Good
instructional design is preparing streamlined, engaging instruction appropriate
for various learning styles. In chapter
1, Larson and Lockee (2014) describe good instructional design as being dependent
on the training itself, and how well the message is relayed to the learner—how well
the learner relates to the material, and understands the material. The way the learner relates and understands
is dependent upon the learner’s learning style, and the method in which the
message is presented. Instructional
designers must take several factors into consideration when developing
instruction. These factors include:
occupation, socioeconomic status, learning style, prior knowledge and skills,
learning disabilities, need for mobility, motivation, attitudes, and
relationships. The ADDIE model outline
aids designers in accounting for learner needs when developing instruction.
One aspect of instruction that designers
should keep in mind is cognitive load theory.
Throughout my school career, there have been many times that I have felt
my brain was too full—I just did not realize that was a real thing! As
discussed in chapter 10, cognitive overload is when the brain can only hold so
much information. Larson and Lockee
(2014) explain that there are different levels to cognitive load. Intrinsic load is the type and amount of
mental processing used, extraneous load is the unnecessary aspects involved in
instruction, and germane load is the “good stuff”—the information that can be
used and is relevant to the learner. There
are steps instructional designers can take to make the most of the learner’s
working memory. To cope with intrinsic
load, designers should organize material to help learner’s process information. To
avoid extraneous cognitive load, designers should eliminate excessive, unnecessary
material. To improve germane load,
designers should use design principals to make information more meaningful to
the learner (Larson and Lockee, 2014 pg. 81).
The training I have developed for
this course is designed to help elementary teachers incorporate STEM activities
in their classroom instruction. Many of the
teachers have expressed an interest in learning more about implementing
project-based learning. I feel that STEM
activities would be a good way to incorporate these types of activities in their
classrooms. The training incorporates
various elements that allows them to stay busy, rather than just being talked
to, and that they can also use in their classroom. The training begins with a self-assessment
quiz, “What Kind of Engineer Should You Be?”
Teachers can use this quiz to spark student motivation in the area of
engineering, as well as learn more about their students. The results could be used as a grouping
method for future projects. Following
the quiz, we will briefly discuss the results and how they relate to each
individual’s personality and/or learning style.
We will then watch a motivational video created by STEM students, and
discuss why STEM activities are important based on information from related
articles. Participants will then share ideas to
incorporate STEM activities in the classroom.
Art can also be included as an element of STEM activities, so we will incorporate STEAM. Teachers will then
complete a STEM team-building exercise that can also be used in their
classroom. We will discuss variations of
the activity to make the activity grade-level/age appropriate. Teachers will then watch an example of a STEM
activity in a kindergarten classroom.
The training will conclude with access to resources including Pinterest
boards with links to activities, and handouts of sample STEM classroom supply lists and STEM recording sheets.
 |
| Example STEM Activity |
The STEM training has been developed
to provide information in a streamlined manner, provide learners with an
opportunity to be involved, and with materials and information that can be
utilized immediately. Trainings that “mix
it up”—allow you to participate in a variety of activities—and provide you with
sources to implement information immediately, incorporate elements of good instructional
design.
References
Larson, M. and Lockee, B.B. (2014). Streamlined id: A practical guide to instructional design. New York: Routledge.
Hi Bethany! Far too often my brain is "fried" by the end of the day. I tend to forget information acquired during an after school professional development session. Larson and Lockee (2014) state that the Coherence Principle will ensure learners are receiving the meat of instruction while minimizing small talk instruction. After a long day, this is what learners need. To assist with extraneous load during my training, I included a few short videos that concentrate on a specific component of Google. This allows the learners to see the material again, but at their own pace. I really like your training topic. Starting with the end in mind, and allowing students to see the future in a STEM career will motivate students and encourage learning.
ReplyDeleteI too have sat through many workshops thinking that they were filled with so much "fluff" that we could have cut the length in half if they would have just given us what we "needed". So, now I know that those instructors could have decreased the "extraneous cognitive load by eliminating confusing or competing instructional formats, and irrelevant or non-essential activities and information" (Larson and Lockee, 2014, p. 207). I too, now have a word for that problem I have had! I love the idea of incorporating more STEM activities and breaking up the instruction with videos and activities. This is something I try to do a lot in my classroom as well. I try to never spend the whole class or even the majority of the class doing the same thing, I try to break it up as much as possible to keep them moving mentally (and physically too) as much as possible.
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