1. PAL: Historical Antecedents
August 31, 2011
Agenda
Participatory Active Learning
UDL review
Schramm’s Communication Model
Dale’s Cone of Experience
Nine Events of Instruction
Digital Camera Activity
PAL: Historical Antecedents

2. PAL: Historical Antecedents
UDL Review
What are some images you selected to represent the three principles of UDL?
Sample activities related to your standard?
PAL: Historical Antecedents

3. Participatory, Active Learning: Historical Antecedents
PAL: Historical Antecedents

4. Participatory, Active Learning
allowing or providing for the participation of all members of a group
Active
acting, working, in action, live, alive, dynamic, participating, engaged, practicing, productive, powerful, ongoing, going on, in a state of action, in play, at work, up and around, on the go, on the move.
Learning
the acquiring of knowledge or skill From
PAL: Historical Antecedents

5. Historical Antecedents
important in history, constituting history, archival, traditional, chronicled.
Antecedent
preliminary, previous, prior.
predecessor, precursor, forerunner.
From
PAL: Historical Antecedents

6. Some ideas to help ground your study
Old school
Communications Theory
Events of Instruction
The cone of experience
PAL: Historical Antecedents

7. PAL: Historical Antecedents
But First
“If teaching was telling we’d all be so smart we wouldn’t know what to do.”
Robert Mager
PAL: Historical Antecedents

8. Overlapping fields of experience
Common Experience
Field of Experience
Field of Experience
Sender
Encoder
Signal
Decoder
Receiver
Noise
Feedback
Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press.
PAL: Historical Antecedents

9. PAL: Historical Antecedents
Why is this important
Applying communication to Educational Communication
Being able to identify noise
Helping create overlapping fields of experience
PAL: Historical Antecedents

10. The Events of Instruction
Robert Gagne
9 things that have to happen in successful instruction
Sometimes explicitly, sometimes implicitly
Don’t have to follow this order
PAL: Historical Antecedents

11. PAL: Historical Antecedents
The 9 Events *
(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization). * * * *
PAL: Historical Antecedents

12. An Example: Class Today
Gain attention – not so hard with adults
Identify objective – Agenda, guiding questions for readings
Recall prior learning – Ask what “noise” you have experienced in the past.
Present stimulus – PowerPoint, lecture
Guide learning- discussions, examples
Elicit performance – digital camera activity (yet to come)
Provide feedback – show photos, discuss
Assess performance- on midterm
Enhance retention/transfer – final question at the end of this PowerPoint, referring to these concepts in the future and relating them to new things we will learn
PAL: Historical Antecedents

13. PAL: Historical Antecedents
Why is this important?
Helps in planning instruction
Helps in offering instruction
Provides a blueprint for designing instructional environments
PAL: Historical Antecedents

14. Dale’s Cone of Experience
Verbal symbols means a lecture
You can probably figure out the rest of them
PAL: Historical Antecedents

15. PAL: Historical Antecedents
Dale and Bruner
*Enactive – not inactive
Figure 1.
Edgar Dale’s cone of experience overlaid with Bruner’s concepts for instruction. Image from: *
PAL: Historical Antecedents

16. PAL: Historical Antecedents
Think – Pair - Share
How are Dale’s Cone of Experience, Gagne’s Nine Events of Instruction and the idea of Noise related?
PAL: Historical Antecedents

17. PAL: Historical Antecedents
Activity:
See course schedule.
PAL: Historical Antecedents