Team Education 2.0 Week 5 – Natalie
Price
Module 2 –
Invariant Tasks, focuses on designing instructions. Reigeluth (2012)
Stated that “Invariant tasks require memorizing factual information or routine
procedures. They do not require any understanding, nor do they require learning
how to deal with variation.”
Review the
project you created from CSTE 5336 – Alice or Scratch interactive game project.
From the Alice or Scratch project you created, let’s review the invariant tasks
which you had applied.
1. What principles for learning invariant tasks had accomplished in this Alice or Scratch project? Explain the reasons with references.
2. What principles for teaching invariant tasks had accomplished in this Alice or Scratch project? Explain the reasons with references.
3.
If you are
required to redesign this project with Alice or Scratch, how would you apply
the Development Process to complete this task? (Analyze, Design,
Develop/Produce, & Implement)
1. The
principles of learning invariant tasks accomplished in this Alice project are
that the step have to be done in a specific order and over and over to create links to build a
finished product. If it is not done in a
specific order or the program would not work.
According to Ginn, she talks about Piaget’s stages of development or
learning. They say that invariant means
that you can’t skip stages or reorder them.
As far as chunking in Alice and Scratch, the block were divided into
smaller items and had to be placed specifically to make a larger block for the
finished product. (Ginn,)
2. The
principles of teaching invariant tasks the were accomplished with Alice or
Scratch were repetition, practice, prompting and feedback. In the Scratch project I did was about
math. The student was able to answer a
problem by typing in the answer and prompted when wrong. They then were prompted to try again. If they needed help, they got feedback. Kulhavy says when a student gets a problem
right, it should be confirmed that it is correct. (Kulhavy, 1977)
3. I would
analyze the students learning objectives, and then develop a game that started
with basic math and would build to advance math. Then I would introduce it to the students as
a practice to enrich the objectives that were taught.
References;
Kulhavy, R. (1977).
Feedback in written instruction.
Review of Educational Research, 47, 211-232
Ginn, W. JEAN
PIAGET - INTELLECTUAL DEVELOPMENT. http://www.sk.com.br/sk-piage.html
I like the idea of practice to enrich students learning. I know one thing for sure that, if you are asked to imitate someone or demonstrate an activity that was taught, whiles doing that, a lot of learning takes place. I think assigning students a project too will help enrich or reinforce learning.
ReplyDeleteI like that your students received feedback when they were right or wrong. It helps reenforce that they are doing things correctly. It seems to me that without this feedback, the students have to just assume or guess that they are doing things correctly or the way you want it done.
ReplyDeleteNatalie, you make a great point with the Scratch connection and chunking. I think that is the best part of Scratch, building small blocks and then growing them into larger blocks. Great for math, right?
ReplyDeleteYes it is.
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