Instructional Design Elements of
Being
Being Sound Savvy
Gail Mackin & Rod Smart
Gail Mackin QCAL Conference 2006
October 2006
Program
• Review the Being Sound Savvy DVD
• Review different learning theories
• Compare Being Sound Savvy DVD
instructional design with principles of
learning theories
• Informal feedback on the DVD
Development Process
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Adult Literacy teacher
Self doubt
Research
Adoption
Change – Scope & Sequence
Development
Research
• General searches
– Auditory discrimination, phonemic
awareness, phonics, whole language, learning
theories, novex analysis, adult literacy *,
spelling, reading, writing,
• Specific searches
– http://jan.ucc.nau.edu/~jar/Reading_Wars.
html
– http://education.independent.co.uk/schools/
article352916.ece
– www.literacytrust.org.uk
– www.nrrf.org/article_anderson6-18-00.htm
Learning Theories
• Algo-Heuristic –
• Androgogy –
L. Landa
M. Knowles
• Constructivism –
J. Bruner (& others)
• Experiential Learning –
C. Rodgers
• Information Processing Theory –
• Operant Conditioning –
B.F. Skinner
• Genetic Epistemology –
J. Piaget
G. Miller
http://tip.psychology.org/theories.html
Algo-Heuristic
• Concentrates on the cognitive processes
that underlie expert thinking &
performance
– Determining algorithms & heuristics –
unambiguous instruction sets
– Imparting knowledge (content) & cognitive
operations (processes)
Being Sound Savvy
Presentation of graphemes
– single sounds
– digraph sounds
– modifiers that may or may not have a
sound, and
– letters that can act as both vowels and
consonants
Androgogy
Emphasizes that adults are
• self-directed
• expect to take responsibility for their
learning
• need to know why
• need to learn experientially
• use problem-solving approach to planning &
evaluation
• learn best with immediate value
Being Sound Savvy
self-directed
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Direct navigation
View any category
Choose content
Not locked into sequential pathway
responsibility for their learning
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RESUME button allows for extended breaks
need to know why
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Created ‘Getting Started’ explanations
Being Sound Savvy
need to learn experientially
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Self directed navigation
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Kept all elements to within 2 mouse clicks
Kept Main Menu available at all times
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Avoid patronising with childish navigation
Avoid text driven navigation
Made clear a/v explanations
use problem-solving approach to planning
& evaluation
learn best with immediate value
Constructivist Theory
Learning is an active process in which
learners construct ideas based on their
own knowledge, therefore instruction
should consider…
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the learner’s predisposition toward learning
the way knowledge is structured
the most effective sequencing
rewards & punishments for learning
Being Sound Savvy
Immersion in reading stories
– culturally appropriate texts
– builds on previous knowledge and experience
Comprehension - stages of comprehension
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Recall
Analysis
Prediction
Application
Synthesis
Experiential Learning
Distinguishes between 2 types
1. Cognitive (meaningless)
2. Experiential (significant – addressing needs
& wants of learning)
Learning is facilitated when…
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Positive climate for learning
Purpose of learning is clarified
Resources are organised & made available
Intellectual and emotional components are balanced
Thoughts & feelings can be shared
Being Sound Savvy
• Assumption for content plan:
The learner WANTS to learn
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Not used Ivory Tower approach
Considered colour blind people
Selected presenter profiles
Showed mouth shape for ESL learners
Integrated learner interaction
Being Sound Savvy
• Clarify the purpose of learning
– Used iconic navigation to
• Set positive climate for learning
– Used adult graphics
– Specific guidance for each section
– Positive feedback
• Balance intellectual and emotional
climates
– Used adult graphics
– Choose male/female presenter
Information Processing
• Concept of “chunking”
• Concept of TOTE (Test-Operate-Test-Exit)
Being Sound Savvy
• Chunking
• TOTE
– Scope & Sequence
– Entry/Exit points built in
Operant Conditioning
Changes to behaviour (response) are the
results of events (stimuli) that occur in
the environment
Being Sound Savvy
Positive feedback
• Pick a Sound exercise
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Reward for behaviour
Immediate
Relevant to the word
Expressed in positive language
In this word, the sound is in the middle. Try again
You might be confusing the /b/ and the /d/ sounds. Have another go
You’re probably using visual clues. Listen again.
Uh, uh!
Genetic Epsitemology
Cognitive structures, patterns of physical
& mental action, underlie intelligence
and correspond to stages of child
development
• Sensorimotor (0-2 yrs)
• Preoperations (3-7 yrs)
• Concrete operations (8-11 yrs)
• Formal operations (12-15 yrs)
Being Sound Savvy
intuitive knowledge (0-7 yrs)
words
context
sentence structure
language interaction
logical processing (8-11 yrs)
explicit
structured
sequenced
abstract processing (12-15 yrs)
NRS 3 & above
Indicators of Success
Phonemic and Phonological Awareness
– 5 levels of phonemic awareness – Adams (1990)
– Causal role in reading acquisition – Stanovich (199394)
– Prerequisite for, and consequence of, reading
– Yopp (1992)
Adams, Marilyn Jager (1990). Beginning to Read: Thinking & Learning about
Print. Cambridge, MA: Bolt, Beranek, and Newman, Inc ED 317 950
Stanovich, Keith E. (1993-94). “Romance and Reality (Distinguished Educator
Series.” Reading Teacher, 47(4), 280-91. EJ 477 302
Yopp, Hallie Kay (1992). “Developing Phonemic Awareness in Young Children.”
Reading Teacher, 45(9), 695-703. EJ 442 772
Sound Savvy Program
• Develops auditory discrimination and
phonemic awareness skills
• Develops systematic presentation of
graphemes and phonemes
• Develops story content into adult
themes
• Introduces ‘rules of construction’ for
words and sentences (spelling &
grammar)
Sound Savvy Philosophy
• Language is a natural process of human
development, acquired through immersion in
language and relationship
• Reading is a coding/decoding skill, acquired
through systematic and intensive development
of sound-symbol relationship, esp in the early
stages of learning
• Auditory discrimination and phonemic
awareness are underpinning skills required of
any reading instruction
Sound Savvy Resources
• Interactive DVD – for personal or formal,
group work
• Grapheme Flash Cards
• Flipchart Combo Book
• Preliminary Readers 1, 2, and 3
• Preliminary Workbooks 1, 2, and 3
• Teacher Reference Book
• Phoneme / Grapheme Chart
• Diagnostic assessment instrument (for AD/PA)
Scope & Sequence
• Flash Cards
– Consonants
– Vowels (short & long)
– Digraphs & Diphthongs
• Preliminary Readers / Workbooks
– With DVD or teacher instruction
• Stories
– Develop comprehension and critical thinking
Being Sound Savvy
Thank you for your interest