Ch.+9+notes

** PLANNING FOR LEARNING ** =__ The Best Designs: Engaging and Effective __= =__ The Characteristics of the Best designs __=
 * CHAPTER 9 **
 * We are now ready to consider stage 3 and plan the appropriate learning activities at the heart of everyday classroom life.
 * What does a learning plan for understanding look like?
 * How do we make it more likely that everyone might achieve understanding?
 * We are moving from thinking only about what we want to accomplish as the designer to thinking about who the learners – the end-users of our design – are and what they will need, individually and collectively, to achieve the desired results of stage 1 and to perform well at the tasks proposed in stage 2.
 * Our design must be truly user-friendly.
 * What exactly do we mean by a good plan for learning, in light of goals?
 * What must any plan be to be a “good” plan?
 * It must be engaging and effective.
 * By engaging, we mean a design that the (diverse-learners find truly thought provoking, fascinating, energizing.
 * It pulls them all deeper into the subject and they have to engage the nature of the demands, mystery, or challenge into which they are thrown.
 * The goal is to affect them on many levels; it must not be dry academic content, but interesting and relevant work, intellectually compelling and meaningful.
 * Learners should not merely enjoy the work; it should engage each of them in worthy intellectual effort, centered on big ideas and important performance challenges.
 * By effective we mean that learning design helps learners become more competent and productive at worthy work.
 * They end up performing to high standards and surpass the usual expectations.
 * They develop greater skill and understanding, greater intellectual power and self-reflection, as they reach identified goals.
 * In other words, the design pays off in substantive, value-added learning.
 * What are the signs of engagement and effectiveness?
 * How can we “design in” these traits”?
 * Clear performance goals, based on genuine and explicit challenge.
 * Hands-on approach throughout far less front-loaded “teaching” than typical
 * Focus on interesting and important ideas, questions, issues, and problem
 * Obvious real-world application, hence meaning for learners
 * Powerful feedback system, with opportunities to learn from trial and error and room for adapting the processes and goal to style, interest, need
 * Clear models and modeling
 * Time set aside for focused reflection
 * Variety in methods, grouping task
 * Safe environment for taking risks
 * Teacher role resembles that of a facilitator or coach
 * More of an immersion experience than typical classroom experience
 * Big picture provided and clear thought, with a transparent back and forth flow between the parts and the whole.
 * How do these general characteristics of good design become more deliberately woven into a design?
 * How does UbD concretely build upon our common sense?

That’s where our acronym WHERETO comes in
 ** W **  || ** How will you help students to know WHERE they are headed and WHY – e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from? ** ||  ** H **   || ** How will you HOOK and HOLD students through engaging and thought-provoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks? ** ||  ** E **   || ** What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]? ** ||  ** R **   || ** How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance? ** ||  ** E **   || ** How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals? ** ||  ** T **   || ** How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? ** ||  ** O **   || ** How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc] ** || ** G **  || ** GOAL: What is the GOAL in the scenario? What is the task – overall? [develop a presentation, create a product, illustrate a process, perform a complex act] ** || ** R **  || ** ROLE: What is the ROLE you are to take? [expert, instructor, student, apprentice, worker, member of the public] ** || ** A **  || ** AUDIENCE: Who is your AUDIENCE? Who will evaluate your performance or product? [instructor, self, peers, experts, public] ** || ** S **  || ** SITUATION: What is your SITUATION? What is the context in which you will perform or produce? What is the need; the place; the requirement; where is it to happen; what are the environmental conditions, etc.? ** ||  ** P **   || ** PERFORMANCE/PRODUCT/PROCESS: What is the PERFORMANCE CHALLENGE? What are you to do or create that will be judged as evidence of successful completion of the intended outcome? [a class presentation, a model, a poster, a term paper, a lab demonstration, troubleshooting & repair] ** || ** S **  || ** STANDARDS of PERFORMANCE: By what CRITERIA / STANDARDS / INDICATORS OF SUCCESS will the performance/product/process be judged? What expectations must it meet? What will be the indicators of success? [rubric, exemplars, key, checklist, rating scale, etc.] ** || **__ Planning for Learning Tasks 8 Questions __**  1. WHO? invites a profile of the participants and number expected. A profile implies that the facilitator needs to find out as much as possible about the participants, prior to the learning task, including the type and level of prior knowledge they may bring to the task.  2. WHY? tells one about the situation that calls for or has produced the need for the learning task. A The participants need  Y. @     3. WHAT? determines the content of the learning task: the knowledge, skills, and attitudes to be developed or facilitated.  4. HOW? produces the structure for the learning task or program and the materials to be used.  5. WHEN? established the time frame for the task.  6. WHERE? determines the site for the learning task and the opportunities it affords for various types of learning.  7. WHAT FOR? determines what will be the achievement-oriented outcomes for the learning task. Achievement outcomes are stated in the form: A  By the end of the learning tasks, learners will have to  Y. @ Verbs are used that can be quantified, verified, and completed  B  and tell what learners will be able to do by the end of the session.  8. WHAT EFFECTS? determines what effects you expect the learning task to generate: __learning__ B  knowledge & skills acquired; __transfer__  B  capacity to use this learning in new situations beyond the task; __impact__  B  measurable changes in the organization as a result of new learning; __transformation__  B  birth of a new conceptual framework and orientation to the world.  **__ The Four Learning Tasks: __** **__ Induction __** – connecting with past experience  **__ Input __** – new information, skills  **__ Implementation __** – practice of new input so as to learn it  **__ Integration __** – incorporation of new input into your personal or professional life  <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> **__ Four Learning Tasks __**<span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> Learning Tasks are **__open questions__** put to a small group who have all the resources they need to respond. <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> **__ Inductive Task: __** Invites learners to clarify where they are, at present, in terms of new content, where they begin their study, and what their present conception of the topic includes. It begins with the lives and experiences of the learners. It sets the stage for learning by sharpening perception. It tells the learner what s/he has to learn as well as find out what s/he perceives s/he already knows. It is either a rude awakening or a corroborating experience. Then the dialogue begins. It may be a warm-up activity. Content of learners’ perceptions is the substance of the task. It aims to connect new knowing with former learning, and prior knowledge with new content. It helps self-motivate for new learning. <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> **__ Input Task: __** Invites the learners to grapple directly with new content/tasks. The new content is presented, the challenge is set, and the gauntlet is thrown. It involves presenting substantive concepts, data, skill sets, attitudes for examination, comparison, reflection, practice, editing, rearranging, reconstructing. This is done within the frame of a learning task. New material is met head on. It is presented as an integral part of the learning task, for learners to work over, struggle with, contest, and usually recreate to fit their context. Constructed knowledge is the result. This involves dialogue; deep understanding; the thought characteristic of a skilled practitioner in the field, and action from reflection, not memory. <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> **__ Implementation Task: __** It invites the learner to use the new KSAs in the learning environment, immediately, implementing them in the workshop, class, or session, in a safe environment. This is done to get feedback on the learners’ interpretation as well as practice the behaviour. Offer practice and reinforcement. Let learners know what they know. <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> **__ Integration Task: __** Learners are invited to apply what they have learned to their life and work. This may be done through a projection task inviting the learners to imagine what integration of such would accomplish in their workplace or life. It may involve sending a report later for scrutiny by supervisor or instructor. These tasks examine transfer, the use of such in their workplace or life. Offering feedback on such ensures that the task gets accomplished and reinforces it at the same time. It is an ongoing opportunity for assessment, without being a testing task. <span style="color: black; font-family: 'Arial Unicode MS'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">