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

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

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

4. 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.

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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.

11. 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.

12. 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 ). Mahwah, New Jersey: Lawrence