Lesson Planning – course 3100

Component #1: Bloom’s Taxonomy

The resource I chose clearly defines Bloom’s Taxonomy and the three domains of learning. It offers a list of key words and examples of behaviours that I can use for reference. Also posted is a video that demonstrates questioning strategies which help to foster learning and problem solving. The questioning strategies move through a continuum of 6 levels, from simple to complex, and are clearly explained how they engage the learner and move the learner to higher level thinking. This is a fantastic website with specific tools I can use to better understand my students and their learning taxonomies.

Reference: The Centre for Teaching & Learning. (2014, April 4). Course development tools, Teaching Resources; Designing learning: Blooms Taxonomy: Instructional resources. Retrieved from:

http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html

 

Component #2: Characteristics of Adult Learners

My students are often mature adults with diverse backgrounds, skillsets and experiences. This resource below has helped me gain a better understanding of all learning styles and how I can offer the best possible teaching experience. Theories of learning styles are discussed and the author explains how they used Kolb’s learning style inventory with older adults. They suggest that mature adult students may not necessarily identify with one particular learning style but use a variety depending where they are in their learning journey.

 Reference:Delahaye, Brian L. and Ehrich, Lisa C. (2008) Complex learning preferences andstrategies of older adults. Educational Gerontology, 34(8). pp. 649-662. Retrieved from:  http://eprints.qut.edu.au/17188/1/c17188.pdf

 

Component #3: Creating a Positive Learning Environment

I fully believe that a positive learning environment is a more productive environment to learn in. As an instructor, in order to fully engage my whole self and my students, I also need a positive environment to work and teach in. Connecting with my students is a number one priority for me. This article from the American Society for Training & Development (1985, 2006) discusses characteristics of adult learners and includes useful tips, tricks and actual strategies for trainers to create a great learning environment.

Reference: American Society for Training & Development. (2006) Infoline: How to create a good learning environment: Tips, tools, and intelligence for trainers. Issue 8506. Retrieved from:

http://www.astd.org/Education/ASTD-Master-Trainer/~/media/Files/Education/Master%20Trainer/Orientation%20%20How%20to%20Create%20a%20Good%20Learning%20Environment%20Infoline.pdf

 

Component #4: Motivational Techniques

As teachers it is human nature to use motivational techniques that we personally would respond to but motivation can be unique to each of us. In my role as a trainer I need to learn general motivation techniques and find ways to discover what each student personally needs to be motivated. The resource I chose discusses intrinsic and extrinsic motivation as well as various motivational strategies. They also investigate motivation in e-learning and outline specific strategies along with various obstacles to adult learning.

Reference: Wlowdski, R. (2005) Adults in modern society are on a lifelong journey: Motivational strategies. Univercity of Maryland. Baltimore County. Retrieved from:

http://userpages.umbc.edu/~koconne1/605TheAdultLearner/strategies.htm

 

Component #5: Assessment

The assessment process can assist an instructor to monitor a student’s progress and uncover areas that need further clarification. Getting and giving feedback is important for both students and teachers alike, however, in my experience I have often seen it done incorrectly or indelicately and has left the recipient feeling less confident than when they started. The resource I chose outlines 7 principles of good feedback that I can use in my classroom. There are specific examples on each principle and how to get the feedback desired to make it a win-win for students and teachers alike.

Resource:Nicol, D. & Macfarlane-Dick, D.(2004).Rethinking formative assessment in HE: a theoretical model and seven principles of good feedback practice. C. Juwah, D. Macfarlane-Dick, B. Matthew, D. Nicol, D. & Smith, B.(2004) Enhancing student learning though effective formative feedback, York, The Higher Education Academy. Retrieved from:

http://www.heacademy.ac.uk/assets/was%20York%20-%20delete%20this%20soon/documents/ourwork/assessment/web0015_rethinking_formative_assessment_in_he.pdf

 

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