Lesson Planning

Here are my rationales for 5 lesson planning components:

 

Bloom’s Taxonomy

Link: http://www.learningandteaching.info/learning/bloomtax.htm

As a basic introduction to lesson planning, this site offers a valuable synopsis of Bloom’s taxonomy.  I was able to understand the evolution of this theory and through many helpful links, use these domains of hierarchies to effectively divide lessons, and then structure the learning.  This site has given me the insight to understand that learners will build upon each category once they are comfortable.  That empowers me to allow learners individualized growth through the stages.  The revised model of the cognitive domain, adding creativity to the pyramid, sparks possibilities of applied critical thinking for the ever-evolving medical practice.

 

Creating a Positive Learning Environment

Link: http://www.ascilite.org.au/conferences/singapore07/procs/dixon.pdf

This review of positive online learning explores how students felt connected virtually.  I found this appealing since this is the setting in which I mainly teach.  This eye-opening article focused my attention on the need for personal involvement from me as facilitator, and surprisingly stated that learners didn’t feel the need to connect as much with one another.  Most learners preferred individual tasks to promote learning, and felt that collaboration was best left for discussions.  I will use this awareness to tailor assignments to be self-paced and individualized, and focus my collaboration efforts on discussion groups to promote efficacy.

 

Motivational Techniques

Link: http://onlinelearninginsights.wordpress.com/2012/08/31/how-to-motivate-students-in-the-online-learning-environment/

This blog provides extremely helpful and practical tips on how to motivate online learners.  In contrast to what I had encountered previously, the author recommends providing feedback within 24 hours, rather than 48.  Also, facilitators are encouraged to be available for support consistently so that students know they can count on that support.  I will also use these tips to remember to provide “constructive and personalized” feedback, and to acknowledge academic and personal challenges the learners might be experiencing.  I do use weekly news items, which are also encouraged in order to motivate and engage students.

 

Assessment
Link:
http://www.edweek.org/tsb/articles/2012/03/01/02formative.h05.html

The feed forward notion is a novel concept to me.  When hearing the term in the introduction to this assignment, I was fascinated.  This article offers a succinct outline of this assessment method with a link to improve formative assessments.  I’ll use this advice to tailor instruction around feedback.  The article suggests a more helpful approach to feedback which will help learners grow, as well as reflection in instructors to model future instruction around the feedback.  I do use components of this feed forward notion in exam reviews, but will use it more thoroughly to promote understanding of challenging concepts.

 

Instructional Process/Strategies

Link: http://www.ryerson.ca/content/dam/lt/resources/handouts/EngagingAdultLearners.pdf

This helpful explanation of “non-traditional” learners offers many to-the-point recommendations to engage adult students.  Most importantly, it reminded me that adult learners must see value in what they learn in order to be motivated to learn.  Knowing this, I will aim to insert real-life applications into online course content, and relate lessons with mini simulations or anecdotes.  Doing so, I will aim to engage students to take responsibility for their learning for their own benefit.  This document also reinforces the Socratic or question-based approach to facilitating learning, reminding me to keep asking questions to promote inquisitive curiosity in learners.

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