EDLD+5368+Instructional+Design

Discussion Post 1 After reading the assigned articles for this week, I have come to realize which learning theories most closely align with my personal teaching style and practices. It appears that I tend to lean toward humanistic and cognitive learning approaches. According to Dabbagh (2006), in his article, //Instructional Design Knowledge Base//, teachers who believe that the learner is an active participant in the learning process are more likely to be classified as cognitive learning theory supporters. These instructors seem to feel that structuring, organizing, and sequencing are key components of the learning process. In addition, these individuals (Cognitivists) often view learning as an active process that occurs within the learner that can be influenced by the learner. In reflection, it seems that these concepts are aligned with my behaviors and beliefs about teaching, although I have never attempted to assess my teaching practices in regard to learning theories. Humanistic theories are based on the idea that learners should assemble knowledge from a variety sources and that knowledge is embedded in the context in which it is used. According to one of the websites referenced in this week's readings, http://www.learning-theories.com, humanistic learning theories focus on student centered, more personalized instruction, where the teacher is primarily a facilitator in the learning process. Humanistic supporters tend to believe that the goal of instruction is to develop self-actualized people who work together cooperatively and support each other. Both Cognitivists and Humanistic supporters tend to use instructional methods such as inquiry based learning, webquests, and similar teaching methods. Although this is new information to me, I am not surprised to learn that my teaching practices are aligned with these learning theories. Upon examining the learning theories and Bransford, Brown, and Cocking's views on how people learn, I can see that I have a natural inclination to relate more to learner centered students. For example, as I reflect on my teaching style, I believe that I design my instruction around what students already bring to the learning situation. This was particularly obvious to me as I read about Bransford and Cocking's discusstion of students' cultural and language practices (Bransford, Brown, & Cocking, 2000). I feel that I relate more to learner centered theory since I tend to instinctively connect "every day talk" to "school talk." This was not something that I intentionally chose to do. It is something that I realized was necessary in order to get my students to comprehend my meaning. This is a little easier to do when teaching reading, as opposed to a subject such as science, where it can be done, but not quite as easily. I do feel that I need to be more dedicated to other learning environments, such as knowledge centered and assessment centered. The readings were helpful in providing a more in-depth understanding of the learning theories and which ones are most effective for individual teachers and their preferred styles. In regard to what I have learned about my students as a result of this week's readings, I have reaffirmed that most students prefer to be hands on and visual. They seem to like to have information presented in a variety of formats, with most favoring visual and tactile, but audio is important too. Overall, they are more engaged with multimedia.
 * __Week 1 (April 16, 2010)__**

Bransford, J., Brown, A., Cocking, R. (Ed.). (2000). How people learn. pp. 129-154 (Chapter 6).

Dabbagh, N.(2006). The Instructional design knowledge base. Retrieved on April 16, 2010 from http://classwebgmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

Learning Theories Knowledge Base (2010, March). at Learning-Theories.com. Retrieved March 18th, 2010 from http://www.learning-theories.com

Discussion Post 1 According to Wiggins and McTighe (2000) "really understanding," "internalizing knowledge," and "grasping the core or essence" all refer to a person's complete comprehension of concepts on practical and realistic levels, as well as concrete and abstract levels. I agree with their observations about the levels of understanding and their suggestion that understanding "means that we show evidence of being able to transfer what we know" (2005). In other words, the authors suggest that individuals should be able to apply and use knowledge in practical applications if it is true understood, rather than simply repeat or recite facts. As a reading teacher, I have seen students have the ability to read words that are written on the page, but without any level of comprehension. This is a classic example of learning on a level that is not practical and obviously the students are not able to transfer the knowledge in this type of situation, which is all too common with struggling readers. In my experience and observation of students who seem to comprehend on a deeper level that suggests "really understanding," "internalizing the knowledge," and "grasping the essence" of new information, these students tend have the ability to take the new information and transfer it to apply in various situations, even those situations that are not identical to the situation in which the information was first learned or "understood." This transferability suggests that such students seems to have an understanding of the core or essence of the new knowledge to which they have been exposed. Thus, I feel that true understanding involves a student's ability to rely on prior knowledge and practically apply new information to diverse situations accurately and correctly to solve problems.
 * Week 2 (4/25/10)**

Wiggins, G. & McTighe, J. (2005). //Understanding by Design//. (Expanded 2nd Ed.). Retrieved from http://site.ebrary.com/lib/lamar/docDetail.action?docID=10081770

Discussion Post 1 Although I have been teaching for many years with no knowledge of Wiggins and McTighe's model of understanding by design (UbD), I feel that there have been some instances in which I have designed my instructional units according to their philosophy. Most of these teaching situations in which I reflected to discover the implementation of UbD were cases in which my students were working on some sort of project, and I had designed the lesson around my belief in project based learning. This makes sense that my lessons would have more of a tendency to follow the Understanding by Design model in a project based unit since the instructor would naturally begin with the end product or "project" in mind. Even though it is true that in many of the project based learning units, I did begin with the end in mind, I did not address all three stages of backward design. To be more specific, the element of true understanding or grasping the core essence of new information was certainly one of my goals for my students; however, I did not go beyond determining the desired results, as identified by Wiggins and McTighe's model of Understanding by Design, to determine acceptable evidence of student understanding or use my desired results and assessment evidence to plan the learning activities (2005). This model seems very logical when planning lessons to ensure that students are truly grasping important concepts and able to apply this knowledge in practical ways that benefit them and further their learning and understanding. According to Wiggins and McTighe (2005), "In teaching students for understanding, we must grasp the key idea that we are coaches of their ability to play the 'game' of performing with understanding, not tellers of our understanding to them on the sidelines." This quote really put the whole concept of student understanding in perspective for me. The quote, along with the authors' commentary on student understanding, helped me to realize the importance of students being able to apply the information they are receiving in ways that are practical and useful in their lives.
 * Week 3 (5/1/10)**

Wiggins, G. & McTighe, J., (2005). Understanding by design. Expanded 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.

Discussion Post 1 How do you see online education being used in your classroom, campus, and district? Although I have not created an actual course to be completed online, I have completed several lessons in which students must go online to visit our team blog or possibly YouTube/TeacherTube to complete the lesson. The students are usually very engaged and enthusiastic about learning the same information in a different format than usual, for example online. As the district evolves to include more technology resources for each teacher and I continue to learn of effective technology tools, I think that I will continue to progressively integrate technology and online learning in my classroom. As far as how online education is used on my campus, we have several teachers who are very comfortable and proficient with technology and technology tools, it seems that many of my colleagues are very reluctant to use these tools in instruction. I have tried to encourage some of my co-workers to join and participate in professional learning communities, wikis, and blogs, but they ultimately flake out, rather than participating. The majority of them list time as the major factor preventing them from participating. I have tried to explain that it may take a little more time to learn to use these tools, but it will be worth it in the long run. Most of them agree, but they are too overwhelmed with their work loads to break this pattern. I have faith that summer will be a productive time for me to collaborate with some of the teachers who are willing, but restricted due to time constraints. My district is very proactive in implementing online learning and education. Many of our professional development opportunities are provided through online learning. In addition, the technology department and facilitators are very helpful in facilitating and helping teachers implement online learning tools in their classrooms.
 * Week 4 (5/9/10)**

What kind of staff development do you think K-12 teachers need in order to begin to develop and implement online learning? "Online professional development for administrators, teachers and school leaders will help build new models of schools - both online and blended - and better serve today's students during the information revolution in a global society" (Davis & Rose, preface). I believe that Davis and Rose's assertion in regard to online professional development is true. However, not every individual is on the same level as far as technology is concerned. Therefore, it may be necessary for teachers to have the option of attending professional development sessions on the topic of online learning. I think that this opportunity would create a more positive attitude and willingness to apply new information and new strategies, such as online learning. Many teachers are overwhelmed and uncomfortable with technology and new teaching strategies. Eventually, as comfort levels increase, the participants could continue with their professional development in an online setting. I think this is an important consideration to remember if we want teachers to positively receive and implement new strategies in regard to technology and education.

What impact will this type of learning and teaching have on the business world? I think the implications of online learning and education will have tremendous impact on the business world. First, I believe it will profoundly affect the productivity level of businesses, as students are coming out of school more prepared to use technology tools, which ultimately increases businesses' efficiency levels. Not only will individuals be more proficient at implementing technology tools to increase overall efficiency, businesses will become more reliant on technology and technology tools to train their employees and keep them informed about the newest and most effective trends in their line of work. With the Internet, employees will be more educated and continue to learn, as times change. It seems that this could only serve to benefit the business world.

References : Davis, N., & Rose, R. //Professional Development for Virtual Schooling and Online Learning.// NACOL.