{"content":{"sharePage":{"page":0,"digests":[{"id":"65144740","dateCreated":"1385441661","smartDate":"Nov 25, 2013","userCreated":{"username":"emayo13","url":"http:\/\/www.wikispaces.com\/user\/view\/emayo13","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/65144740"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"Instructional Design ","description":"It is hard for me to decide what I would be teaching in school because I haven't figured out what age I will be teaching. I'm going to use my current job and write about training fellow employees.
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\nThe people I work with have all graduated from high school and many are continuing their education. Ages vary from 17-28. The reason these people are learning about this topic is because they want to keep their job and be a good worker. Many of the people I work with are creative people, so I know that would be an important factor in designing the instructional experience.
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\nI don't think that a lot of reading would be best for my coworkers, I would in the food industry, so I think teaching them through demonstration would be the most successful way for them to learn. They need to learn about the food and where the ingredients come from. The best way would be to show them a video that follows the food from the farm to the plate.
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\nI think my coworkers would also benefit from knowing the mission of the restaurant and the qualities of excellent service. This could be presented by an interactive website where you answer questions about food service and the restaurant's core goals.
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\nThe way to truly see if my coworkers understand the material is to test them at the end of the instructional experience. Testing them will show me if this way of teaching is helpful or not.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61048946","dateCreated":"1354996409","smartDate":"Dec 8, 2012","userCreated":{"username":"escott91","url":"http:\/\/www.wikispaces.com\/user\/view\/escott91","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61048946"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"erin scott response","description":"For this activity I have chosen to teach a student(s) how to use scissors. Usually this is covered in Kindergarten so they would be around 4-6 years old. Kindergarteners are usually really ansty and like to move, which doesn\u2019t fair well to teaching them how to use scissors, but they need to learn because it is a skill they will use for the rest of their life. They may be interested to learn because kindergarteners are typically curious, but some may have no interest. In order to teach them, I would have them give me their full attention by having them sit criss-cross-applesauce on a rug in front of me with a bubble in their mouth to keep silent. I would request their full attention, as I am about to teach them about a \u201cvery dangerous mission\u201d that I need them to go on. This will get their interest sparked. I will then demonstrate how to use the scissors and ask them questions such as \u201cdo we use scissors to cut crayons in half?\u201d \u201cdo we leave scissors open?\u201d \u201cdo we throw scissors?\u201d \u201cdo we sit still when we use scissors?\u201d to teach them the yes\u2019s and no\u2019s of scissor use. Then I will allow them to go back to their seats and I will pass out scissors and a piece of paper. In the past I have given students a round piece of paper to cut, which we then turned into the fur of a lions face in a later project, so I would do something similar for the objective of what they are cutting. I will walk around and assist students, which allow me to see if they are succeeding or not. If a student were not succeeding, I would give them some one on one attention.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61020708","dateCreated":"1354747216","smartDate":"Dec 5, 2012","userCreated":{"username":"kleitschuh","url":"http:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61020708"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"Instructional Design","description":"Instructional Design
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\nTake one thing you are likely to teach--make it a very small thing. For example, you might want to teach one particular math skill or the characteristics of one part of speech. Maybe you envision yourself training fellow employees for a job (in fact, you could use your current job as a source of what could be taught).
\nWhat are the characteristics of the type of learner for whom you are designing this instructional experience? Age? Level of interest in the topic? Reasons for learning? What are some factors to think about when you are designing your instructional experience, in relation to the characteristics of the learners?
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\n If I were to use my current job as a volleyball coach, the characteristics of the learners would be my 8 and 9 year old players. Due to the age, the majority are interested in learning to play volleyball but there are a few that are only enrolled in the sport because their parents. They still are active learners and want to be there, just need some motivation or a little extra push sometimes. Their reasons for learning are to improve their volleyball knowledge and abilities in order to know the game and be successful. As the coach I think the main factor to think about is that the child could only be there due to the parents and want the parents interests are instead of their own. I know as a child my parents put me in every sport or activity, but I think they looked at it as a wide verity that later on I could pick and choose which sports I enjoyed more once my interests started to develop. Because of my past experiences and knowing that the child might not like the game now but could learn to love it, as a coach I think it\u2019s important that a little extra motivation or attention grabbing is given. It\u2019s our job to really make the skill or just learning court sense sound exciting to them especially when it\u2019s a large skill, such as serving, that you would be doing every practice. Another thing to keep in mind is their age and that they are just beginning stages of athletics, so physically they may not be developed enough to achieve some advanced skills but teaching them the basics will help them get there.
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\nWhat are some online activities that could be used to teach this concept? Text? Video? Audio? Interactive website? Demonstration? etc. The internet is full of this sort of thing, so search for some possible resources.
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\nThe only online activities I can think that can be used would be demonstrational training videos. I think there are multiple ways of doing this, for example just learning from watching short clips of actual volleyball games to watching videos of drills that the players can go home and do in their own back yard with a parent. Here is one of the demonstrations I found on line using YouTube: http:\/\/youtu.be\/TI5l0uIxxOc<\/a>
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\nHow will you know the user of your lesson has truly succeeded in learning the material you have set out?
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\nHow to tell when your players have succeeded in learning the material you\u2019ve set out is easier when coaching a skill because you will be watching them grow and learn throughout the season. After you have given them the videos and time to go home and practice the skills based off of what they\u2019ve learned at practice as well as the videos you had assigned, you can assess at the next practice what players show improvement from demonstrating each skill you have assigned. With the age and them being in the beginning of the game I think punishment is a negative approach. The children need you there for motivation so they can be motivated in themselves to want to get better.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61017890","dateCreated":"1354730599","smartDate":"Dec 5, 2012","userCreated":{"username":"ChristineAngi","url":"http:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61017890"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"Christine Angiuoli-Response","description":"Take one thing you are likely to teach--make it a very small thing. For example, you might want to teach one particular math skill or the characteristics of one part of speech. Maybe you envision yourself training fellow employees for a job (in fact, you could use your current job as a source of what could be taught).
\nWhat are the characteristics of the type of learner for whom you are designing this instructional experience? Age? Level of interest in the topic? Reasons for learning? What are some factors to think about when you are designing your instructional experience, in relation to the characteristics of the learners?
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\nSomething that I teach in my current job as a tutor for a first grade boy. Something that we have recently been working on learning is about shapes. The type of learner that I am aiming to teach is again a first grade student who is an above average student and needs to be challenged in order to keep him engaged, but is still fairly motivated to learn new material. This student is a visual learner so the last thing to think about before presenting the information is how to make it interesting for a first grade boy. He is very interested in dinosaurs so we used Tangram shapes to actively hold and look at the shapes to better understand which each one looks like. We used to tangram picture to figure out how to shapes match up to create bigger shapes. This assignment was put under a 2nd-3rd grade level and this is why I chose to approach shapes this way. He is a learner that thrives on being challenged and stays most actively engaged when it is a topic he has to really push himself to be able to understand.
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\nWhat are some online activities that could be used to teach this concept? Text? Video? Audio? Interactive website? Demonstration? etc. The internet is full of this sort of thing, so search for some possible resources. How will you know the user of your lesson has truly succeeded in learning the material you have set out? Each page on this wiki is an example of instructional design. There are other ways to do this, but this might help you get started in developing this skill. Briefly describe these things in a post to the discussion board.
\nA website where I was able to print out activities and the answer keys that went along with them was the tangram puzzle web page.http:\/\/www.activityvillage.co.uk\/tangram_puzzles.htm<\/a>
\nAn alternative to printing these out if that is not a possibility is to have the student work on the same thing in an interactive online setting. There are interactive online puzzles on the PBS Kids website. http:\/\/pbskids.org\/sagwa\/games\/tangrams\/<\/a>
\nIf explaining these puzzles to a visual learners difficult there are numerous demonstrations on Youtube of people showing how to do all different types of the tangram puzzles.
\nI will know that my learner has succeeded in this activity when they are able to complete a puzzle completely in their own without and major error. And not only this but will also be able to identify each of the shape the students is using to create the larger shape.
\nA further extension to truly challenge and prove understanding is the give a few choices and challenge the student to make their own tangram and in class trade with another student to try to evaluate each students understanding of this unit over all.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61007228","dateCreated":"1354638078","smartDate":"Dec 4, 2012","userCreated":{"username":"mgreathousemarshall","url":"http:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/61007228"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"MGreathouse -Response","description":"Take one thing you are likely to teach--make it a very small thing. For example, you might want to teach one particular math skill or the characteristics of one part of speech. Maybe you envision yourself training fellow employees for a job (in fact, you could use your current job as a source of what could be taught).
\nWhat are the characteristics of the type of learner for whom you are designing this instructional experience? Age? Level of interest in the topic? Reasons for learning? What are some factors to think about when you are designing your instructional experience, in relation to the characteristics of the learners? What are some online activities that could be used to teach this concept? Text? Video? Audio? Interactive website? Demonstration? etc. The internet is full of this sort of thing, so search for some possible resources. How will you know the user of your lesson has truly succeeded in learning the material you have set out? Each page on this wiki is an example of instructional design. There are other ways to do this, but this might help you get started in developing this skill. Briefly describe these things in a post to the discussion board.
\nThe best thing about teaching the higher level sciences (chemistry or physics), the majority of the students are in there because they realize they need the course in order to graduate or to get into college, especially physics. No one takes this course unless they want to. Even with that I will have some students who don\u2019t quite understand the concepts given and will get frustrated. Science is not a subject the promises to be entertaining at all. The most entertainment that is guaranteed is the dissecting something (but even that is getting phased out in some schools). So when I am designing my lessons, I have to keep in mind that most students are going to get bored as soon as they walk into the classroom. Using a variety to activities is the only way to help. We can go to a computer lab and do research on the subjects, show videos that show the processes taking place, doing online tutorials and just some of the ideas that come to mind. I will try to stay away from traditional assessments and move more towards thought provoking questions and cause the students to think outside of what they see. More experiments and actually working problems is the best way to assess what they are doing. As I\u2019ve stated before, I don\u2019t care how you arrived at the answer as long as it is correct and you can explain to me how you go there. Working with students and walking them through the process, if they are struggling and allowing them to try again if more important to me.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60878680","dateCreated":"1353357734","smartDate":"Nov 19, 2012","userCreated":{"username":"cbpries","url":"http:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60878680"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"Carly Pries Response","description":"Take one thing you are likely to teach--make it a very small thing. For example, you might want to teach one particular math skill or the characteristics of one part of speech. Maybe you envision yourself training fellow employees for a job (in fact, you could use your current job as a source of what could be taught).
\nWhat are the characteristics of the type of learner for whom you are designing this instructional experience? Age? Level of interest in the topic? Reasons for learning? What are some factors to think about when you are designing your instructional experience, in relation to the characteristics of the learners?
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\nUsing my current job as a soccer coach, the characteristics of the type of learners for whom I am designing an instructional experience are 8 year olds, a majority are interested in the topic but there are a few that are only there because their parents make them so they need a little extra motivation. Their reasons for learning are to improve their soccer abilities in order to be successful in games. One of the factors to think about is what I mentioned before, that they might only be at soccer because it is something their parents want them to do instead of because of their own interests. Because of this, a little extra motivation or attention grabbing will be necessary, so you really need to make the skill sound exciting especially as it relates to a game situation because games tend to be much more exciting then any practice. Another thing to keep in mind is that they are only 8 years old, so physically they may not be developed enough to achieve some advanced skills but teaching them the basics will help them get there.
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\nWhat are some online activities that could be used to teach this concept? Text? Video? Audio? Interactive website? Demonstration? etc. The internet is full of this sort of thing, so search for some possible resources.
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\nOnline activities that can be used are training videos (Demonstration). There is a whole series of \u201cYouth Soccer Drills & Skills\u201d videos that the players can go home and watch and then go out in their own back yard and practice what they just saw on the video demonstration. Here is a link to an example of one of these videos for changing direction with the soccer ball that a young player could use: http:\/\/www.youtube.com\/watch?v=u-tUUEvskM0&feature=list_other&playnext=1&list=SP18F22891326150A9<\/a>.
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\nHow will you know the user of your lesson has truly succeeded in learning the material you have set out?
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\nFinding out if your players have succeeded in learning the material you\u2019ve set out (like video demonstrations that they are to use to practice at home) is fairly easy when coaching. After you have given them time to go home and practice the skills based off of the videos you had assigned, at the next practice you ask the students to demonstrate each skill you have assigned. When I was playing if we had not mastered the skill we were assigned we had to condition during practice, but we avoid doing that with 8 year olds, our consequences are generally having each player who did not master the skill at home do that skill quite a few times during practice until they show that they have got it down.","replyPages":[{"page":0,"digests":[{"id":"58781598","body":"This is a really good idea. Sometimes people don't feel highly motivated around things they don't feel they are good at. Something like this could help a student get better at soccer and then start to enjoy it more.","dateCreated":"1354392380","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60679740","dateCreated":"1351649732","smartDate":"Oct 30, 2012","userCreated":{"username":"karibradley","url":"http:\/\/www.wikispaces.com\/user\/view\/karibradley","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60679740"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"Kari Bradley- Instructural Design","description":"For this assignment, I chose to use \u201chow to leave a voicemail.\u201d I work in the Admissions Office at Capital as a Telecounselor, so leaving an appropriate, professional voicemail is important.
\nThe learner in this case would be a college student, ranging from the ages 18-21. They are getting paid to learn this topic, which is their reason for learning. Their interest level is probably somewhat neutral. I think I would need to keep in mind that it is extremely difficult for college students to stay focused on something, especially if it is not very interesting.
\nFor this particular concept, I do not think that online resources would come in handy. I think all that could really be used is demonstration, which is what we do when training new telecounselors. The new students sit with many returning counselors to see how they leave messages and complete calls, as everyone does it a little differently. The new telecounselor would also leave voicemails of their own and get feedback from returning telecounselors. I do not believe that any other activities could be used to teach this concept.
\nI will know that the user has succeeded when they are able to make correct voicemails on their own. Many new telecounselors experience anxiety when it comes to making phone calls for the first time, so if they are no longer experiencing this anxiety, I would take that as them being successful.","replyPages":[{"page":0,"digests":[{"id":"57927806","body":"In addition to the demonstration, I wonder if having a "cheat sheet" to remind people about what to do would help. I know that when I first started working on crisis lines, having a cheat sheet would have helped me. I was nervous and anxious to do things right so that the person on the other end of the line would get the help needed.","dateCreated":"1351864992","smartDate":"Nov 2, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60583220","dateCreated":"1350866777","smartDate":"Oct 21, 2012","userCreated":{"username":"arutsky","url":"http:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"http:\/\/capitaledpsych.wikispaces.com\/share\/view\/60583220"},"dateDigested":1532724743,"startDate":null,"sharedType":"discussion","title":"Andrew Rutsky","description":"What are the characteristics of the type of learner for whom you are designing this instructional experience? Age? Level of interest in the topic? Reasons for learning? What are some factors to think about when you are designing your instructional experience, in relation to the characteristics of the learners?
\n\u2022 The hypothetical learner that I will be teaching is in the 3rd grade is an average student who is motivated to learn and just needs the guidance. As an average third grader they are energetic and easily distracted. I will be teaching them about the food chain and how it works. I think that the student would be pretty interested I this topic. As a teacher I will need to present this in an interesting way. I could use a food chain that would be characteristic to the system that my students live in. We would be learning this in class because food chains are a part of science curriculums in elementary school. Another factor to think about when designing my instruction is what kinds of food chains\/animals would engage or interest my students. Also, I would need to present food chains in numerous ways for visual, tactile, and auditory learners.
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\nWhat are some online activities that could be used to teach this concept? Text? Video? Audio? Interactive website? Demonstration? etc. The internet is full of this sort of thing, so search for some possible resources.
\n\u2022 I could give my students a list of animals to research online and figure out which animals belong where in a food chain. Also, I could have my students research animals online that they wouldn\u2019t normally encounter in their immediate ecosystem. Without the internet students wouldn\u2019t be able to see videos of exotic animals. At this website (http:\/\/www.sheppardsoftware.com\/content\/animals\/kidscorner\/foodchain\/foodchain2.htm<\/a>) food chains are presented in an easy to understand simple way with pictures. There are a few interactive websites that students can utilize such as (http:\/\/www.ecokids.ca\/pub\/eco_info\/topics\/frogs\/chain_reaction\/index.cfm<\/a>). I could provide my students with video representation of a food chain by for example having grass taking in the suns nutrients, then being eaten by a grasshopper, which is eaten by a mouse, followed by a snake and hawk.
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\nHow will you know the user of your lesson has truly succeeded in learning the material you have set out?
\n\u2022 I will know that my students have truly succeeded in learning the material when they can give an example of a food chain. Also, when they can explain how food chains with (transfer of energy etc.) and how they are important to ecosystems. To test their true knowledge I could eliminate a stage from a food chain, and ask them how the rest of the food chain would be effected.","replyPages":[{"page":0,"digests":[{"id":"57840232","body":"That's a great idea, for students to have an animal and then have to figure out where it is in the food chain. That requires the construction of knowledge, which makes things more memorable.","dateCreated":"1351621975","smartDate":"Oct 30, 2012","userCreated":{"username":"COCapitalU","url":"http:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"http:\/\/c1.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}