Creating LEGACY Cycles Richard J. Vath June 3, 2003 VaNTH-PER Day 2 Creating LEGACY Cycles Richard J. Vath June 3, 2003

A Flexibly Adaptive Instructional Design The LEGACY Cycle A Flexibly Adaptive Instructional Design

The LEGACY Cycle Look Ahead & Reflect Back The initial Challenge Generate Ideas Multiple Perspectives Research and Revise Test Your Mettle Go Public

Look Ahead and Reflect Back Provides an understanding of the goals, context, and challenges they will face. Provides a benchmark for reflection and self-assessment. Helps students represent a specific problem as an example of a larger set of issues.

The Initial Challenge Helps students develop a shared, initial mental model of what’s to be learned. Challenge selection: Motivating and interesting, invites student-generated ideas.

Generate Ideas Helps students make their own thinking explicit. Helps teacher assess current state of student knowledge. Provides students with a baseline to more easily see how much they learn. Scaffolded: Bioethics example Unstructured: Geometry example

Multiple Perspectives Allow students to compare their ideas to experts’ ideas. Indicate that multiple perspectives exist in the domain. Provide guidance on what students need to learn about. Provide expertise, guidance, models of social practice in the domain. Optics Example

Research and Revise Consult resources. Collaborate with students. Listen to “just in time” lectures. Complete skill-building lessons. Conduct simulations and hands-on experiments. “Need to know” teaching. Optics example

Test your Mettle When students feel ready for it. Wide variety of forms: Multiple-choice tests, essays, opportunities to test their designs, etc Bioethics example Optics Example

Go Public Two ways: Guidelines Present their best solutions (e.g. electronic posting, multimedia presentation, oral presentation) Leave a Legacy of tips and ideas for future students Guidelines Help students understand why going public is valuable to them Have students reflect on the entire inquiry cycle.

Go Public Criteria Makes their thinking visible Helps students learn to assess other and themselves Helps set standards for achievement Helps students learn from each other Motivates students to do well.

Reference Schwartz, D.L., Lin, X., Brophy, S., & Bransford, J.D. (1999). Toward the Development of Flexibly Adaptive Instructional Designs. In C.M. Reigeluth, Instructional-Design Theories and Models, Volume II (pp. 183-213). Mahwah, New Jersey: Lawrence