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Getting Started: Finish Inspiration Activity Quiz Agenda PAL

Getting Started: Finish Inspiration Activity Quiz Agenda PAL. Participatory, Active Learning: Historical Antecedents. Historical Antecedents. Historical important in history, constituting history, archival, traditional, chronicled. Antecedent preliminary, previous, prior.

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Getting Started: Finish Inspiration Activity Quiz Agenda PAL

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  1. Getting Started: Finish Inspiration Activity • Quiz • Agenda • PAL PAL: Historical Antecedents

  2. Participatory, Active Learning: Historical Antecedents PAL: Historical Antecedents

  3. Historical Antecedents • Historical • important in history, constituting history, archival, traditional, chronicled. • Antecedent • preliminary, previous, prior. • predecessor, precursor, forerunner. From www.yourdictionary.com PAL: Historical Antecedents

  4. Participatory, Active Learning • Participatory • allowing or providing for the participation of all members of a group • Active • acting, working, in action, live, alive, dynamic, participating, engaged, practicing, productive, powerful, ongoing, going on, in a state of action, in play, at work, up and around, on the go, on the move. • Learning • the acquiring of knowledge or skillFrom www.yourdictionary.com PAL: Historical Antecedents

  5. Some ideas to help ground your study • Old school • Communications Theory • Events of Instruction • The cone of experience PAL: Historical Antecedents

  6. But First • “If teaching was telling we’d all be so smart we wouldn’t know what to do.” • Robert Mager PAL: Historical Antecedents

  7. Basic Communications Sender Encoder Signal Decoder Receiver Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. PAL: Historical Antecedents

  8. How you know it is successful Sender Encoder Signal Decoder Receiver Feedback Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. PAL: Historical Antecedents

  9. Interference Sender Encoder Signal Decoder Receiver Noise Feedback Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. PAL: Historical Antecedents

  10. Fields of Experience Field of Experience Field of Experience Sender Encoder Signal Decoder Receiver Noise Feedback Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. PAL: Historical Antecedents

  11. Overlapping fields of experience CommonExperience Field of Experience Field of Experience Sender Encoder Signal Decoder Receiver Noise Feedback Schramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. PAL: Historical Antecedents

  12. Think – Pair - Share • Think of a time you were learning something new (or were teaching something to someone else). What types of “noise” have you experienced in your own learning/ teaching? PAL: Historical Antecedents

  13. Why is this important • Applying communication to Educational Communication • Being able to identify noise • Helping create overlapping fields of experience PAL: Historical Antecedents

  14. The Events of Instruction • Robert Gagne • 9 things that have to happen in successful instruction • Sometimes explicitly, sometimes implicitly • Don’t have to follow this order PAL: Historical Antecedents

  15. The 9 Events (1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization). * * * * PAL: Historical Antecedents

  16. An Example: Class Today • Gain attention – not so hard with adults • Identify objective – Agenda, guiding questions for readings • Recall prior learning – Ask what “noise” you have experienced in the past. • Present stimulus – PowerPoint, lecture • Guide learning- discussions, examples • Elicit performance – digital video activity (yet to come) • Provide feedback – show videos, discuss • Assess performance- next class we will show the videos • Enhance retention/transfer – final question at the end of this PowerPoint, referring to these concepts in the future and relating them to new things we will learn PAL: Historical Antecedents

  17. Why is this important? • Helps in planning instruction • Helps in offering instruction • Provides a blueprint for designing instructional environments PAL: Historical Antecedents

  18. Dale’s Cone of Experience • Verbal symbols means a lecture • You can probably figure out the rest of them PAL: Historical Antecedents

  19. Dale and Bruner *Enactive – not inactive Figure 1. Edgar Dale’s cone of experience overlaid with Bruner’s concepts for instruction. Image from: http://www.ori.org/~kenl/courses/uo/mmw/docs/img/cone_plain.gif * PAL: Historical Antecedents

  20. Think – Pair - Share • How are Dale’s Cone of Experience, Gagne’s Nine Events of Instruction and the idea of Noise related? PAL: Historical Antecedents

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