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VaNTH-PER Day 2

VaNTH-PER Day 2. Creating LEGACY Cycles Richard J. Vath June 3, 2003. The LEGACY Cycle. A Flexibly Adaptive Instructional Design. The LEGACY Cycle. Look Ahead & Reflect Back The initial Challenge Generate Ideas Multiple Perspectives Research and Revise Test Your Mettle Go Public.

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VaNTH-PER Day 2

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  1. VaNTH-PER Day 2 Creating LEGACY Cycles Richard J. Vath June 3, 2003

  2. The LEGACY Cycle A Flexibly Adaptive Instructional Design

  3. The LEGACY Cycle • Look Ahead & Reflect Back • The initial Challenge • Generate Ideas • Multiple Perspectives • Research and Revise • Test Your Mettle • Go Public

  4. Look Ahead and Reflect Back • Provides an understanding of the goals, context, and challenges they will face. • Provides a benchmark for reflection and self-assessment. • Helps students represent a specific problem as an example of a larger set of issues.

  5. The Initial Challenge • Helps students develop a shared, initial mental model of what’s to be learned. • Challenge selection: Motivating and interesting, invites student-generated ideas.

  6. Generate Ideas • Helps students make their own thinking explicit. • Helps teacher assess current state of student knowledge. • Provides students with a baseline to more easily see how much they learn. • Scaffolded: Bioethics example • Unstructured: Geometry example

  7. Multiple Perspectives • Allow students to compare their ideas to experts’ ideas. • Indicate that multiple perspectives exist in the domain. • Provide guidance on what students need to learn about. • Provide expertise, guidance, models of social practice in the domain. • Optics Example

  8. Research and Revise • Consult resources. • Collaborate with students. • Listen to “just in time” lectures. • Complete skill-building lessons. • Conduct simulations and hands-on experiments. • “Need to know” teaching. • Optics example

  9. Test your Mettle • When students feel ready for it. • Wide variety of forms: Multiple-choice tests, essays, opportunities to test their designs, etc • Bioethics example • Optics Example

  10. Go Public • Two ways: • Present their best solutions (e.g. electronic posting, multimedia presentation, oral presentation) • Leave a Legacy of tips and ideas for future students • Guidelines • Help students understand why going public is valuable to them • Have students reflect on the entire inquiry cycle.

  11. Go Public • Criteria • Makes their thinking visible • Helps students learn to assess other and themselves • Helps set standards for achievement • Helps students learn from each other • Motivates students to do well.

  12. Reference • Schwartz, D.L., Lin, X., Brophy, S., & Bransford, J.D. (1999). Toward the Development of Flexibly Adaptive Instructional Designs. In C.M. Reigeluth, Instructional-Design Theories and Models, Volume II (pp. 183-213). Mahwah, New Jersey: Lawrence

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