them into the lesson
- 40. COMMON MISTAKES TO AVOID Failing to teach the process at all or not using visuals to illustrate the process Failing to promote learner engagement with interpretive visuals
- 41. Kristina Quintana Final Project 7-17-09