Lesson Planning - Component 1

Learning Taxonomies


I studied this component of Lesson Planning prior to studying the others which I have already completed. The reason for choosing this topic last is that I wanted to fully understand that the majority of my learning in this course deals in the Cognitive Domain. For myself this process of learning is to climb the “Cognitive Pyramid” in order to be highly creative in my classroom presentations. Moreover I have learned that the students I am instructing are going through the same process as myself, though because of the field I am in, I can see that the Psycho-Motor Domain will have more prevalence to their learning process than the Cognitive Domain.

Knowing the differences in all three domains will help in my instruction while incorporating the Affective Domain theories to building self esteem and confidence into my students.

Source;

Atherton J S (2013) Learning and Teaching; Bloom's taxonomy [On-line: UK] retrieved 3 November 2013

Lesson Planning - Component 6

Setting Instructional Processes and Strategies


I chose this component to enhance my lesson planning process by being aware of the many  techniques and strategies options I have as an instructor to ensure learner comprehension. I feel that by having learned these options I will be able to better assess a topic and decide on the best technique or strategy for the delivery of the information.

To quote from the Cognitive Instructional Strategies article;

“There is no one strategy or approach to instruction that can be
described as the most effective or preferable. In fact, good trainers and
instructors employ as many different strategies as both time and the subject
matter allow. Variety in instruction is both stimulating and highly productive of
Learning.”

While researching this component I came across a very inspirational video on YouTube. It is an interpretation of the book “Seven Steps to Effective Leadership” by McEwan, E. K. (2003)

http://www.youtube.com/user/BlueBearEdVideos

A quote from this video I really like is;

“Leaders don’t create followers, they create more leaders” (Tom Peters)

Sources;

Cognitive Instructional Strategies

YouTube 

Lesson Planning - Component 5

Assessment (Formal and Informal) and the Role of Feedback


My rationale for studying this component is that it doesn’t matter how much time a teacher spends on lesson planning if the students are not fully learning all of the concepts that are being taught. It is therefore an absolute necessity that the teacher must incorporate some of their classroom time into assessing the knowledge a student has retained from a lesson before proceeding.

I have learned from my life experiences, that if a concept is misunderstood or simply not learned, the next step in the progression of learning the subject will be lost and further learning will come to an abrupt halt. At this  point a learners confidence and satisfaction deteriorates rapidly if allowed to continue. This can be avoided by continuous assessment and rectification as need be.

My knowledge of this will greatly improve my instructional practices by not just assuming that the learners are ready to move on.

In the article sourced below, there are 37 informal assessment techniques. I found many of these exceptional assessment strategies but not all relate to the demographic in my field.

Source;

Informal Assessment Strategies: A - Z for the Math Class
Dr. Chris Moersch
LoTi Connection

Lesson Planning - Component 4

Considering Motivation and Motivational Techniques



Considering Motivation and Motivational Techniques


I chose this component in order to learning how to motivate the adult learners in my class. Being able to motivate a learner intrinsically is a deeper and more compelling motivation where the learner will retain their knowledge long after the reward is gone. Intrinsic motivation comes from within. This learner will be self driven and eager to achieve. Extrinsic motivation is derived from external factors such as rewards which motivate the learner to succeed but to a far lesser degree than the learner that is internally driven.

Using the ARCS model I know this will improve my instruction by asking myself daily;

• Attention …do I have theirs?
• Relevance …do they know? or am I assuming they know?
• Confidence …who is? and who isn’t ? or is it just my perception?
• Satisfaction … I think they are, I hope they are! Are they?

Source;

Learner Centred Methodologies; Motivating Factors in Adult Learning
Rhonda Wynne, Ireland.

Lesson Planning - Component 3

Creating a Positive Classroom Environment


I choose this web site because I found it an interesting if not fascinating read.  In it I learned how to build a positive environment for the adult classroom.


Topics in the article from this site included;

• "Build Self Esteem and Self Efficiency,"
• "Use of Non Verbal Communication"
• "Motivate Students"

I truly enjoyed researching this site, as much (if not all of it) pertains to exactly what I deal with on a day to day basis. This will definitely be a benefit to my instruction by eliminating negative energies in the classroom and building on the positive energies that we must tap into.

The following source is a must read!! I will be returning to this site many more times in the future for other pertinent articles and information.


Source:

Literacy Source : A Community Learning Center
Creating a Safe and Supportive Learning Environment

Trends in Adult Education

Psychology of Adult Learners & Generational Trends



   
In studying the trends in adult education I have found that the adult educator must be aware of the psychological and generational differences when selecting teaching strategies and learning activities. Understanding the generational trends in our history then becomes a paramount necessity for the role of an adult educator.”

Trends are now indicating that the movement toward learner-centered style of instruction is becoming far more prevalent than instructor-centered traditional model. Because of these changing trends the adult educator must update their teaching practices and consider age to be an important factor when selecting teaching methods and be aware of potential factors that can promote or impede learning.

“More than ever the gap between the instructor and the student is widening. Roles are changing.” (Microsoft Corporation - 2003) And why is that? Because of the changing trends in education. In the past it was thought that learning past the age of early adult hood to be unnecessary. This has gradually been replaced with a new importance for adult learning both for the individual and for society as a whole. (Knowles, 1973; Turlock & Courtenay, 1999).

This changing trend has brought about the ever increasing number of adult learners into our classrooms. In order to teach to the various ages in our classroom we must realize at what stage in a persons life do they become an adult. Malcolm Knowles (1984) gives the definition of an adult as “The psychological definition is one who has arrived at a self concept of being responsible for ones life, of being self directed.” (p. 9).

Pedagogy, (the art and science of teaching children,) would probably not be a wise theory to practise in a diverse classroom makeup. Andragogy (the art and science of teaching adults), is a more appropriate theory as it “assumes that adults enter into an educational activity with both a greater volume and a different quality of experience from youth.” (Knowles,  p.10) At this point we must learn the basic components of adult learning ( found on pages 7 - 8).

The instructors mandate therefore is to manage their classroom and teach to each generation’s learning preference. The continuing increase in the numbers of adult learners in our classrooms is due to the ever changing trends in our society and the Generational Differences in it.

Click on the link in "Resources" for a quick guide to the Generational Differences found in;
Appendix A (p.28 - 29)  Generational Comparison Chart
Appendix B (p.30 - 31) Classroom Implication Chart

Source:

Psychology of Adult Learners and Generational Trends
Teaching Across Generations
Baker College, Effective Learning and Teaching Department

References;

Knowles, M. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning.

Roles of an Adult Educator

Teaching Across Generations: Understanding and Motivating Generations.


I found this article particularly interesting as there were a number of very helpful teaching aids listed under “Messages that Motivate,” “What Works for You,” and “What Works Against You.” What I found especially interesting is the fact that as a teacher you must be able to recognize and understand the demographic that you are teaching to.

This may seem quite obvious to  teachers in grade school but as a teacher of Adult Education I have students ages varying from 17 years of age up to mid 60’s. This means that in my class I have 3 generations to teach. This is where the recognition of the Generational Differences becomes a major factor in the way to approach a class of adult learners. As a teacher I have to assess the generations in the class and be able to adapt my classroom preparation and presentation to ensure all receive the knowledge presented in a judicious and enjoyable atmosphere.

This article taught me the 3 generations in my class are quite unique in the ways that they learn. For example;

Baby Boomers  (1943 - 1960)

• Generally prefer organization
• No role playing
• Want plenty of time to practice

Gen X ers  (1961 - 1980)

• Like individual attention
• Life and school balance is important
• Prefer the use of graphs and bullets
• Want exciting materials in short lectures

Gen Y ers  (1981 - 2002)

• Use the most up to date references and aids
• Want lots of activities with several steps
• You must be very creative with presentations

By learning these few examples and further studying of Generational Differences in the classroom I’m sure is going to enhance my proficiency as a teacher. I found this article to be a great spring board into my next assignment…Trends of Adult Education.
   
Source;

Teaching Across Generations: Understanding and Motivating Generations.
Center for Teaching & Learning Excellence
Workshop Series - September 2012

About me

Hello everyone.
First of all I should give you a brief background.
I was born in Trail BC and raised in Fruitvale about 15 km east of there where my parents still reside. Upon graduation from J.L. Crowe SS school I had numerous jobs. I worked in the coal mines in the East Kootenays, mills and underground mining in the Squamish area,  power line construction in Saskatchewan, and sought my fortunes in the Yukon for a season. It was there that I joined the Canadian Armed Forces as a Meteorological Technician based out of Comox, BC. Upon completion of my term, I started work as a "Met Tech" with the Atmospheric Environment Service of Canada. My postings there started with a mandatory isolated area posting which was Cape St James on the southern most tip of the Queen Charlotte Islands. (now Haida Gwaii) I spent 8 months there, had 1 month vacation, and another 6 months. This was isolation as our only contact with the outside world was by radio telephone. (no such thing as satellite tv, which was a good thing.) Other than that we received our mail and food once a month by Coast Guard helicopter. Having survived that I had postings to the Gonzales Observatory Weather Station in Victoria BC, the Hope Weather Station and finally to the Vancouver International Airport. It was there that I decided to fulfill a dream of being a commercial helicopter pilot and started my flying lessons in January 1981. By the time I finished the course the "Recession of 81" was in full swing leaving pilots with 8,000 hours flying time out of work. It took about 6 years for the helicopter industry to recover to the point of hiring low time pilots again. Of course by this time I had to move on and took a job as a Met Tech for a fly-in mine north of Smithers where my wife and I lived for 2 1/2 years. The mine eventually shut down and we decided to move to Parksville on Vancouver Island where we had good friends. Our daughter was now 5 years old and our son was 1. It was here that I got my start on operating heavy equipment (mainly excavators) which I have done for the past 20 or so years. The past 12 years I was employed by a civil construction company named "Knappett Industries" in Nanaimo.
One evening last June one of my superintendents called me to tell me of a job that "had my name all over it." This job was for a "Heavy Equipment Operator Instructor" at Vancouver Island University.
So here I am today having been accepted for the position, one that I have never been so thrilled to undertake.
My thanks go out to Knappett Industries for all their support over the years and especially to Jeff Martin for giving me the heads-up. An amazing team of incredible people.
Now to complete the story...PIPD 3100 here I am!