Documenting Learning Activities in the Performance- Based Curriculum Terri Johnson, Learning Design Consultant Worldwide Instructional Design System Get this presentation online at Click on “Resources”, then “PowerPoints”

They’ll come, but will they learn?

You’ve laid the groundwork for your course:  Identified outcomes  Researched the topics  Selected the resources  Developed your syllabus

…but have you answered the questions all learners need to know? Where do I need to go? Why should I go there? How will I get there? How will I know when I’ve arrived? Learning Framework

Have You Planned the LEARNING?

I touched on it I lectured on it I assigned reading on it I tested it Learning Myths They’ve Learned it when.. Learning Myths They’ve Learned it when..

Learning Activities LEARNING OUTCOME (COMPETENCY) ASSESSMENT Performance Standards Learning Activities Learning Activities Learning Activities Learning Activities

Four Critical Elements of Learning WHO WHO WHAT WHAT WHEN WHEN HOW HOW Strategic Planning for Learning

Learning Activities Application Motivation Practice Compre- hension HOWHOW  Describe methods (learning strategies) and media that help learners master competencies  Support cognitive processes such as learning cycle, multiple intelligences, varied learning styles  Cause practice

Sensing Memory What happens in the learner’s mind? selector large capacity short duration

Working Memory  processor  powerful  fragile short duration small capacity What happens in the learner’s mind?

Long-Term Memory  information storage  large capacity  requires retrieval What happens in the learner’s mind?

Five mental processes control information flow: sensing attention (sensing) encoding (working/long-term) rehearsal/practice (working) retrieval (long-term/working) metacognition (working)

Ensure that teaching means learning sensing memory attends to the stimulus Learning is enduring and meaningful only when the: working memory processes it and sends it to long- term memory long-term memory stores it

Ensure that teaching means learning Learners can apply what they have learned only when they are able to retrieve what they learned from long-term memory for use in the working memory as needed.

insert frequent practice vary the learning format support all stages of the learning process provide learning plans Ensure that teaching means learning

Insert Frequent Practice

Cognitive Overload Cognitive overload slows down or even stops learning! Too much information too fast yields Too much information too fast yields

To avoid cognitive overload: break learning into manageable chunks clear the working memory with meaningful practice

Why is Practice Important? connects with what learners already know applies to solution of problems creates something new efficiently encodes to long-term memory Insert Frequent Practice

memorization drill and practice classification skill practice critique problem solving discussion mapping Types of Practice Insert Frequent Practice

Vary the Learning Format

People learn in different ways Vary the Learning Format

Method (discussion, role play, reading, simulation) Media (video, computer, text,) Environment (classroom, lab, outside assignment, Internet) Interpersonal context (small group, large group, individual, F2F, electronic) Feedback (written, verbal, instructor, peer, self) Givens (scenarios, data provided, tools, literature, resource material) Vary the Learning Format

Support All Stages of the Learning Process Support All Stages of the Learning Process

Application Motivation PracticeComprehension The Learning Cycle

Application Motivation PracticeComprehension The Learning Cycle Stage 1

Application Motivation PracticeComprehension Stage 2 The Learning Cycle

Application Motivation PracticeComprehension Stage 3 The Learning Cycle

To avoid cognitive overload and help learners encode learning into long-term memory, chunk learning by alternating between the comprehension and practice phases. ApplicationMotivation PracticeComprehension Learn about it Practice it simply Learn more about it Practice with more complexity Learn more about it Practice Apply

Application Motivation PracticeComprehension Stage 4 The Learning Cycle

Presentations Unit: Session1 ATTEND a lecture on Preparing a Presentation. BRAINSTORM situations where you might have to persuade someone at work. ATTEND a lecture on Preparing a presentation. BUILD sample presentations on the board. DEVELOP key messages for your presentation using the Presentation Plan Sheet.

Presentations Unit: Session 4 ATTEND a lecture on VISUAL AIDS for your presentation. CREATE visual aids in class. CHOOSE good/bad visual aids. MAKE A LIST of the characteristics of good visuals. POST your ideas on a visual aid. SHARE your list with the class. CREATE a visual(s) for your presentation.

Presentations Unit: Session 5 PREPARE your presentation. CONFERENCE with your instructor about your presentation. BRING your completed Presentation Plan Sheet. MAKE changes if necessary.

Provide Student Learning Plans

…give learners a blueprint for learning Learning Plans

 Provide a “Strategic Plan” for learning  Clearly link target outcome (competency) with learning and assessment  Consist of a series of well-planned learning activities designed to meet the varied needs and learning styles of learners Learning Plans

 Tend to be content driven rather then learner driven  No clearly visible plan to help students follow the course  No consistency in structure or format from course to course Courses without learning plans

 Does create a structure that students can follow  Does not make a clear connection between target outcome (competency), learning, and assessment. Courses organized by weeks, no learning plans

Answer the questions students need to know Guide students through the learning cycle Help learners take responsibility for own learning Support student metacognition  Give students an advanced organizer to help them: - set goals - select strategies - regulate progress - adjust learning behavior Courses with Learning Plans Why is this important? What will I learn to do? How will I know that I’m succeeding? What knowledge and skills will I learn along the way? How will I learn to do it? How will I show that I have learned? Student Learning plan See Sample Learning Plan in your Handouts

Why? When? How? What?

WIDS Instructional Design System Software! How can you do it electronically?

Start By Writing or Choosing an Outcome to Address in the Learning Plan

WRITE learning activities

Select/contextualize activities from the learning activity library

Search the library by learning cycle, multiple intelligences, etc.

PRINT a Learning Plan

Post to Any Online Platform

Proactively teach learners how to use learning plans:  Highlight the information provided  Explain why that information is important (ex. criteria/conditions – tells them how they will be evaluated on their performance)  Show learners how learning plans can help them  Guide learners to refer to and use the Learning Plan throughout the learning process

Instructors across the country tell us…. “Students who have learned to use learning plans say they wish their teachers would provide them for all of their classes.”

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Thank you for joining me! WIDS The Worldwide Instructional Design System Terri Johnson, WIDS Learning Design Consultant or (651) Get this presentation online at Click on “Resources”, then “PowerPoints”