Summary
1. In your own words what are the main points and ideas of the material in the chapter?
We must understand the dynamics and intricacies of design to be able to present instructional information that integrates with the learners' performance objectives. No matter how we conceptualize our learners' needs and issues, the question remains of how we select, devise, and modify the right instructional material. At the same time, it is imperative for us to keep ethical, legal, and cross-cultural factors at the forefront. We need to pay particular attention to increasing copyright, ownership, and plagiarism issues.
Designing instruction is not an isolated activity solely performed by us as instructional designers. It expands to working with a diversity of key people such as stakeholders, subject-matter experts, facilitators, managers, and experienced workers. This multitude of participants interacting together is what enables us to enhance the learning materials and activities that are presented to the learners.
There are essential competencies we must possess to achieve the presentation of effective instruction. We must first analyze the content while keeping the instructional strategies, tactics, technologies, and delivery methods in mind. This is a necessary step because different content types require different strategies. An associated cost-benefit analysis will also help guide us in determining whether to purchase, create, or modify existing materials. Subject-matter experts can assist in supporting and modifying this collection of content. Their collaborative input of expertise, wisdom, and knowledge can be invaluable to the transfer of learning. Regardless of how well we conduct the design process, obtaining the most ...
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...wer. In these types of cultures, the learners expect the instructor to provide direction and make the decisions. The learners are discouraged to question a person of authority. There are other cultures that value team involvement where group decisions are made. They encourage questioning and confronting authority. We must take into consideration these differences when we design instructional materials.
I am in complete agreement, as stated in the chapter, that one way of overcoming the difficulties of utilizing instructional material cross-culturally is having a central location where instruction is tailored to local cultures. This approach is an effective way of preventing the assumption that the information we are presenting is correct. It also provides appropriate instructional materials that enable the learners to demonstrate competence and master the learning.
2. You should use quotes throughout your paper and not just in the beginning. Your last few paragraphs do not have any support from the novel itself.
For most people who have ridden the roller coaster of primary education, subtracting twenty-three from seventy is a piece of cake. In fact, we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as she verbalizes her confusion, getting different answers using different methods. After watching Gretchen pry for a final solution and coming up uncertain, we can gain a much deeper understanding for how the concept of subtraction first develops and the discrepancies that can arise as a child searches for what is correct way and what is not.
Sparks, B. &. Butterwick, S.(2004). Culture, Equity and Learning. In G. Foley, Dimensions of Adult Learning (p. 276-289). McGraw-Hill Education.
Shepard, L. A. (2000). The role of assessment in learning culture. Educational Researcher, 29(7), 4-14. Retrieved from http://www.ied.edu.hk/obl/files/The%20role%20of%20assessment%20in%20a%20learning%20culture.pdf
2) What is the main conflict in the book? Is it external or internal? How is this conflict resolved throughout the course of the book?
For example, teams from the United States would easily engage in a controversial discussion’s and be willing to challenge their facilitator, but participants from other cultures may be more reluctant to do so because of their cultural norms. Some cultures are taught to question everything; so they are more likely to ask why and want justification for the content and an explanation for the methods of a program. Cultural values can affect how a learning process is implemented, how feedback is provided, and the overall setting in which learning and development can be taken full advantage of. This is why cultural context must always be considered with Leader
Here are some of the main points that I gathered from each chapter of this book:
“The universal design for learning involves the conscious and deliberate planning of lessons and outcomes that allow all students access to and participation in the same curricula.” (Ashman & Elkins, 2008, p. 248) When curricula, instruction and assessment are designed using UDL students are offered various approaches of; presentation, expression, and engagement (who, what and why of learning). Using the UDL teachers must allow students to present information and content in different ways, differentiate the ways that students can express what they know, and stimulate interest, engagement and motivation for learning. (Ashman & Elkins, 2...
Instructional Design is a systematic approach to design, evaluation and management of instruction. It helps to facilitate learning in an effort to improve. There are many models that have been developed to assist in the design of instructional materials. This paper will compare three: ADDIE, ASSURE and Kemp with a focus on online learning.
Wiggins, G., & Mctighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Here are some Critical Thinking Questions to help you familiarize yourself with Chapter 2! (This is not an assignment, just an exercise to help you become more comfortable with the chapter).
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
As a teacher, is very important to use a wide range of learning and teaching resources, from books or other printed materials so, that students are encouraged to explore issues of interest,
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;...