1. What
principles for learning invariant tasks had accomplished in this Alice or
Scratch project? Explain the reasons with references.
Retrieval
from memory occurs through links among nodes, and the links become stronger
each time they are used (Reigeluth, 1999). Although getting information into memory maybe
an easy process, the difficulty is to retrieve information from memory. The
challenge then becomes to create links strong enough to retrieve information as
quickly and effortlessly as possible in a way that the interface, graphics or
media does not constitute a limitation to learning. Therefore, one of the goals of my Alice
project was to convey to the learner an instructional design that aids the
learning process. When an instructional interface
has too many features to be remembered, it can constitute a barrier to the
learning process: the more items, the harder the task. Thus, cognitive load is
a very important principle of learning that has to be considered when designing
instructional multimedia (Reigeluth, 1999).
2.
What principles for teaching
invariant tasks had accomplished in this Alice or Scratch project? Explain the
reasons with references.
The
application principle: Learning is promoted when learners are able to apply
the new knowledge. For my Alice project
to be effective, the learner must be able to apply the concepts that were
presented.
3. If you were required to redesign this project with Alice or
Scratch, how would you apply the Development Process to complete this task?
Given
that this was my first attempt at either the Alice or Scratch project, I would
take more time to pre-assess the learner and use feedback in order to
redesigned to ensure instructional effectiveness.
Reigeluth, C.
(1999). Principles for teaching invariant tasks. Instructiona-Design
Theories Site.Retrieved from http://www.indiana.edu/~idtheory/methods/m2e.html
I agree with you that taking the time to pre-assess the student would lead to a more effective end product. According to Gusky (2010) master learning models emphasize the importance of using a targeted pre-assessment on all students before beginning a lesson. I know it would help me evaluate whether they have the prior knowledge and skills to succeed in the activity, possibly cutting down on some of the redesigning I had to do in the evaluating phase of the design process.
ReplyDeleteGuskey, T. R. (2010). Lessons of mastery learning. Educational Leadership, 68(2), 52.
I am a huge proponent of depth versus breadth and the article you (Pam) shared discussed the need for pre-assessments in order to obtain data to then lead to mastery teaching and the ultimate goal of mastery learning. Learning ability hold a strong correlation to prior knowledge. With pre-assessment that prior knowledge can be better identified.
ReplyDeleteHirsch Jr., E. D. (2001). Seeking Breadth and Depth in the Curriculum. Educational Leadership, 59(2), 22.
Thank Pam for sharing such a wonderful article.
Pre-Assessment is such an important strategy to use in every subject including social studies. I find that each class is uniquely different with their knowledge of history and government. Social Studies teachers tend to focus on what topics they enjoy the most, so sometimes students have holes in their social studies knowledge. It is a critical part of response to intervention, so that you can build on the students prior knowledge.
ReplyDeleteIn the same article that Pam mention, it states that "students in the classes that had reviewed the missing prerequisite concepts and skills were far more likely to achieved mastery, measured by 80 percent or more correct on a cumulative, summative examination" (Guskey 2010). Which is oh so important in today's educational world. Can the students do well on a test.
Guskey, T. R. (2010). Lessons of mastery learning. Educational Leadership, 68(2), 52.
I agree about going back and pre-assessing the learner (Reigeluth, 1999). Since it was my first experience with programming, too, I did not take the time to make a formative assessment with a student. One of my first jobs in education was tutoring 6th grade math in a low-performing school. Many of those students did not know how to do basic computation and had not memorized any math facts. Games like this can drill students on basic information in an engaging way.
ReplyDeleteReigeluth, C. (1999). Principles for teaching invariant tasks. Instructiona-Design Theories Site.Retrieved from http://www.indiana.edu/~idtheory/methods/m2e.html