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

3. They’ll come, but will they learn?

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

5. …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

6. Have You Planned the LEARNING?

7. 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..

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

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

10. 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

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

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

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

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

15. 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

16. 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.

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

18. Insert Frequent Practice

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

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

21. 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

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

23. Vary the Learning Format

24. People learn in different ways Vary the Learning Format

25. 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

26. Support All Stages of the Learning Process Support All Stages of the Learning Process

27. Application Motivation PracticeComprehension The Learning Cycle

28. Application Motivation PracticeComprehension The Learning Cycle Stage 1

29. Application Motivation PracticeComprehension Stage 2 The Learning Cycle

30. Application Motivation PracticeComprehension Stage 3 The Learning Cycle

31. 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

32. Application Motivation PracticeComprehension Stage 4 The Learning Cycle

33. 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.

34. 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.

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

36. Provide Student Learning Plans

37. …give learners a blueprint for learning Learning Plans

38.  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

39.  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

41.  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

42. 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

43. Why? When? How? What?

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

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

46. WRITE learning activities

47. Select/contextualize activities from the learning activity library

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

49. PRINT a Learning Plan

50. Post to Any Online Platform

51. 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

52. 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.”

53. Visit Our Website to Learn More www.wids.org

54. Thank you for joining me! WIDS The Worldwide Instructional Design System Terri Johnson, WIDS Learning Design Consultant johnsont@wids.orgjohnsont@wids.org or (651) 407-8353 www.wids.org Get this presentation online at www.wids.orgwww.wids.org Click on “Resources”, then “PowerPoints”