PLO 3

This assignment demonstrates PLO 3 

"Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners."

Supporting the Needs of All Learners

Imagine sitting in a classroom where the teacher lectures and the students take notes. The students are in turn expected to perform exercises or take tests based on the teacher instruction. This type of instruction is all too familiar and does little to promote creativity or support learner needs. In order to be effective, instruction should be designed to support learner needs.  Effective design provides learning opportunities that apply technology-enhanced instructional strategies that support the need of all learners. The lesson presented in this paper has been redesigned to demonstrate the use of instructional design principles and theory.

Designing to Meet the Needs of all Learners

There are many factors that affect how people learn. These include the environment, life experiences, beliefs, culture and even socio-economic statuses. Classroom teachers have many things they must consider before designing instruction. Every student will respond and perceive instruction based on their individual learning preferences. Because of this, when teachers design and implement instruction they must consider the learning style needs of each individual student. Whereas, designing instruction to support the needs of every individual learner may seem impossible; it can be done.

            Learning styles refers to the different ways in which information is learned, processed and retained. According to Howard Gardner’s theory of multiple intelligences “we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves” (McCoog, 2007, p.25).  Whereas, the strength of these intelligences may differ for each individual they still play a major role in determining how people learn and retain information. Therefore, instruction that is based on the “one-size fits all” approach will not meet the needs of learners.

            Teaching and has evolved from instruction based on rote classroom procedures, and this in part explains why the “one-size fits all” approach does not work.  Today’s world places a greater demand on learners. Learners today must acquire skills that prepare them for social collaboration, teamwork and high-order reasoning to solve complex problems. Therefore, classroom activities have shifted from passive learning to active learning where students actively search for needed information and learning experiences, determining what is needed and seek ways to attain it. In accordance, the teacher must design learning activities and experiences that allow for active and hands-on experiences while at the same time supporting the individual learning preferences of each student (Newby, Stepich, Lehman, Russell, & Ottenbreit-Leftwich, 2011).

            Technology can be instrumental in supporting learner needs. It gives teachers access to resources and materials that accommodate the multiple intelligences of learners. There is no doubt that we live a technologically driven era. Most students come to school with a vast knowledge of computers and other technological devices.  As mentioned earlier, today’s world places demands on students that require them to learn certain skills. These skills which are referred to as 21^st Century skills require that students possess knowledge in specific areas in order to maintain and compete in the real world. If the goal of education is to prepare student for the real world it is important that they attain these skills (McCoog, 2007).  

            When it comes to individual learning needs technology can supply a host of benefits for every type of learner. Teachers must make a conscious effort to design instruction based on learning needs. Technology can be used to allow student to create projects that reflect their own learning styles. For instance, students can use PowerPoint to create presentations that meet their needs with a minimal learning curve. Using such technology in such ways allows the concentration to remain on the learning itself.

 Lesson

            The lesson for this assignment can be found at: http://ssh397.wix.com/mshudson.

Challenges

            This lesson already contained activities that use technology-enhanced instructional strategies. The revisions made were to the Venn diagram activity. In the first version a Venn diagram was provided for the students. The challenge was to think of a way in which the students could best present their ideas using a form of technology. Because the technology needed to be meaningfully implemented, the decision was made to let the students create their own diagram. This allowed the students to better organize their ideas as they saw fit and the student were  better able to apply concepts related to the assignment.

            According to Cognitive Theory the “focus of instruction is to create learning or change by encouraging the learner to use appropriate learning strategies. Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated” (Dabbagh, 2006).   By allowing the learners to create their own diagram the learning that takes place became personal and relevant.  Because the information is stored in an organized and meaningful way, the students have a better chance of learning and mastering the concept (Dabbagh, 2006). 

            Most people have an idea of what learning means but they cannot accurately depict how it takes place or the process of how it happens. What they can do is describe characteristics that are favorable or conducive to learning and attaining knowledge. When asked how students learn they describe conditions or factors that relate to students learning needs.  Therefore, when designing instruction to support learner needs these same considerations must be made.

  

References

Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

McCoog, I.J. (2007). Integrated instruction: multiple intelligences and technology. Clearing House, 81(1), 25-28

Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4th ed.).Boston, MA: Pearson Education, Inc.