PLG 545

ALTERNATIVE VIEWS IN TEACHING & LEARNING.

QUIZ 1

PREPARED BY :

NAME : YUSLIANAWATI BINTI YAAKUB

COURSE : MASTER EDUCATION - TECHNOLOGY

MOBILE : 0124957067

EMAIL : YUSLIANAWATI@HOTMAIL.COM
QUESTION :

1. There are four characteristics in Reigeluth (1996) Instructional Design

Theory.
2. Discuss and elaborate how teachers could use these theories in their
classroom.
3. Provide examples on how these theories can be applied in teaching and
learning.

Answer :

1. Four characteristics in Reigeluth (1996) Instructional Design Theory.

What is Instructional Design Theory?

Instructional Design (also called Instructional Systems Design (ISD)) is the
practice of maximizing the effectiveness, efficiency and appeal of instruction and
other learning experiences. The process consists broadly of determining the
current state and needs of the learner, defining the end goal of instruction, and
creating some "intervention" to assist in the transition. Ideally the process is
informed by pedagogically (process of teaching) and andragogically (adult
learning) tested theories of learning and may take place in student-only, teacher-
led or community-based settings. The outcome of this instruction may be directly
observable and scientifically measured or completely hidden and assumed.

Reigeluth (1996) Instructional Design Theory

Reigeluth (1999) described four major characteristics of instructional-design
theory:

1. It is design-oriented: it focuses on means to attain given goals for learning or

development à it provides direct guidance on how to achieve their goals. Design-
oriented theories are very different from descriptive theories, which describes the
effects that occur when a given class of causal events occurs, or which describes
the sequence in which certain events occur.
2. It identifies methods of instruction, i.e. ways to support and facilitate learning, as
well as the situations in which those methods should and should not be used.
3. In all instructional-design theories, the methods of instruction can be broken into
more detailed component methods, which provide more guidance to educators
about different components and different ways to perform the methods; different
kinds of methods; offering criteria that methods should meet.
4. The methods are probabilistic rather than deterministic: focusing on control
instead of description and explanation à In other words, instructional-design
theories intend to control variables in the learning environment to achieve certain
results.

2. Discuss and elaborate how teachers could use these theories in their
classroom.

The teachers can use these theories in their classroom by :

a. The teachers present a framework for understanding and then link this
framework to classroom strategies for building it. First, the teachers will
describe some prior knowledge that related to the new knowledge. The
teachers must determine the scope, objective and activity for students.
b. For method of instructions, teacher should use the methods and current
cognitive approaches, which view motivation from the vantage point of the
person-as-rational-thinker metaphor. Cognitive theories share strong ties
with cognitive learning theories. Finally, in the last section of this chapter,
you will learn to use an approach to teaching and learning called project-
based learning, which employs the principles of intrinsic motivation to
energize learners.
c. If the stategies falls to achieve the targets, the teacher should provide or
use another steps to makes the srtategy success.
3. Provide examples on how these theories can be applied in teaching and
learning.

The four criteria are relates to each other. It can be applied by using
constructivism theory where the students will construct their knowledge guide by
the teacher.

Example : Learning Information Communication technology on sub topic –

Programming

Lesson Plan :
Objective : At the end, students should be able to define programming and
develop a simple programming using compter language.
Activity : Student and Teacher Centerd Learning
Else Cooperative Learning,Scaffolding & Simulations
Reflection : Lesson goes well

Design oriented

Instruction should be organized in increasing order of complexity for optimal

learning.
For example, when teaching procedural task the simplest version of the
task is presented first; subsequent lessons present additional versions until the
full range of tasks are taught. In each lesson, the learner should be reminded of
all versions taught so far (summary/synthesis). A key idea of elaboration theory is
that the learner needs to develop a meaningful context into which subsequent
ideas and skills can be assimilated.

Methods of instruction
Two methods will be apply in this teaching and learning:

Teacher-centered approaches include instruction where the teacher's role is to

present the information that is to be learned and to direct the learning process of
students. The teacher identifies the lesson objectives and takes the primary
responsibility for guiding the instruction by explanation of the information and
modeling. This is followed by student practice. Methods that fall into the teacher-
centered approaches include demonstration, direct instruction, lecture and
lecture-discussions.

Learner-centered approaches involve instruction where the teacher is a

facilitator (or guide) as the learners construct their own understandings.

Detailed components

If it fails to achive the target, it will try to another steps:

Cooperative learning involves small heterogeneous student groups

working together to solve a problem or complete a task. All students in the
group must actively participate with each student maintaining some
independence. The success of the group depends on the input of each
individual. This teaching method promotes active participation, individual
accountability, students' ability to work cooperatively and improvement of
social skills.
Scaffolding, involves the teacher modeling the skill and thinking for the
student. As the student increases understanding, the teacher withdraws
the assistance allowing the student to take on more responsibility for the
learning.
Simulations are used to put the student in a "real" situation without taking
the risks.

Probabilistic methods
If the students do not success with Teacher-centered approaches and Learner-
centered approaches the teacher should go on with C – (Detailed components).

Else …….. Choose the C components

The students are success when using Cooperative learning where it involves
small heterogeneous student groups working together to solve a problem or
complete a task.
Example : Each member of a team chooses another member to be a partner.
During the first step individuals interview their partners by asking clarifying
questions. During the second step partners reverse the roles. For the final step,
members share their partner's response with the team and they have to present
the task given.