1. ~Understanding the Learner~ Kristen Kelly Tiffany Raymond Amanda Wood Jennifer Kerr

2. Dynamic Instructional Design -DID Step #1: Know the Learners –Know their developmental stages physically and cognitively –As a group are they the same or are they different? –What are their individual characteristics, such as learning styles, cognitive styles, and types of intelligence?

3. Understanding Learners EnvironmentalSoundLightTemperatureDesign EmotionalMotivationPersistenceResponsibilityStructure learning environment SociologicalBy oneselfPairs, small or large teams With an authoritative adult Any combination of these components PhysiologicalVisual, auditory, or kinesthetic Food or drink intake while concentrating Morning, noon, and night energy peaks Peripatetic or static physical state PsychologicalGlobal or analytic learning preference Right-brained or left- brained dominance Impulsive or reflective

4. DID Step #2 Step #2: State your Objectives –Objectives are statements that can be achieved as a result of the instruction you are designing. –You also have performance objectives in which the statements can be broken down into three components: target performance, a description of the method, and a criterion for measuring success. Ex: Objective: The student will be able to identify, with 95 percent accuracy, the subject and the verb in sentences contributed by peers and written on the board. –Stem: The student will be able to –Target performance: identify the subject and the verb –Measurement conditions: in sentences contributed by peers and written on the board –Criterion of success: with 95 percent accuracy

5. DID Step #3 Step #3: Establish the Learning Environment –First, take inventory of the physical space –Next, consider the nonphysical aspects of the learning environment. The general academic climate The dominant attitude of learners and the instructor The quality of instructional organization provided by effective planning.

6. DID Step #4 Step #4: Identify Teaching and Learning Strategies –Pedagogy: the combination and implementation of planned teaching and learning strategies (i.e. the actual function of teaching). –Use the Pedagogical Cycle when trying to come up with new teaching and learning strategies: Provide a Preorganizer Use Motivators Build Bridges to Prior Knowledge Share Objectives Introduce New Knowledge Reinforce Knowledge Provide Practice Experiences Culminating Review

7. DID Step #5 Step # 5: Identify and Select Technologies Tools –Instructional technologies Purpose –Enhance and support the teachers strategies

8. Step #6: Plan a Summative Evaluation End instruction with a plan to evaluate Purpose –Effectiveness –Make revisions DID Step #6

9. Bloom’s Taxonomy Knowledge This level of thinking includes memorizing, recalling factual information. Action Verbs: list, identify, recite, define Comprehension This level of thinking focuses on organizing and comprehending concepts. Action Verbs: explain, illustrate, summarize, paraphrase Analysis This level of thinking focuses on the student applying the information and finding new ways to use it. Action Verbs: demonstrate, solve Application This level of thinking focuses on the student applying the information and finding new ways to use it. Action Verbs: demonstrate, solve #1 #2 #3 #4 (Lever-Duffy) 44-45

10. Bloom’s Taxonomy #2 Synthesis At this level a student is expected to think of an original product based off of past concepts. Action Verbs: create, design, expand, formulate Evaluation At this level a student is expected to make thoughtful decisions, resolve decisions and controversy. Action Verbs: assess, critique, judge, recommend #5 #6 (Lever-Duffy) 44-45

11. References  Lever-Duffy, Judy, McDonald, Jean B, Mizell, Al P. Teaching and Learning with Technology. New York: Pearson Education, 2005.