Design Dcoument Team Member D2 Group 6: Yvonne Musgrove, Strategies Table followed by Prescriptions for Teaching
Concept Strategies Table
Initial Presentation and Generative Strategy
Concept Example
Integration
Have each student list the terms associated with technology
Use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies
Practice keystrokes by covering keys to learn each location
Demonstrate keyboarding proficiency in technique and posture while building
speed; retaining image quality;
Work as a group to discuss what issues would be considered as a violation of technology abuse
Discuss copyright laws, violations, and issues.
Complete technology questionnaires
Demonstrate proper etiquette and knowledge of acceptable use of electronic information.
Research the Web
Identify the impact of technology applications on society through research, interviews, and personal observation;
Provide facts
Demonstrate knowledge of the importance of technology to future careers, lifelong learning, and daily living for individuals of all ages.
Visuals use of medias
The appropriate use of hardware components, software programs, and their connections
Factual Content Table
Initial Presentation and Generative Strategy
Factual Content
Integration
Educational technology is a significant positive effect on achievement in all major subject areas.
Discuss the impact of the integration of technology in a group settings
The interface is called a GUI.
Show a media that discusses how the GUI is used in technology.
It is essential to have prior knowledge of technology to understand how it operates
Show students how to type on a keyboard and the importantance of each peripherals.
Complete technology questionnaires
Demonstrate proper etiquette and knowledge of acceptable use of electronic information.
Write a list of technical terms
Have the students to define each term and write down its use
Example Principle and rule strategies
Initial Presentation and Generative Strategy
Rule Example
Strategy
Integration
Direct impact of technology rules on IT projects
RULEG and integration
Have create projects that will require using technology integrations in a business setting.
How the technology rules are changing the approach and opening for more opportunities
EGRUL
Have the learners to research and provide facts on how the integration of technology has increased in the job market.
Understanding the business and technology structure and their processes
EGRUL and Integration
Show examples of how technology has impacted the businesses and document how it has been instrumental in a companies growth.
A more in dept look in the technology world
EGRUL and elaboration
Have the learners list the importance of the use and technology in education and explain how it has improved motivation and attitudes.
Example Procedure Strategies
Initial Presentation and Generative Strategy
Procedure Example
Strategy
Integration
Connect each peripherals to the computer
Demonstration, organization, elaboration, practice
View a video that demonstrates how to connect each component of a processor. After the video has completed work with a group of 4 to build it.
Determine how much CPU Ram is on a basic pc
Demonstration, organization, elaboration, practice
Write down each step on how to go into my computer to view the RAM and write the amount of RAM on your pc
Interpersonal skills Strategies
Initial Presentation and Generative Strategy
Interpersonal Skill Example
Strategy
Implementation
Create groups to create various types of medias that involves technology
Model
Have students to dissemble a computers peripherals and reconnect each one in a timed environment.
Verbal and imaginal models
Have students identify the different models of computers and name each brand of the numerous pc's
Overt practice
Allow students to discuss how the computer works and allow each student verbally demonstrate their self-knowledge
Interpersonal skills Strategies
Initial Presentation and Generative Strategy
Interpersonal Skill Example
Strategy
Implementation
Create groups to create various types of medias that involves technology
Model
Have students to dissemble a computers peripherals and reconnect each one in a timed environment.
Verbal and imaginal models
Have students identify the different models of computers and name each brand of the numerous pc's
Overt practice
Allow students to discuss how the computer works and allow each student verbally demonstrate their self-knowledge
Attitude Strategies
Initial Presentation and Generative Strategy
Attitude Example
Strategy
Implementation
Discuss how students motivation and attitudes about themselves and about learning.
Model
Demonstrate how the illegal use of
Verbal and imaginal models
Have students identify the different models of computers and name each brand of the numerous pc's
Overt practice
Allow students to discuss how the computer works and allow each student verbally demonstrate their self-knowledge
Prescriptions for Teaching Team member:D2 Yvonne Musgrove
Decisions in the design of the instruction are made at two levels. The first decision is the delivery strategy, which describes the general learning environment. The second decision is the instructional strategy, which prescribes sequences and methods of instruction to achieve an objective. These prescriptions provide guidance on how to design instructional sequences, and they are generalizble to a number of delivery strategies. These strategies are determined by the types of content and performance specified in the objectives. A well designed instructional strategy prompts or motivates the learner to actively make these connections between what the learner already know. Craik and Lockhart (1972) suggest that a learner can process new information on a continuum that ranges from phonemic to semantic processing. One of the goals of an instructional strategy, this is to design the instruction so that the learner is motivated to generate or construct these meaningful relationships. It should activate the existing knowledge structure.
The Generative strategies: (1) recall, is helpful for learning facts and lists for verbatim recall, for example repetition or repetitive rehearsals. (2) Integration is useful for transforming information into a more easily remembered form, for example paraphrasing, (3). Organizational helps the learner identify how new ideas relate to existing ideas, for example analyzing key ideas and interrelating them. (4). Elaboration, which requires learners to add their ideas to the new information, for example generating mental images, creating and relating to existing knowledge. A fact is a statement of association between two things, can only is recalled they have no specific application. Concrete facts are those that you can sense. These are rehearsed/practiced. Elaboration, and development of mnemonics. A concept is a category used to group similar ideas, or things to organize knowledge. They are representations that reflect the structure of the real world. Both integration and organization strategies are useful for facilitating generative learning of concepts for application. An integrative strategy might have the learner generate new examples and non-examples of the concept. Organizational strategies include analysis of key ideas, categorization, and cognitive mapping. This strategy is used to induce the learners to analyze key ideas might ask them to identify the features that define the concept.
A principle or rule is a statement that expresses a relationship between concepts. It includes both explanation of the effect of the rule and prediction of consequences based on the rule. The two general approaches to principle and rule learning (Markle, 1969). RULEG includes a statement of a rule followed by several examples. The EGRUL provides the learner with several examples and ask the learner to generate the rule. A procedure is a sequence of steps the learner performs to accomplished a task. Interpersonal skills deal with the development of communication skills. Performance for interpersonal skills is either recall or application, with a primary emphasis on application. The strategy for designing instruction for interpersonal objectives, based on Bandyra’s (1977) social learning theory, involves four steps. An attitude consists of a belief and associated behavior or response. The strategy for teaching attitudes is similar to the strategy for interpersonal objectives.
Resources
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6(2006). Benefits of technology facts. Levy for Learnng , Retrieved from //www:stillwaterlevy.org// Effects of technology on classroom and students . (2011, September 27). Retrieved from //http://2.3d.gov/pubs/EdReformStudies/EdTech/effectsstudents.html//
th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Team member:D2 Yvonne Musgrove
Decisions in the design of the instruction are made at two levels. The first decision is the delivery strategy, which describes the general learning environment. The second decision is the instructional strategy, which prescribes sequences and methods of instruction to achieve an objective. These prescriptions provide guidance on how to design instructional sequences, and they are generalizble to a number of delivery strategies. These strategies are determined by the types of content and performance specified in the objectives. A well designed instructional strategy prompts or motivates the learner to actively make these connections between what the learner already know. Craik and Lockhart (1972) suggest that a learner can process new information on a continuum that ranges from phonemic to semantic processing. One of the goals of an instructional strategy, this is to design the instruction so that the learner is motivated to generate or construct these meaningful relationships. It should activate the existing knowledge structure.
The Generative strategies: (1) recall, is helpful for learning facts and lists for verbatim recall, for example repetition or repetitive rehearsals. (2) Integration is useful for transforming information into a more easily remembered form, for example paraphrasing, (3). Organizational helps the learner identify how new ideas relate to existing ideas, for example analyzing key ideas and interrelating them. (4). Elaboration, which requires learners to add their ideas to the new information, for example generating mental images, creating and relating to existing knowledge. A fact is a statement of association between two things, can only is recalled they have no specific application. Concrete facts are those that you can sense. These are rehearsed/practiced. Elaboration, and development of mnemonics. A concept is a category used to group similar ideas, or things to organize knowledge. They are representations that reflect the structure of the real world. Both integration and organization strategies are useful for facilitating generative learning of concepts for application. An integrative strategy might have the learner generate new examples and non-examples of the concept. Organizational strategies include analysis of key ideas, categorization, and cognitive mapping. This strategy is used to induce the learners to analyze key ideas might ask them to identify the features that define the concept.
A principle or rule is a statement that expresses a relationship between concepts. It includes both explanation of the effect of the rule and prediction of consequences based on the rule. The two general approaches to principle and rule learning (Markle, 1969). RULEG includes a statement of a rule followed by several examples. The EGRUL provides the learner with several examples and ask the learner to generate the rule. A procedure is a sequence of steps the learner performs to accomplished a task. Interpersonal skills deal with the development of communication skills. Performance for interpersonal skills is either recall or application, with a primary emphasis on application. The strategy for designing instruction for interpersonal objectives, based on Bandyra’s (1977) social learning theory, involves four steps. An attitude consists of a belief and associated behavior or response. The strategy for teaching attitudes is similar to the strategy for interpersonal objectives.
Resources
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6(2006). Benefits of technology facts. Levy for Learnng , Retrieved from //www:stillwaterlevy.org//
Effects of technology on classroom and students . (2011, September 27). Retrieved from //http://2.3d.gov/pubs/EdReformStudies/EdTech/effectsstudents.html//
th ed.). Hoboken, NJ: John Wiley & Sons, Inc.