Documenting
Learning
Activities in the
PerformanceBased
Curriculum
Terri Johnson, Learning Design Consultant
Worldwide Instructional Design System
Get this presentation online at www.wids.org Click on “Resources”, then “PowerPoints”
They’ll come, but
will they learn?
You’ve laid the groundwork
for your course:
 Identified outcomes
 Researched the topics
 Selected the
resources
 Developed your
syllabus
Learning Framework
…but have you answered the questions
all learners need to know?
•
•
•
•
Where do I need to go?
Why should I go there?
How will I get there?
How will I know when I’ve arrived?
Have You
Planned
the
LEARNING?
Learning Myths
They’ve Learned it when . .
•
•
•
•
I
I
I
I
touched on it
lectured on it
assigned reading on it
tested it
Learning Activities
LEARNING
OUTCOME
(COMPETENCY)
Learning
Activities
Learning
Activities
Learning
Activities
Learning
Activities
ASSESSMENT
Performance
Standards
Strategic Planning for Learning
WHO
Four Critical
Elements of
Learning
WHAT
WHEN
HOW
HOW
Learning Activities
Application Motivation
Practice
 Describe methods (learning strategies) and
media that help learners master
competencies
 Support cognitive processes such as learning
cycle, multiple intelligences, varied learning
styles
 Cause practice
Comprehension
What happens in the learner’s
mind?
Sensing Memory
selector
large capacity
short duration
What happens in the learner’s
mind?
Working Memory
 processor
 powerful
 fragile
short duration
small capacity
What happens in the learner’s
mind?
Long-Term
Memory
information storage
large capacity
requires retrieval
Five mental processes control
information flow:
attention (sensing)
encoding (working/long-term)
rehearsal/practice (working)
retrieval (long-term/working)
metacognition (working)
Ensure that teaching means
learning
Learning is enduring and meaningful
only when the:
sensing memory
attends to the
stimulus
working memory
processes it and
sends it to longterm memory
long-term
memory stores it
Ensure that teaching means
learning
Learners can
apply what they
have learned
only when they
are able to
retrieve what
they learned
from long-term
memory for use
in the working
memory as
needed.
Ensure that teaching means
learning
• insert frequent practice
• vary the learning format
• support all stages of the learning
process
• provide learning plans
Insert Frequent
Practice
Too much information
too fast yields
Cognitive
Overload
Cognitive Overload
Cognitive Overload
Cognitive overload slows
down or even stops
learning!
To avoid cognitive
overload:
•break learning
into manageable
chunks
•clear the working
memory with
meaningful
practice
Insert Frequent Practice
Why is Practice Important?
•connects with what learners already
know
•applies to solution of problems
•creates something new
•efficiently encodes to long-term
memory
Insert Frequent Practice
Types of Practice
• memorization
• drill and practice
• classification
• skill practice
• critique
• problem solving
• discussion
•mapping
Vary the Learning
Format
Vary the Learning Format
People learn in different ways
Vary the Learning Format
Method
(discussion, role play, reading, simulation)
Media (video, computer, text,)
Environment
(classroom, lab, outside assignment,
Internet)
Interpersonal context
(small group, large group,
individual, F2F, electronic)
Feedback
(written, verbal, instructor, peer, self)
Givens (scenarios, data provided, tools, literature,
resource material)
Support All Stages of
the
Learning Process
The Learning Cycle
Application Motivation
Practice
Comprehension
The Learning Cycle
Application Motivation
Practice
Comprehension
Stage 1
The Learning Cycle
Application Motivation
Practice
Comprehension
Stage 2
The Learning Cycle
Application Motivation
Practice
Comprehension
Stage 3
The Learning Cycle
To avoid cognitive overload and help learners encode
learning into long-term memory, chunk learning by
alternating between the comprehension and practice
phases.
Learn about it
Practice it simply
Learn more about it
Application
Motivation
Practice with more complexity
Learn more about it
Practice
Apply
Practice
Comprehension
The Learning Cycle
Application Motivation
Practice
Comprehension
Stage 4
Presentations Unit: Session1
• ATTEND a lecture • BRAINSTORM situations
where you might have to
on Preparing a
persuade someone at work.
Presentation.
• ATTEND a lecture on
Preparing a presentation.
• BUILD sample presentations
on the board.
• DEVELOP key messages for
your presentation using the
Presentation Plan Sheet.
Presentations Unit: Session 4
• ATTEND a lecture on•
VISUAL AIDS for your
•
presentation.
• CREATE visual aids
in class.
CHOOSE good/bad
visual aids.
MAKE A LIST of the
characteristics of good
visuals. POST your
ideas on a visual aid.
SHARE your list with
the class.
• CREATE a visual(s) for
your presentation.
Presentations Unit: Session 5
• PREPARE your
presentation.
• CONFERENCE with your
instructor about your
presentation. BRING your
completed Presentation
Plan Sheet.
• MAKE changes if necessary.
Provide Student
Learning Plans
Learning Plans
…give learners a
blueprint for
learning
Learning Plans
 Provide a “Strategic Plan” for learning
 Clearly link target outcome (competency)
with learning and assessment
 Consist of a series of well-planned
learning activities designed to meet
the varied needs and learning styles of
learners
Courses without learning
plans
 Tend to be content driven rather then
learner driven
 No clearly visible plan to help students
follow the course
 No consistency in structure or format from
course to course
Courses organized by
weeks, no learning plans
 Does create a structure that students can
follow
 Does not make a clear connection between
target outcome (competency), learning, and
assessment.
See Sample Learning Plan in your Handouts
Courses with Learning Plans
• Answer the questions students
need to know
• Guide students through the
learning cycle
Student
Learning plan
• Help learners take
responsibility for own learning
Why is this important?
• Support student metacognition
How will I know that I’m
succeeding?
 Give students an advanced
organizer to help them:
- set goals
- select strategies
- regulate progress
- adjust learning behavior
What will I learn to do?
What knowledge and skills
will I learn along the way?
How will I learn to do it?
How will I show that I have
learned?
Why?
What?
How?
When?
How can you do it
electronically?
WIDS
Instructional
Design System
Software!
Start By Writing or Choosing an
Outcome to Address in the
Learning Plan
WRITE learning activities
Select/contextualize activities from the learning activity library
Search the library by learning cycle, multiple intelligences, etc.
PRINT a Learning Plan
Post to Any Online Platform
Proactively teach learners how to use
learning plans:
 Highlight the information provided
 Explain why that information is important (ex.
criteria/conditions – tells them how they will be
evaluated on their performance)
 Show learners how learning plans can help them
 Guide learners to refer to and use the Learning
Plan throughout the learning process
Instructors across the
country tell us….
“Students who have learned to
use learning plans say they wish
their teachers would provide
them for all of their classes.”
Visit Our Website to Learn More
Thank you for joining me!
WIDS
The Worldwide Instructional Design System
Terri Johnson, WIDS Learning Design Consultant
johnsont@wids.org or (651) 407-8353
www.wids.org
Get this presentation online at www.wids.org
Click on “Resources”, then “PowerPoints”