Ref lect ive Teaching, Ef fect ive Learn ing Char Booth CCLI 2010 1 : Q u a l i t i e s o f E f f e c t i v e I n s t r u c t o r s

> L i s t t h r e e a d j e c t i v e s t h a t d e s c r i b e t h e b e s t a n d w o r s t e d u c a t o r s y o u r e c a l l f r o m y o u r t i m e a s a l e a r n e r .

Bes t Ins t ruc tor = _______ _ __ ___ _ ____ __ ___ _ ____________ Wors t Ins t ruc tor = _____ _ ___ ______ _ ___ ___ ____________

2 : I n s t r u c t i o n a l L i t e r a c y

Ref lec t ive p rac t ice i s t he p rocess o f unde rs t and ing and shap ing you r sk i l l s and ab i l i t i es

t h roughou t t he teach ing p rocess , no t j us t ass ess ing you r pe r fo rmanc e a t t he end o f an

i n te rac t i on . Me tacogn i t i on i s t he i n te rna l e lem en t o f re f l ec t i on , wh i l e co l l abo ra t i on i s i t s

ex t e rna l e lemen t .

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Educat ional theory i s ev idence - based i ns igh t i n to t each ing and l ea rn ing , wh ic h cons i s t s o f

l ea r n ing theo r y ( ho w peop le s yn thes i ze i n fo r ma t ion and c rea te mean ing f rom ins t ruc t i on ) ,

i ns t ruc t i ona l t heo r y ( t each ing me t hods i n on - s i t e and e - l ea rn ing con tex ts ) , and cu r r i cu l um

theo r y ( con ten t kno wledge spec i f i c t o sub jec t s and aud iences ) .

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Teach ing techno log ies are the too l s and med ia tha t f ac i l i t a t e l ea rn ing i n f ace to f ace , on l i ne ,

and b lended i ns t ruc t i on , as we l l as me thods fo r eva lua t i ng and se lec t i ng them e f fec t i ve l y .

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Ins t ruc t iona l des ign i s a s ys tema t i c and l ea r ne r - focus ed me thod o f i n teg r a t i ng re f l ec t i on ,

t heo r y , and techno logy i n to t he teach ing and t ra in i ng p rocess .

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3 : the USER Method Char Booth – CCLI 2010

1 | Unders tand . Become fam i l i a r w i th t he l ea r n ing scena r io .

a | S ta r t by i den t i fy ing a p rob lem t ha t i ns t ruc t i on can so l ve by as sess ing needs . I n t h i s s tep , you ask , “ Wha t i s t he cha l l enge l ea rne rs face , and ho w can I he lp t hem mee t i t ? ”

b | T h i s i s f o l l o wed by ana l yz ing the scenar i o , wh ich i nvo l ves cons ide r i ng the

cond i t i ons and cons t ra in t s o f each e lemen t o f i ns t ruc t i on – l ea rne r , con ten t , con tex t , and educ a to r .

2 | S t ruc ture . Def ine wha t you wan t l ea r ne r s t o be ab le t o accomp l i sh as a res u l t o f t he i n te rac t i on , and the s t ra teg ies you w i l l use to p resen t ac t i ve and l ea r ne r - focus ed con ten t .

c | Beg in by crea t ing ta rge ts – goa l s , ob j ec t i ves , and ou t comes – tha t he lp you

s t reaml ine you r i ns t ruc t i ona l mess ages a nd eva lua te i f l ea rn i ng has occu r red . d | B ra i ns to rm me thods to a ) i n vo lve l ea rne rs us ing d i f f e ren t i a ted de l i ve r y

t echn iques , t echno log ies , and ac t i v i t i es , and b ) extend t he i n te r ac t i on th rough sca f fo ld i ng and suppor t .

3 | Engage . Crea te you r i ns t ruc t i ona l ob jec t s and de l i v e r t he l ea r n ing expe r ienc e : e | De ve lop the mater i a ls you w i l l use to i ns t ruc t . T h i s beg ins w i th c rea t i ng

p ro to t ypes , ga the r i ng feedback , t hen rev i s ing and f i na l i z i ng you r l ea rn ing ob jec ts . f |Del i ve r ins t ruc t ion by cap tu r i ng l ea r ne r a t t en t i on , p resen t i ng s t reaml ined

i ns t ruc t i ona l messages , and comm un ic a t i ng you r t eacher i den t i t y . 4 | Re f lec t . Cons ide r whe the r l ea r n ing ta rge t s have been me t and ho w you m igh t improve you r i ns t ruc t i ona l p roduc t . g | Assess your impact by de te rm in ing i f pa r t i c i pan ts have me t t he des i r ed

l ea r n ing ta rge ts . h | Bas ed on th i s assessmen t , cons ide r ways to re vi se and reuse you r con ten t i n

t he fu tu re . E x c e r p t e d f r o m R e f l e c t i v e T e a c h i n g E f f e c t i v e L e a r n i n g b y C h a r B o o t h , A L A E d i t i o n s , 2 0 1 0 | c h a r b o o t h @ g m a i l