Week 6: Developing Mastery; Practice and Feedback

18 min

https://www.youtube.com/watch?v=PlJgsgbBuX0

Reflection:

Skill I’ve mastered – Documentation process in preschool curriculum development.

How I acquired mastery of this skill

·         Academic courses

o   Theory of how to do documentation

o   Why documentation is important in curriculum development

·         Deliberate practices and feedback

o   Practice each step and skill individually

o   Share with peers and instructor, get feedback

o   Slowly integrate steps and skills

·         In classroom experiences

o   Merging all skills

o   Problem solving / using skills in new situations

o   Collaborating with other teachers

How to give good feedback: Observation – Advocacy - Inquiry

Questions and Research:

Our reading talks about using different teaching strategies depending on the knowledge or skill level of the learner.

Question 1: What are the some differences in instructional design depending on whether your learners are novices or advanced learners in that domain?

Levels of Expertise and Instructional Design (Kalyuga 1998)

·         Cognitive load theory

·         Split-attention

·         Redundancy effect

My experiences as a professional development trainer working with preschool teachers.

Question 2: How do I design a training that has both novice and experienced learners?

Interactivity in e-learning: case studies and framework - "Teachers teach to the level of their ability; novices can teach students to be novices; experts can teach students to be experts." (Shaw 2012, p 143)

Social learning theories involves learning through observing and modeling others. Attention, memory, and motivation all contribute to learning. (http://eduscapes.com/instruction/6.htm)

Scaffolding: modeling and support to help someone attain a new level of skill and ability.

Use experienced learner to help scaffold new concepts or skills for novice learners.

Concerns about how well this would work. “One criticism has been leveled at students’ inability to provide concrete and useful feedback” (Min 2005)

Must develop part of the training to teach/support peer feedback.

·         Specific goals

·         Rubric

·         Practice

While this may take up more time, in the long run more meaningful learning will happen. 

References and Resources:

Kalyuga, S., Chandler, P., Sweller, J., 1998, Levels of expertise and instructional design, Human Factors, 40,1, 1-17

Min, H.T., 2005, Training students to become successful peer reviewers, System, 33, 2, p. 293–308, doi:10.1016/j.system.2004.11.003

Shaw, J. P., 2012, A noble Eightfold Path: Novice to Expert in E-Learning and the Efficacy of the instructional design, In Wang, H. (Ed.), Interactivity in e-learning: case studies and framework (pp. 143-165) Retrieved from https://books.google.com/books?id=kq1U5eXrJccC&printsec=frontcover&dq=isbn:161350442X&hl=en&sa=X&ved=0CB0Q6AEwAGoVChMI7ceG9cGfyAIVhhaSCh2Y4QYC#v=onepage&q&f=false

Lamb, A., 2012 Learning Theory, Information Instruction: Strategies for Library & Information Professionals, http://eduscapes.com/instruction/6.htm, Retrieved September 29, 2015.