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 for learning invariant tasks are 1. Creating links which are strong with repetion, 2. Chunks of about 5-7 items, and 3. Related to meaningful prior knowledge, using visuals and music, which are easier to remember than words (Reigeluth, 1999).
When we were learning how to create projects in Alice and Scratch, we relied heavily on steps and flowcharts. These elements addressed the principles of Chunking and Using Visuals. We had to practice these steps in Alice and Scratch over and over with examples before we could create our own, addressing the first principle of Creating Strong Links. We were given guided practices, presented in chunks and with visuals to reinforce the steps. Then we could create original projects for the final assignment.
2. The principles for teaching invariant tasks are Routine, Enrichment, Motivation, and Review (Reigeluth, 1999).
My Alice and Scratch projects concentrated on practicing math facts, with a game character providing feedback when the student was right or wrong. This kind of educational game addresses the principle Routine by allowing presentation, practice, and feedback (Reigeluth, 1999). It then addressed Enrichment for difficult tasks by allowing the user to try again when answering incorrectly. Motivation was included because a monkey or a starfish or an astronaut would cheer and the game would include sound effects when the user answered correctly. Review was the main purpose of the game, as the design assumed the user had already learned the math facts and needed practice.
3. I would analyze the specific objectives for the content and consider the specific needs of the learners at that level. If I were to continue with math facts, I would try to chunk that game into the different numbers (for example, round one is all of the math facts for 1, round 2 is the facts for 2, etc.). I don’t believe there is a mnemonic for math facts. It is truly an invariant, rote list. Then I would implement into the classroom and closely monitor and evaluate progress among the users.
Reigeluth, C. (1999, March 10). Principles for learning invariant tasks. Retrieved from http://www.indiana.edu/~idtheory/methods/m2c.html
Reigeluth, C. (1999, March 10). Principles for teaching invariant tasks. Retrieved from http://www.indiana.edu/~idtheory/methods/m2e.html
I think that making rounds for your math game would be a good idea. The software that we currently use for math fact fluency,Fasttmath and XtraMath group the facts by number as well.As the students progress to the larger numbers they actually have less to learn as they have mastered the inverse of the fact when working with the smaller number.
ReplyDeleteRight! Math is great for that - basic information builds on each other. Which also means it is an uphill battle if there are holes in the foundation of learning math. Games like this are good for filling in those holes for students who may be behind grade level.
DeleteThe process of converting a mass of data, information or ideas into a graphic program gives the learner an increased understanding and insight into the topic at hand. So for me the flowchart, allowed me to concentrate on the relationships between the items and examine the meanings attached to each of them while also helping me to prioritize the information.
ReplyDeleteYes, Christa! The flowcharts and even step-by-step lists helped me make sure I'd done everything I had to do to make sure there were no bugs in the program. And like I told Stephanie, it makes it so that the programming assignment could be replicated or modified by the next person or student.
DeleteI use flowcharts and graphic organizers daily. It is a requirement at the school I teach at, but I also see the benefits of organizing information in a visual and simple way. Flowcharts help break the information into just the important parts which helps students with a huge language barrier. Anytime that you can simplify the information first improves the critical thinking and analyzing that builds on the foundation of the simple ideas.
ReplyDeleteTo me, the flowchart element of our programming projects made it possible for another person (student) to replicate that assignment in Scratch of Alice. I'm a procedural person who needs steps or flowcharts to help me see the big and small picture.
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