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Category Archives: Instructor Resources
Piaget’s Cognitive Development Theory
There are two key aspects of Jean Piaget’s developmental theory. The first is the aspect of knowing and the second is the aspect of acquiring more knowledge. Piaget as a biologist was interested in how organisms adapt. According to Piaget, mental organizations or schemes, as he referred to them, control the behavior of an organism (Learning, 17th June 2008). He further defines the behavior of an organism as the organism’s adaptation to the environment. He goes on to argue that the adaptation is as a result of the biological need for balance between mental organization and the environment.
Children and Adults Learn Differently
When children learn, they are guided by role models and substitute knowledge and experiences of others. Teachers tell them when situations are worth following and when situations are to be avoided. Adults learn by performing in their own environment and problem situations. Children’s learning is enhanced by rewards and punishments. To recognize their acquired learning and also to encourage them to learn more, they are provided with rewards like high grades and verbal praise. Adults are more goal-oriented. Their readiness allows them to immediately apply their learning to achieve their goals.
Ten Tips for Delivering Engaging Training Sessions to Adults
When delivering training sessions to adults take into consideration that adults often have many other concerns that they could be thinking about during this time. If they are not effectively engaged in your training session, they could “shut down” and direct their focus to those other concerns.
Posted in Adult Learning, Instructional Design, Instructor Resources
Tagged and Clarity, Asking Questions and Leading Discussion, Body Language and Movement Around the Room, Eye Contact, Facial Expression and Confidence, Leading Discussions, Pace, Start the Training Session with an Ice Breaker, Tone, Variety, Voice: Volume
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Instructional Strategies Provide a Plan for Assisting Learners
Instructor-led instructional strategies produce a guide to help implement the goal of the lesson plan without necessarily conveying its exact content to the learners. The instructor gives directions, refers learners to appropriate materials, directs the class activities, and supplements existing materials with direct instruction. Learner-centered strategies present a learning objective, an activity guide, the material to be viewed or read, practice exercises, and a self-check testing system for the learner. Continue reading
Temperament Affects Learning and Teaching Styles
Personality can be defined as an individual’s outer and inner characteristics that determine how one is perceived by others. It is the individual’s behavioral characteristics. Temperament and character comprise the two sides of personality. An individual’s temperament is a combination of the inherent form of human nature and a pattern of tendencies developed through environmental influences. An individual’s character is developed through the interaction of temperament and environment. Continue reading
Learner Characteristics and Instructional Design
Two broad categories of human characteristics to consider when designing instruction are individual differences and similarities (Smith & Ragan, 2005). These individual differences result in adult learners having different learning styles, different attitudes and beliefs, and different educational backgrounds. Conversely, adult learners share similarities such as the capability to process information, sensory capabilities (hearing, seeing, touching, tasting, smelling), and the capability to cogitate. Continue reading
Instructional Strategies for Attitude Change, Motivation, and Interest
Learning strategies are devices employed by learners to assist in the acquisition of knowledge and skills. Instruction should guide the learner in the choice of appropriate learning strategies for particular learning tasks. Facilitating the learning of declarative knowledge, concepts, procedures, principles, problem solving, cognitive, attitudes, and psychomotor skills begins with decisions on what content should be presented, how it should be presented, and in what sequence the instruction should follow (Smith and Ragan, 2005). Ideally, an instructional strategy should be as generative as possible while still offering motivational support for learners.
Micro-Level Instructional Strategies
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Instructional Strategies for Cognitive Strategy Instruction
Instructional designers should carefully perform a task analysis, analyze learners, and the analyze the context when designing instruction to make a determination to facilitate the use of strategies with more direct prompting of learning strategies or more direct and complete instruction. If inhibitors to use of strategies are present (learners have low skill in strategy use, learners are not motivated, learners do not recognize the applicability of the strategy, learners lack awareness of their own cognitive capabilities, learners are unaware of the learning task, learners have no prior content knowledge, etc.) the instructional designer may need to develop a technique to improve them or choose strategies with more direct prompting or instruction that is more direct. A continuing goal of the instructional designer is to apply the different types of instructional strategies to best achieve the different types of learning.
Strategies for Instruction Leading to Learning Procedures
Instructional designers should carefully perform a task analysis, analyze learners, and the analyze the context when designing instruction to make a determination to facilitate the use of strategies with more direct prompting of learning strategies or more direct and complete instruction. If inhibitors to use of strategies are present (learners have low skill in strategy use, learners are not motivated, learners do not recognize the applicability of the strategy, learners lack awareness of their own cognitive capabilities, learners are unaware of the learning task, learners have no prior content knowledge, etc.) the instructional designer may need to develop a technique to improve them or choose strategies with more direct prompting or instruction that is more direct. A continuing goal of the instructional designer is to apply the different types of instructional strategies to best achieve the different types of learning. Continue reading
