Chapter 30 focused on promoting effective cognitive processes in learners through the use of rich media. The authors discussed the use of illustrations and animations to reach learners. These are intriguing concepts. One thing that quickly came to mind was differentiating instructions. The two tangibles I would take away from the chapter involve: 1) Employing Design Principles Particularly for Inexperienced Learners and 2) Scaffolding in Making Sense of a Simulation. These are ideas which I believe are easily applied to my teaching and leadership for successful student achievement.
According to the author, “the learner’s level of prior knowledge is the single most important individual difference variable in learning and is the most important characteristic to know to help you design appropriate training” (pg. 320). In my building and professional practice, educational outcomes for all learners is predicated on linkages to meaningful and worthwhile teaching and learning experiences. As educators, our primary focus is to prepare students to meet the challenges of our global economy. We have to be receptive to modifying instruction for students with “low knowledge”.
Scaffolding in Making Sense of Simulation is another tangible I can take away from my readings. Through this process, we have the ability to support student achievement and facilitate student learning. We begin by communicating a process, which can take on many forms. For example, using media, lecture or group discussion. Our next step in the process might involve coaching or prompting students. Finally, we elicit a response or create opportunities for students to reflect on their desired goals or activity related to learning. Ideally, students will begin to make sense of our simulation or the scaffolding process, to the degree where they can perform a task without the concept of scaffolding.
4 comments:
Hi Pat,
I think an important point was made when you linked rich media and differentiating instruction. With multi-tiered learning intervention strategies, especially early on, it is necessary to include as many research-based interventions as can be applied. Rich media options can give excellent support to differentiated instructional strategies as well as stand alone strategies. Thanks for your wise words :)
Jan Drake
Answer to your question: I feel some teachers don't adjust their teaching strategies because they fall into the rut of the same old routine. Some kind of get lazy and need to be motivated themselves. I think the topic of adjusting your teaching to reach all areas of diversty is a great professional development piece that could be used yearly to keep teachers on their toes with excitement.
I agree that prior knowledge is very high ranked for the order of how knowledge is retained. I believe it goes along with teaching to all diversities. Each student has different prior knowledges and it is our job to figure out how they can relate to the students through that knowledge or have them generalize it into other situations.
Teaching students to learn through the use of multimedia is a new concept.Learning to teach with the use of technology is also a new concept, so using the idea of scaffolding in the process of learning through multimedia could be essential in the teaching process. This is a very nice observation taken from the reading.
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