Effective Presentation and Instructional Practices October 29-November 8, 2007 Worchester, South Africa

Effective Presentation and Instructional Practices

October 29-November 8, 2007

Worchester, South Africa

2

Course Aim

• Strengthen Aeras Professional Development Program (PDP) staff’s facilitation and instructional design skills

• Provide participants with information, practice, and feedback

The purpose of this course is to:

3

Instructional Goals

• Select instructional strategies

• Demonstrate effective facilitation strategies

• Demonstrate effective use of classroom materials

• Design locally relevant activities

• Evaluate instruction and facilitation

• Develop a perception of self as facilitator

By the end of this course, you will be able to:

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Housekeeping

• Breaks

• Safety

• Daily announcements

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Ground Rules

• Cell phones off during class, except for emergencies

• Body breaks are welcome as needed

• Questions welcome at any time

• Safe learning environment

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Learning Principles

1

Adult Learning Character-istics

2

Providing Informa-tion

3

Learning Procedures

4

Learning Facts & Concepts

5

Instructional Design (ADDIE)

Learning Environment

Course at a Glance

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7

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Activity: Ice Breaker

InstructionsThe term “Ice Breaker” is often used to describe the initial activity in a class after introductions. Its purpose is to start the participants thinking about the course topic (in our case training) and interacting with others in the class. Ice Breakers also get people up and moving!

Time45 minutes

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Learning Principles

Lesson One

Principles

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Master teachers have a vision. . . the

betterment of human lives, the

empowerment of people, and a

changed, more responsive society.

“ “Jerold W. Apps

Principles

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Learning Objectives

• Recognize the learning principles behind a successful learning event

• Differentiate between types of learning (cognitive, affective, motor)

• Recognize how you liked to learn as a child

• Define key terms

By the end of this lesson, you will be able to:

Principles

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Learning Activities

• Me as a young learner

• Deducing learning principles

• Terms defined (principles, learning, motivation, meaningful learning, instructional strategy)

• Recognizing types of learning

• Instructional examples

Principles

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Activity 1.1: Me as a Young Learner

InstructionsRecall a positive learning experience you had as a child/youth. It can be a time in school, or outside of school. Write about it in the participant guide. Consider the following questions as you write:

• What was the experience?• What made it positive?• Why do you remember it all these years later?

Time25 minutes

Principles

13

Activity 1.2: Deducing Learning Principles

InstructionsRead each scenario pair in your participant guide. Place a check next to the scenario you think represents the easier or the more successful learning experience.

Time35 minutes

Principles

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Scenario 1

Michael studied biology at university before attending medical school.

Scenario 2

Michael studied English at university before attending medical school.

Prior knowledge makes learning easier.

Principles

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Scenario 1

Jen wanted to learn to play the piano. She practiced everyday.

Scenario 2

Jen didn’t want to learn to play the piano. She practiced everyday.

Learning is most likely to be meaningful when the student is ready to learn & positively motivated. Principles

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Scenario 1

School X has the best computers in the district. The lessons available by computers do not have good instructional design.

Scenario 2

School Y does not have computers. The lessons in their classrooms have good instructional design.

Instructional strategy is more important than delivery format.

Principles


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Scenario 1 1. Place ground coffee into coffee pot

2. Pour boiling water over ground coffee

3. Let stand for 3 minutes

4. Pour liquid into coffee cup

Materials you use have to be related to each other.

Scenario 2

Principles


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Scenario 1

Cara’s class studied the facts and dates about World War II.

Scenario 2

Cara’s class discussed why conflicts occur and then studied the facts and dates about World War II.

The more engaged cognitively, the more you learn.

Principles


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Scenario 1

Terry read the homework assignment every night.

Scenario 2

Terry read the homework assignment every night and wrote her thoughts about what she read in a journal.

The deeper you process information, the more you learn.

Principles


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Scenario 1

Kathy’s son plays video games. She is amazed at how he never seems to get lost. She always feels lost and confused when she watches him play.

Scenario 2

Kathy’s son plays video games. She is amazed at how he never seems to get lost. One day she watched the beginning of a new game and it told a story explaining what had happened before and what would possibly happen next.

Mapping unfamiliar ideas to familiar concepts makes learning easier.

Principles


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Scenario 1

Jonathan is a confident learner. He was given a difficult assignment.

Scenario 2

Jonathan is a less-than-confident learner. He was given a difficult assignment.

The more confident learner invests effort in difficult learning tasks. The less-confident learner invests effort in easier tasks.

Principles


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Scenario 1

Jonathan is a confident learner. He was given an easy assignment.

Scenario 2

Jonathan is a less-than-confident learner. He was given an easy assignment.

The more confident learner invests effort in difficult learning tasks. The less-confident learner invests effort in easier tasks.

Principles


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Terms Defined

Learning

The act or experience of one that learns

Knowledge or skill acquired by instruction or study

Persisting change in human performance or potential resulting from experience

Principles

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Terms Defined

Instructional Design

A systematic approach to the instructional process

Based on sound research

Includes learners, objectives, Instructional strategies and evaluation

Principles

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Terms Defined

Motivation

Having the desire and willingness to do something

The initiation, direction, intensity and persistence of behavior

An important factor in adult learning

Principles

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Activity 1.3: Recognizing Types of Learning

InstructionsRead each description in the participant guide and categorize it as cognitive, motor, or affective learning.

Time10 minutes

Principles

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Activity 1.4: Instructional Examples

InstructionsRead the scenarios in your participant guide. In the space provided next to each scenario, write the number corresponding to the learning principle (or principles) supporting effective instruction.

Time15 minutes

Principles

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Summary

• Recognize the learning principles behind a successful learning event

• Differentiate between types of learning (cognitive, affective, motor)

• Recognize how you learned as a child

• Define key terms

You should now be able to:

Principles

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Adult Learning Characteristics

Lesson Two

AdultLearners

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Learning Objectives

• Describe differences between adult and young learners

• List the three factors that impact motivation

• Apply the four types of learning preference to simple instructional tasks

• Recognize the three factors that inform instructional design practice

• Evaluate a colleague’s effective use of instructional strategies when presenting


AdultLearners

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Learning Activities

• Me as an adult learner

• Youth vs. adult

• Motivation and learning-style preferences

• Learning styles in action

• Accommodating adult learners

• Bingo

AdultLearners

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Factors that Inform Practice

Adult Characteristics

Learning Preferences

Motivation

AdultLearners

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Activity 2.1: Me as an Adult Learner

InstructionsRecall a positive learning experience you had as an adult. Try to recall a learning experience outside of a school environment. Write about it in the participant guide.

Consider the following questions as you write:• What was the experience?• What made it positive?• Why do you remember it?

Time25 minutes

AdultLearners

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Activity 2.2: Child/Youth vs. Adult Learning Characteristics

InstructionsIn your participant guide, list the characteristics of young and adult learners that we discussed earlier.

Time25 minutes

AdultLearners

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Teacher is guide and facilitator.Learner seen to be active self-directed.Experience is rich and adds to a learning event.Learning is task or problem-centered.Motivated more internally. Less open to changing attitudes or actions.Can lack confidence. “Student” is a secondary part of identity.


Motivation

AdultLearners

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1. What is my attitude toward the task at hand?

Curiosity & Curiosity & InterestInterest

2. What do I think are the consequences of my completing this task?

GoalsGoals

Belief Belief about Selfabout Self

3. Do I think I can I do this task?

MotivationLearner’s motivation is determined by the answers to the following questions (Driscol, 2000):

AdultLearners

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Teacher is guide and facilitator.Learner seen to be active, self-directed.Experience is rich and adds to a learning event.Learning is task or problem-centered.Motivated more internally. Less open to changing attitudes or actions.Can lack confidence .“Student” is a secondary part of identity.


Motivation

What is my attitude toward the task at hand?What do I think are the consequences of my completing this task?Do I think I can I do this task?

AdultLearners

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WatchingDoing

Thinking

Feeling

Learning Styles (Kolb, 1984)

AdultLearners

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WatchingDoing

Diverging•Many points of view•Prefer watching over action•Gather information and create categories•Use imagination to problem solve•Like to work in groups

Assimilating•Ideas and concepts over people•Organized, logical•Less interested in social and interpersonal•Prefer technical•Prefer reading and lectures

Converging•Problem solving•Finding practical solutions•Prefer technical•Avoid social and interpersonal•Experiment, simulate, practical application

Accommodating•Intuition more than logic•Apply learning to real life situations•Practical experiential approach•Achieve targets•Like to work in group.

Thinking

FeelingLearning Styles (Kolb, 1984)

AdultLearners

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Activity 2.3: Learning Styles in Action

InstructionsSeparate into four groups. Each group will prepare a brief lesson to a specific type of learner on how to make a cup of instant coffee.

Time30 minutes

AdultLearners

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Activity 2.4: Accommodating Adult Learners

InstructionsBrainstorm instructional strategies that could address the types of learners and the motivation issues listed in the participant guide.

Time30 minutes

AdultLearners

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Teacher is guide and facilitator.Learner seen to be active, self-directed.Experience is rich and adds to a learning event.Learning is task or problem-centered.Motivated more internally. Less open to changing attitudes or actions.Can lack confidence .“Student” is a secondary part of identity.


Diverging (feeling/watching)Assimilating (watching/thinking)Converging (thinking/doing)Accommodating (doing/feeling)

Motivation


AdultLearners

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Synthesis Activity: Observing a Presentation

InstructionsParticipate in the following presentation as a learner. In addition, observe what the instructor is doing to keep you engaged. Write your observations in your participant guide.

• Which learning principles did you see at work? • How did the instructor address motivation? • How did the instructor addressing learning styles?

Time35 minutes

AdultLearners

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Summary

• Describe differences between adult and young learners

• List the three factors that impact motivation

• Apply the four types of learning preference to simple instructional tasks

• Recognize the three factors that inform instructional design practice

• Evaluate a colleague’s effective use of instructional strategies when presenting


AdultLearners

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Techniques for Providing Information

Lesson Three

Provide Information

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Learning Objectives

• List three ways to provide information

• Describe when lectures are appropriate, when less appropriate

• List five characteristics of a good lecturer

• Analyze example lectures for effective and ineffective behaviors

• Practice using other information ‘pushing’ techniques

• Identify your own presentation strengths and challenges


Provide Information

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Learning Activities

• My personal presentation behaviors

• What makes a good instructor/facilitator

• Ways to provide information

• Evaluating lectures examples

• Reading materials in class

• Asking questions

• Summary

Provide Information

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Activity 3.1: My Personal Presentation Behaviors

InstructionsRead the behaviors in the participant guide. Next to each indicate, using a 1, 2 or 3, how well you currently use each of these behaviors. Indicate how you feel now. Answer based on how you feel. You do not need to share your responses with others.

Note: Leave the ‘3 months later” column blank for now. In three months after you’ve completed this course, go back and reassess your presentation behaviors.

Time15 minutes

Provide Information

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Discussion: What Makes a Good Lecturer?

• Knowledge of subject matter

• Competence in the processes of instruction

• Ability to respond effectively to the background and experience of the participants

• Credibility

• Enthusiasm and commitment

• Personal effectiveness (organized, prepared, human interest, adjust on the fly, model behaviors)

• Some knowledge of organizations or groups from which the participants come

Provide Information Provide Information

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Activity 3.2: Evaluating Lecture Examples

InstructionsListen to two or three 3-minute presentations. Using the chart in the participant guide, rate each presentation and presenter.

Time35 minutes

Provide Information

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Picture of the tool with drop shadow background


When to Use It?Introduction, overview of a topic.Create interest.Provide common background information.Inform a large group economically.How to Conduct?Ask questions / Encourage questions at ends of sections.Encourage note taking.Provide hand outs.Have learners verbalize understanding (create questions).Use clear terminology.Be organized.Be enthusiastic.Avoid reading from a text or slides.Prepare learners to listen with a story or overview presented in an organized way.Let learners practice.

Lectures

Provide Information

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Advantages

Lots of information quickly.Familiar.Easy to put together.Instructor in control.Motivating, interesting (if well done).Disadvantages

Learning is passive (listening, watching, taking notes).Lecturer has to be good.Assumes people are understanding at the same rate.Not good if need to practice a skill.Some students have trouble listening only.

Lectures

Provide Information

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When to Use It?

Create interest.Good when resource person is not accustomed to speaking to groups.

How to Conduct?

Ask questions (prepared and follow up). Encourage participants to ask questions.Avoid asking vague questions.Avoid letting speaker provide short speeches.

Interviews

Provide Information

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Advantages

Provide expert perspective.Learners can ask questions to expert.

Disadvantages

May lose control of discussion.Speaker may answer questions with short speeches.

Interviews

How to Prepare?

Identify articulate speaker .Prepare list of questions/examples of questions. Meet with speaker before class.

Provide Information

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When to Use It?

Prior to class.During a class.

How to Prepare?

Select a reading that meets course objectives.Divide the reading into sections. Make sure the breaks are as logical as possible.

Reading Materials

Provide Information

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How to Conduct?

Explain to class how this reading applies to the course objective(s).

Divide the class into small groupsAssign a section to a small group to read.

Have each group read and analyze the section.

Have each group present information in outline to the rest of the class.

Reading Materials

Provide Information

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Activity 3.3: Reading Materials in Class

InstructionsDivide into small groups. Read the section of the article assigned to your group by the instructor. Do not read the other sections of the article.

In your group, outline the article section assigned to indicate relationship of ideas (e.g., 1, 1a, 1b, 2, etc.). After your group has agreed upon the outline, write it on a flip chart or chalk board and share with the class.

Time45 minutes

Provide Information

58

Activity 3.4: Asking Questions

Instructions Each question below is a closed question. Re-write each as

an open question.– Do you have any questions?– Is infection and infectious disease the same?– Did they fill out the informed consent form correctly?– Can you draw the life cycle of one infectious disease

we’ve studied?– Is understanding motivation important when preparing

learning instruction?– Is that clear?

Provide Information

Time15 minutes

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Summary

• List three ways to provide information

• Describe when lectures are appropriate, when less appropriate

• List five characteristics of a good lecturer

• Analyze example lectures for effective and ineffective behaviors

• Practice using other information ‘pushing’ techniques

• Identify your own presentation strengths and challenges


Provide Information

60

Techniques to Support Procedure Learning

Lesson Four

Procedures

61

Learning Objectives

• Define procedure

• Explain how skills demonstration, skills practice, and case studies can help with procedure learning

• Differentiate between skills demonstration and teaching a skill

• Evaluate other procedure presentations

• Learn a procedure using the methodology taught here

• Instruct other participants in a procedure using the methodology taught here


Procedures

62

Learning Activities

• What is a procedure?

• Supporting procedure learning

• Learning a procedure

• Teaching procedure

• Summary

Procedures

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Three Types of Learning

Knowledge/Skills

Sub-types

ProceduresFacts

ConceptsPrinciples

Motor Affective

Procedures

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Demonstration

Instructor demonstrates but learner does not practice. Can be done live, on a video or with a series of photos.

Practice

Structured process that includes explanation, demonstration, practice, summary and assessment.

Case Studies

Written representation of a problem situation.

Three Ways to Teach Procedures

Procedures

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When to Use?

To analyze and solve a problem.When can’t practically demonstrate.When process is more decision. focused than activity focused.

How to Conduct?

Present the facts (real or realistic) If real, change names, places.

Explain to learners that analysis must be conducted prior to making decisions.

Create questions for the end of the case (e.g., What would you do? Why? How?).

Teaching with Case Studies

A written representation of a problem situation.

Case Studies

Procedures

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Prepare Explain Demon-strate

Practice Summar-ize

Assess

6 Steps of Procedure Training

Procedures

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Step 1: Prepare

Prepare

• Assemble materials/equipment– Written set of procedure steps

– Written statement of learning objectives

– Written assessment form

– Written set of questions

– Completed example

• Schedule adequate time

• Prepare venue

• Print materials

• Know the whys and hows of procedure

Procedures

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• Purpose

• Show assessment tool

• Why task is important

• Describe training process

• Consequences of error

• Define terms/concepts

• Identify safety issues

• Present examples

Step 2: Explain

Explain

Procedures

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Step 3: Demonstrate

Demon-strate

• Provide written instructions

• Demonstrate– Correct, clear, deliberate

– Chunk

– Repeat difficult steps

• Explain what not to do

• Pace

• Check for understanding

• Encourage questions

Procedures

70

Step 4: Practice

Practice

• Ask questions

• Provide guidance/feedback– Specific

– Accurate

– Behavior not person

• Practice until meet required proficiency

Procedures

71

Step 5: Summarize

Summar-ize

• Summarize objectives, activities, and key learning points

• Restate key learning points

Procedures

72

Step 6: Assess

Assess• Observe

• No feedback from instructor

• Feedback after task completed

• Complete assessment tool

• Ask for learner’s feedback

• Agree with learner on status of performance

Procedures

73

Activity 4.1: Learning a Procedure

Instructions

• Listen to the instructor’s explanation and demonstration. Then, practice weighing the baby dolls provided. Everyone should have the opportunity to practice and receive feedback from the instructor.

• After this activity, debrief as a group.

– What went well?

– What could have gone better?

Time60 minutes

Procedures

74

Activity 4.2: Teaching a Procedure

Instructions

• Break into groups of three. One person will teach the procedure, one will act as student (can give your teacher a few challenges, if you like), one will observe and assess the quality of teaching using the “Effective Procedure Training” assessment sheet. Everyone should have a chance to practice each role.

• After this activity, debrief as a class:– What went well?– What could have gone better?

Time60 minutes

Procedures

75

Summary

• Define procedure

• Explain how skills demonstration, skills practice, and case studies can help with procedure learning

• Differentiate between skills demonstration and teaching a skill

• Evaluate other procedure presentations

• Learn a procedure using the methodology taught here

• Instruct other participants in a procedure using the methodology taught here


Procedures

76

Techniques to Support Facts and Concepts

Lesson Five

cFacts & Concepts

77

Learning Objectives

• Define fact, concept, and principle

• Demonstrate ways to support learning of facts and concepts

• Create an activity to teach a fact

• Create an activity to teach a concept


cFacts & Concepts

78

Learning Activities

• Fact, concept, and principle

• Recalling facts, concepts and procedures

• Teaching a concept

• Applying concepts 1: Using common concepts

• Applying concepts 2: Using clinical trial concepts

• Summary

cFacts & Concepts

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A statement that relates one item to another. FactsFacts

Categories we use for simplifying the world. ConceptsConcepts

PrinciplesPrinciplesDescribes a relationship between concepts.

Facts, Concepts, Principles

cFacts & Concepts

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FactsFacts

ConceptsConcepts

PrinciplesPrinciples

Facts, Concepts, Principles

cFacts & Concepts

A fact is a statement that relates one item to another.

Concepts are categories we use for simplifying the world.

Describes a relationship between concepts.

81

Teaching Facts

Repetition

Mnemonics

1

2

Note: Facts can only be recalled

cFacts & Concepts

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Teaching Concepts

Name the concept

Identify the attributes (characteristics)

Provide easy examples. Explain

Provide non-examples. Explain

Provide difficult example. Explain

Have learner practice applying concept

1

2

3

4

5

6

cFacts & Concepts

83

Teaching Principles

State the principle and look for examples

Provide examples and have learner identify the principle

1

2

cFacts & Concepts

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Activity 5.1: Recalling Information

InstructionsUsing the set of facts provided in the participant guide or by the instructor, create a recall activity using one or more of the following methods. Try to make the activity fun and memorable.– Repetition/practice

– Mnemonics

Time35 minutes

cFacts & Concepts

85

Activity 5.2: Applying Concepts 1

InstructionsIn groups of two or three, using the job aid in your participant guide, prepare a 3-5 minute lesson about one of the following concepts: fruits, vegetables, birds or furniture. Be sure each group selects a different concept.

Time45 minutes

cFacts & Concepts

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Activity 5.3: Applying Concepts 2

InstructionsIn groups of two or three, using the job aid from the previous activity, prepare a 3-5 minute lesson about one of the concepts below. Be sure each group selects a different concept.

• Infectious disease– Clinical Trial

– SOP (Standard Operating Procedure)

Time45 minutes

cFacts & Concepts

87

Summary

• Define fact, concept, and principle

• Demonstrate ways to support learning of facts and concepts

• Create an activity to teach a fact

• Create an activity to teach a concept


Facts & Concepts

88

Techniques to Support Positive Learning Environments

Lesson Six

Environment

89

Learning Objectives

• Describe a positive learning environment

• Identify adult learning principles that can be addressed by providing a positive learning environment

• Demonstrate effective class organization behaviors

• Design a simple introduction

• Recognize importance of instructor preparation and planning


Environment

90

Learning Activities

• How can we create a positive learning environment?

• Positive learning environments and adult learners

• Another concept: positive learning environment

• Activities? Interactions? Games?

• Class organization

• Creating a class preparation checklist

• Summary

Environment

91

Activity 6.1: Promoting a Positive Learning Environment

Instructions

1. On the left hand side of the chart in your participant guide, list possible ways to encourage a positive learning environment.

2. Indicate with a mark which adult learning characteristics can be addressed by each activity you’ve listed.

Time25 minutes

Environment

92



Teacher is guide and facilitator.Learner seen to be active, self-directed.Experience is rich and adds to a learning event.Learning is task or problem-centered.Motivated more internally. Less open to changing attitudes or actions.Can lack confidence. “Student” is a secondary part of identity.


Diverging (feeling/watching).Assimilating (watching/thinking).Converging (thinking/doing).Accommodating (doing/feeling).

Motivation


Environment

93

Adult Characteristics Motivation Learning Styles

A Positive Learning Environment

The instructor influences the class environment by:• Organizing the class• Presenting material and allowing participants to interact

with content• Preparing

Environment

94



The instructor influences the class environment by:

• Organizing the class• Presenting material and allowing participants to interact


Environment

95

Beginning

• Tone (relaxed, safe, supportive)• Purpose• Outcomes • Learner’s expectations• Focusing activity

Middle End

Organizing the Class

Environment

96

Beginning Middle End

Organizing the Class, cont.

• Objectives (instructionally sound)• Learner focused• Activities and information based on

learners/objectives

Environment

97

Beginning Middle End


• Restate purpose• Review key leanings• Learner reflection

Environment

98

Beginning

Tone (relaxed, safe, supportive)PurposeOutcomes Learner’s expectationsFocusing activity

Middle

Instructionally designed (objectives)Learner focusedActivities and information based on objectives/learners

End

Restate purposeReview key learning Learner reflection


Environment

99

Activity 6.2: Class Organization

Instructions

Using modules assigned by your instructor, break into groups of two or three and create an introduction, for your assigned module. Include the following elements:• Set the tone for the event (relaxed, safe, supportive)• Present the purpose and anticipated outcomes of event• Encourage class to share their expectations• Include a focusing activity• Present your introductions to the rest of the class

Time60 minutes

Environment

100


Environment

The instructor influences the class environment by:• Organizing the class

• Presenting material and allowing participants to interact with content

• Preparing

101

Activity 6.3: Activities, Interactions, Games?

InstructionsIn a group, list the activities included in this course. Describe how they supported or did not support a positive learning environment.

Time10 minutes

Environment

102

Activity 6.3: Activities, Interactions, Games?

Instructions

• As a class create a list of games played by children and adults in your country or region

• In groups of two or three, create a learning game based on one of the games the class listed above. Use learning objectives given to you by your instructor. Use the form in the guide to prepare

• Present the game to others in the class and let them play it

Time70 minutes

Environment

103


Environment


with content

• Preparing

104

Activity 6.4: Creating a Class Preparation Checklist

Instructions

• In small groups create a checklist of activities you recommend conducting prior to a classroom session

• Share your completed checklist with the other groups

Time

• 30 minutes

Environment

105





Environment

106

Summary

• Describe a positive learning environment

• Identify adult learning principles that can be addressed by providing a positive learning environment

• Demonstrate effective class organization behaviors

• Design a simple introduction

• Recognize importance of instructor preparation and planning


Environment

107

ADDIE

Lesson Seven

ADDIE

108

Learning Objectives

• Categorize an activity as analysis, design, development, implementation or evaluation

• Identify the four elements of an analysis

• Conduct an analysis prior to instructing

• Create a simple evaluation plan


ADDIE

109

Learning Activities

• Four steps of analyzing learning needs

• Creating questions about the lecture

• Identifying leaning needs and instructional goals

• Goal analysis of an Aeras module

• Summary

ADDIE

110

QWhat is the definition of instructional design system?

ADDIE

111

AA systematic approach to the instructional process so that learners can achieve competencyin their performance.

ADDIE

112

QWhat are the characteristics of an instructional design system?

ADDIE

113

A•Determines learner’s characteristics

•Determines what needs to be learned/performed •Determines how the content/skill is best learned

•Determines if the learning has been achieved

ADDIE

114

Analyze

1

Design

2

Develop

3

Implement

4

Evaluate

5

ADDIE

ADDIE

115

Activity 7.1: ADDIE Game

Instructions

In groups of three to five, follow the card playing directions handed out by the instructor.

Time30 minutes

ADDIE

116

Analyze

1

Design

2

Develop

3

Implement

4

Evaluate

5

ADDIE

ADDIE

117

The “A” in ADDIE

Analysis

1 Item 1: determine need/purpose

Item 2: analyze instructional goal

Item 3: analyze the learner

Item 4: analyze the context

ADDIE

118


Item 1: determine need/purpose

– Get together a small group of experts (could be a supervisor, an employee doing the job now).

– Brainstorm a list of the activities, behaviors someone must do such as the examples above.

– Refine the list and prioritize the list.

ADDIE

119


Item 1: determine need/purpose

-Need: new employees needing to learn and apply the skills. Existing employees wishing to improve existing skills.

-Instructional goals: -Select instructional strategies-Demonstrate effective facilitation strategies-Demonstrate effective use of classroom materials-Design locally relevant activities-Evaluate instruction and facilitation-Develop a perception of self as facilitatorADDIE

120


Item 2: analyze instructional goal– Knowledge needed» Principles of learning

» Principles of adult learning

» Principles Instructional design strategies

» Facilitation techniques

» Instructional materials

– Skills needed» Teaching a fact, concept, procedure

» Creating lesson activities

» Establishing a positive learning environment

» Providing feedback and assessment ADDIE

121


• Item 3: analyze the learner

ADDIE

122


• Item 4: analyze the context

ADDIE

123

Activity 7.2: Analyzing Learning Needs

Instructions

Observe the role plays. For each one write down:• The need

• The instructional goals

Time30 minutes

ADDIE

124

Activity 7.3: Analyzing Instructional Goals

Instructions

Break into groups of 2 or 3. Each group selects a module from the Level 2 courses. Write the instructional goals of the module; determine what skills and knowledge are needed for each goal.

Time30 minutes

ADDIE

125

The First “D” in ADDIE

Item 1: create learning objectives

Item 2: sequence the learning

Item 3: select instruction strategy

Design

2

ADDIE

126

The “E” in ADDIE

Item 2: identify success indicators

Item 3: determine how to collect

Item 4: identify who will provide

Item 5: create instrument(s)

Evaluate

5

Item 6: conduct evaluation

Item 1: determine evaluation level

ADDIE

127

Activity 7.4: Creating an Evaluation

InstructionsUsing the worksheet in the participant guide, discuss ways to evaluate this course. Be sure to include at least one Level 1 and one Level 4 goal. Be sure to have multiple Level 2 and Level 3 goals.

Time30 minutes

ADDIE

128

Conclusion

Lesson Eight

129

Learning Objectives

• Identify ways you can apply what you’ve learned from this course to your own courses.


Learning Activities• Reflecting on the course

• Completing the course evaluation

130

Learning Principles

1

Adult Learning Character-istics

2

Providing Informa-tion

3

Learning Procedures

4

Learning Facts & Concepts

5

Instructional Design (ADDIE)

Learning Environment

Course at a Glance

6

7

131

Revisiting the Instructional Goals

• Select instructional strategies

• Demonstrate effective facilitation strategies

• Demonstrate effective use of classroom materials

• Design locally relevant activities

• Evaluate instruction and facilitation

• Develop a perception of self as facilitator

By the end of this course, you will be able to:

132

Activity 8.1: Reflections/Next Steps

Instructions

Determine what practical steps you want to take by complete the form in the participant guide.

Time30 minutes

133

Activity: Complete Course Evaluation

Instructions

Please complete the course evaluation form.

Time15 minutes

Documents

Effective Presentation and Instructional Practices October 29-November 8, 2007 Worchester, South Africa