training manual
Sami
training_manual_1.docxRunning Head: TRAINING MANUAL 1
TRAINING MANUAL 2
Training Manual for Instructional Designers
Comment (1)
Table of Contents
1.0 Introduction……………………………………………………………………………………4
2.0 Objectives……………………………………………………………………………………..4
3.0 Mnemonics…………………………………………………………………………………….5
3.1 Objectives of Mnemonics …………………………………………………………….5
3.2 Appropriate Time of Using Mnemonics ……………………………………………...6
3.3 Why Mnemonics ……………………………………………………………………...6
3.4 Execution of Mnemonics …………………………………………………..................6
3.5 Assessment…………………………………………………………………………….7
4.0 Graphic Organizer………………………………………………………………………….....8
4.1 Objectives of Graphic Organizers ……………………………………………………8
4.2 Appropriate Time of Using Graphic Organizers ……………………………………..8
4.3 Why Graphic Organizers …………………………………………………………….9
4.4 Execution of Graphic Organizers ………………………………………………........9
4.5 Assessment…………………………………………………………………………..10
5.0 Analogies……………………………………………………………………….....................11
5.1 Objectives of Analogies ……………………………………………………………..11
5.2 Appropriate Time of Using Analogies …………………………………....................11
5.3 Why Analogies ………………………………………………………………………12
5.4 Execution of Analogies ……………………………………………………………...12
5.5 Assessment…………………………………………………………………………...13
6.0 Signaling…………………………………………………………………………………….14
6.1 Objectives of Signaling ……………………………………………………………..14
6.2 Appropriate Time of Signaling ……………………………………………………...14
6.3 Why Signaling ………………………………………………………………………15
6.4 Execution of Signaling ………………………………………………………………15
6.5 Assessment…………………………………………………………………………...16
7.0 Explaining Example………………………………………………………………………….17
7.1 objectives of Explaining Example…………………………………………………...17
7.2 Appropriate Time of Using Explaining Example …………………………………...18
7.3 Why Explaining Example …………………………………………………………..18
7.4 Execution of Explaining Example…………………………………………………..19
7.5 Assessment…………………………………………………………………………...20
References………………………………………………………………………………………..21
1.0 Introduction
Instructional strategies dictate the best approach an instructor may choose so as to realize the learning objectives. Research indicates that teacher amalgamation of the various literacy-related instructional strategies eases student learning. Various instructional strategies which aid learning will be featured within this training manual. It should be noted that the instructional strategies offered within this training manual are not exhaustive but are simply representative of the countless effective strategies which instructors may opt to use. Variety is fundamental. It has been established that the best instructional strategies have the potential of motivating learners, as well as, assisting them focus attention (Manitoba, 2007). Moreover, such strategies facilitate the organizing of information for not only comprehension purposes but also for remembrance. Besides, it is only through the instructional strategies that learning can be monitored, as well as, assessed. Effective instructional strategies can be utilized across various grade levels along with subject areas and are in the position of accommodating a wide range of learner differences. The instructional strategies which will be covered within this training manual are Mnemonics, graphic organizer, analogies, signaling and explaining example.
2.0 The Objectives of the Training Manual
The principal objective of the training manual is to outline various (actually five) learning strategies which instructors can put into use so as to assist students to:
· Exploit the opportunity of transferring skills along with ideas from a certain scenario to another.
· Have the opportunity to become independent and demonstrate what they know.
· Get encouraged undertaking individual monitoring and correcting them.
· Acquire tools for not only reflecting on but also assess own learning (Slavin, 1991).
3.0 Mnemonics Comment by Windows User: All the contents are lacking of details. You need to do more research and provide much more information for each chapter.
Mnemonics strategies are entrenched in the learning strategies’ cognitive sphere. This learning form involves encoding of mnemonics information. . This is carried out systematically via addition of budding information into already existing content. The new information is meant to introduce useful text, as well as, context which append value to the old content within the memory. Mayer (2008) proposes that this addition may be realized in three diverse approaches. These are organization, double coding along with association. Information within twin coding is put in place within the memory in twofold arrangement which provide multiple accesses. The organization enables arrangement of information as a single collection while association engenders relations between information.
3.1 Objectives of Mnemonics Comment by Windows User: Please revisit what you have taught in the course You need to write learning objectives for your target learners. What do you expect them to learn after they read your instruction?
· To satisfy the curiosity of learners on a particular topic.
· To at least make better the comprehension of a certain topic.
· To increase the student’s knowledge.
· To improve memo ability
3.2 Appropriate time of using Mnemonics
Mnemonics are best utilized where students are learning substance which may not be directly related to the content which is within their memory. For instance, learners may come across novel information which can include adopted words within the novel dictionary version, foreign language, and fresh subjects, in addition to upcoming concepts are all capable of being encoded by utilizing mnemonics. The strategy involves the dynamic utilization of cognitive relations capability between information. The strategy operates relatively well with other strategies like chunking due to the fact that the strategy sums on the present sets allocated within the long-term memory, as well as, ensuring the learner can recall them easily given that they are simply added within the short along with long-term memory.
3.3 Why Mnemonics
Experiments done on college students on the suitability of mnemonics have reveled that these strategies improve the rate of absorbing information (Laing, 2010). In spite of the various positive aspects, mnemonics as a strategy is probably not quite pertinent in retention of information within the long-term frame (Wang & Thomas, 1996). On top of this, the utilization of mnemonics in the representation of symbols within mathematics (for instance the use of letters within algebraic equations) will most likely hamper student’s comprehension (Wolgmuth, Cobb, & Alwell, 2008).
3.4 Execution of Mnemonics
The strategy proposes that learners have to be motivated to formulate custom made mnemonics which easily relate with the connotation they associate to such for easy remembrance by assigning relevant meaning. Mnemonics offered within syllabuses are similarly equally valuable and learners can utilize both sources so as to make better their learning. The aforementioned approach makes certain that learners enjoy the freedom of coming up with the method which relatively suits them best. Discroll, as well as, Mayer advocate for the utilization of the diverse custom made in addition to the syllabus provided mnemonics so as to make better the learning process (Driscoll, 2005; Mayer, 2008). In order to achieve better results by utilizing this strategy, it is of great essence to support it with the other strategies.
3.5 Assessment Comment by Windows User: Again, revisit what you have been taught in the course about how to design assessments. You will get zero if you do not understand and rewrite the assessment. You need to DESIGN assessments for your target learners.
By giving the learners assignments
Instructors are allowed to give the learners assignments which cover the specific whole topic. This is considered to make the learners to carry out comprehensive research more from diverse sources. On top of that, these assignments are also meant to greatly assist the learners in remembering some of the information which they had learned previously.
4.0 Graphic Organizing
Graphic organizers are also termed as the cognitive organizers or key visuals. These are simply formats utilized in organizing information together with ideas either graphically or visually. Similar to the cooperative learning groups which make learner thinking discernible, graphic organizers make leaner thinking visible. Learners can make use of graphic organizers to come up with ideas, record or reorganize information, as well as see relationships. The graphic organizers demonstrate both what the learners are thinking along with their thoughts while they were going through the learning tasks. Graphic organizers comprise of items such as idea builders, Venn diagrams, P-M-I charts, mind maps, T-charts along with K-W-L charts (Boon et al, 2006).
4.1 Objectives of Graphic organizers
The basic objective of the graphic organizers is to offer visual aid so as to ease learning along with instruction. Majority of the graphic organizers establish a vibrant visual information picture and enable the mind to view not only undiscovered patterns but also relationships. As at present, graphic organizers are being used to assist learners in understanding concepts within the fields of sciences, language arts, social studies, as well as, mathematics.
4.2 Appropriate time of using graphic organizers
Graphic organizers can be utilized in different times during early childhood adaptations, elementary adaptations, as well as, middle years’ adaptations. In the course of the early childhood adaptations, they can be used to teach kids about animals and assist them in the classification of animals. Within this stage they can also be used to give explanations about connections of characters within a story and developing language skills. Within the elementary adaptations, graphic organizers assist learners to remember and comprehend certain parts of a story. They are also used in memorizing various regions within a map. Within the middle years adaptations, the graphic organizers are used to illustrate science concepts, for instance, how and when diverse types of clouds are forms. In addition, they are used in comprehending history concepts, for instance the main issues which lead to the emergence of civil war.
4.3 Why graphic organizers
It is of great essence to make use of graphic organizers because they give learners the chance to apply what they are learning. In addition, they give instructors information concerning what learners are thinking. Moreover, carefully designed graphic organizers make better the learners’ reasoning, as well as, problem solving prowess. Research has also established that learners who are introduced to this strategy perform better than those who have not been introduced to it (Boon et al, 2006).
4.4 Execution of graphic organizers
To teach learners how to utilize graphic organizers, the instructor should not only plan but also introduce all lessons through the use of graphic organizers. It is also necessary to make illustrations of new organizers and offer a detailed explanation of their purpose along with form. The materials used to model the manner in which the organizers will be used are supposed to be easy or familiar. Moreover, the organizers have to be modeled on the board, chart paper or overhead, utilizing the “think-aloud” format. After modeling on the board, it is the time to give the learners the opportunity to practice utilizing the said format with familiar material. It is necessary to coach the learners at various points within the process. The final products should be shared then a discussion made on what function and what failed. In addition, give learners the chance to revise information and allow them more time to practice utilizing graphic organizers. It is also important to utilize graphic organizers with a diverse range of topics, as well as, issues. Lastly, the instructor is expected to motivate learners to evaluate the type of organizers which work best within certain learning situations.
4.5 Assessment
The evaluation procedure of graphic organizers greatly depends on the type of graphic organizer being assessed. A generic learner evaluation rubric and instructor-made graphic organizers may turn out as a valuable tool of establishing the efficacy of a certain type of graphic organizer. In the event that an instructor wishes to evaluate the impact that utilizing a certain graphic organizer had in learners reaching a set learning goal, then other kinds of assessment tools along with techniques will be required (Boon et al, 2006).
5.0 Analogies
In the classroom setting, the use of the analogy method basically refers to the teaching of new topics by linking them to familiar information. In other words, it is defined as the making of similarities between two items which are otherwise unalike. In that regard, an instructor makes use of familiar things to offer an explanation about a certain phenomena. For instance, in the process of making students understand how the white blood cells function in the body system, the instructor can portray them as the soldiers within the defense system. In that regard, the instructor will have utilized the soldiers’ analogy (which is already known information by the learners) to assist introduce the white blood cells concept (which is new information to the learners).
5.1 Objectives Analogies
Analogies are designed in such a way that it can assist students in:
· Getting the concept of the new topics being introduced to them.
· Increase the students’ retention along with retrieval of information.
· Making better, as well as, strengthening the learning process.
· Assist the learners in assimilating the new information.
· Offer a structural framework of learning a new schema.
5.2 Appropriate time of using Analogies
Analogies are put into use in situations whereby the instructors need to make unfamiliar concepts appear familiar. It is mostly used when introducing new topics which can be related to other well known topics in a simple context. The strategy is also used by instructors while attempting to superimpose either traits or simply similarities of a topic which is familiar to the learners to another which is unknown to them. It has also been established that this strategy can be utilized in a wide variety of settings. Therefore it can be even used in virtual learning on top of the classroom setting.
5.3 Why Analogies
Analogies are considered to be a valuable learning strategy because it stimulates critical thinking. In addition, it assists the learners to understand better the new concepts being introduced to them. It is also considered to be one of the most active learning strategies which instructors can make use of to make learning lively. Besides, analogies facilitate the learning of concepts which are classified as complex. Moreover, it is advantageous to the instructors because it does not need great preparations.
5.4 Execution of analogies
It is of great essence to note that there are various ways through which this learning strategy can be applied. The important variables which are put into consideration when implementing this teaching strategy are the learners’ level along with the time to be spent on the specific task. Some sources suggest that it is important to draw the analogies from the daily life experiences so as to avid confusing the learners. In the event that the activity being covered is of high level, the learners are allowed to make use of any relevant literature in drawing comparisons. In spite of the method utilized, there are three distinct steps which ought to be followed in implementing the learning strategy. These are the first phase which is termed as the substantive input, the second one which is the analogy then the third and last step which is concept summarization.
In the substantive input phase, the instructor is required to frame the study content in a conceptual manner. This can be carried out by making classroom presentation, organizing discussions or even via written materials which are offered to the learners. In the second phase, the learners are expected to draw analogies which correctly represent the introduced concepts. Learners should be in the position of comparing analogies to those concepts by giving explanations of not only the identified similarities but also their differences. In the course of the third phase of concept summarization, learners are expected to make summaries of the connections which they have made either within discussion groups or within writing. This can be done by asking the learners to write stories (utilizing the analogies) to give explanation of the concept and then share the stories with each other.
However, there are important points which should be put into consideration when making use this learning strategy. First, the instructors should establish the diverse analogies which are applicable within a certain topic. It has been established that learning takes place well once at least two analogies are utilized in explaining a topic. The other vital aspect is the manner the instructors introduce the analogies within the topic. The instructors can introduce the analogy prior to getting into the topic or bring it later as the post topic or simply intertwine the two.
5.5 Assessment
It is not easy to assess the manner in which the learners have understood a certain analogy. However, an assessment be done by requesting the learners to write summaries of the connections which they have made either within discussion groups or within writing. This can be done by asking the learners to write stories (utilizing the analogies) to give explanation of the concept and then share the stories with each other. Each learner should then give a feedback on the relevance of the other learners’ analogies.
6.0 Signaling
Signaling strategy is also considered to be based on the memory’s cognitive sphere. Signaling strategy makes use of standardized prompts so as to enable learners to properly arrange the information within their memory. This method comprises of varied forms of prompts which seem to differ from in every setting. For instance, the signals utilized to signify disapproval making use of either the head or even arms may vary from a certain learning environment to the other. Generally, it is outright that there are numerous kinds of signals which exist in diverse environments.
6.1 Objectives
· To put emphasis on a certain topic.
· To introduce practicability within the theoretical content.
· To capture the attention of the targeted students.
6.2 Appropriate time and use of signaling
The strategy is considered to come in handy in the scenario whereby the user has the intention of making better or alleviating the trouble of transmitting bulky volumes of verbal or textual information. In certain situations, for instance, whereby silence or making use of sound is constrained (like within an exam environment or even radio broadcast classes), signaling basically turns out as the easily available ideal alternative. The strategy is also helpful in supplementing progress for learners who experience difficulties in the other learning methods. For instance, within the class textbook, symbols may be utilized to let the learner progress or pause reading. It is also used in alerting the audience present within a singing practice session to join within the singing. Mayer along with cook (1998), propose that signaling has the potential of helping learners who experience difficulties in reading to be pleased about learning and make better their learning process, as well as, comprehension.
6.3 Why use signaling
Signaling method is utilized widely within the day to day life and it turns out to be supportive to numerous contextual environments. This strategy is utilized to a larger extent in the media particularly TV in addition to the new media. The method is utilized in preceding advertisements in addition to alerting viewers about the ending or the subsequent session within programming. In various studies, specifically the one carried out by Lorch, et al (2001) on college going students recommend that once learners come across a certain title, they tend to be more disposed to including it within the summary. The same study proposes that learners rely profoundly on signals encounter within their learning process. Studies also indicate that summary together with note taking is relatively made better once the learners are trained through the use of the signal method (Rickards et al, 1997).
6.4 Execution of Signaling
Training on its utilization is considered to be of great essence to every learner. As the leaner scales up the learning course, they come across diverse forms of signals thus knowledge of their intended meaning and utilization is vital for the success of signaling strategy. This strategy comprises of a wide range of techniques such as simple listings, use of italic, outlines, font use, formatting, underlining text and bolding text in addition to many more others. Prompts are used commonly in spoken context. For instance, “before calling it a day” is utilized, as a prompt once the current activity is towards the end. An instructor may desire to stress the essence of revisiting the topic or may be point which has been taught by uttering “please keep this in your minds” to indicate that the specific issue will probably be revisited or part of it will be used in future. Understanding of signals plays a vital role in realizing consistency, as well as, minimizing confusion (Mayer 2008). In that regard, practically learners should be motivated to come up with their own customized signals which are set to make better their learning process.
6.5 Assessment
Instructors can assess the students by either making observations or simply asking questions in a random manner. The effect of this strategy is that students will remain not only alert, but will also be always prepared to answer questions.
7.0 Explaining Example
It has been established that instructors have to make use of practical examples so as to reinforce the theoretical information which they have presented to the learners within the classroom setting. The utilization of examples is considered to assist the instructors in connecting theory with practical applications thereby enabling effectiveness in not only teaching but also learning. Nonetheless, it is of great essence to note that the bringing in of a practical example does not mean that the theory has been eliminated. On the contrary, introducing examples assists in enhancing the theory which had been taught within the classroom. It is quite necessary to simultaneous formulate a theoretical, as well as, practical base for the knowledge been passed because it is outright that none of them is useful in the absence of the other. The use of examples is inevitable in some courses such as those which involve arithmetical work. In the aforementioned courses, once the instructor has introduced the concept within a new topic, it is necessary to make use of an example in order to make certain that the learners get the concept more clearly. In other courses such as covered in engineering, it will be useless for the instructor to simply introduce concepts theoretically without making use of examples (Manitoba, 2007).
7.1 Objectives of Explaining Example
· Help in illustrating and explaining newly introduced concept or material.
· Make the theoretical basis of the new concepts more sensible to the learners.
· Teach learners the manner in which they can apply their theoretical knowledge about concepts in new situations which have not been covered directly within the class work.
· Demonstrate to learners the manner in which they can make use of their comprehension of the fundamental principles to actual problems.
7.2 Appropriate time of using Explaining Example
Examples can be utilized within every level of the curriculum. However, one has to determine the examples to be utilized for which instruction. In that regard, given that examples can be used in any time in the course of teaching, it is of great essence to use examples which ate not only adequately clear but also relatively straightforward. The main objective is simply to use the examples in their simplest form possible in addition to making certain that they very well illustrate the intended theoretical principle. Whenever the situation allows, it is necessary to design the example in such a way that the learner’s physical senses are stimulated. Examples which the learners will mostly enjoy are those which compel them to utilize their sight, smell, hearing or feeling senses (O'Connor, 1999).
7.3 Why Explaining Example
Examples are very essential tools which are used in the course of giving explanations to new concepts. In that regard, through the use of an example, the instructor is able to relate the newly introduced concept to any idea that the learners are in the position of picturing easily within their minds. For instance, within a science class, while trying to give an explanation about the conservation of energy concept, the instructor can relate to the concept to money within a bank. Therefore, the learners can visualize the money within the checking account can be assumed to be analogous to the kinetic form of energy. Likewise, money within the savings, as well as, money market accounts can possibly be assumed to be analogous to both the potential, as well as, pressure energies, respectively. Simply as the money can probably be shifted within the three diverse accounts, similarly energy can be shifted between the three diverse forms. The frictional energy losses concept can then be easily linked to the withdrawal of cash from the accounts (for instance, to pay rent).
7.4 Execution of Explaining Example
In the course of implementing the explaining example strategy, there are various guidelines which ought to be followed. These guidelines are:
· Comprehend the example provided and be in the position of explaining it. In the even that the instructor is unable to explain the example clearly, the learners will end up being confused by the example instead of the example helping them.
· Prior to giving take-home assignments to the learners, the instructor is supposed to first solve the assignment. This will enable the instructor to be certain that he or she has an idea of what the learners will “see”. It also assists the instructor in anticipating for questions. Giving assignments which do not work does not only frustrate the learners but also erodes the instructor’s credibility (Manitoba, 2007).
· Identify the examples which are relevant to every learner. Examples which the learners are in the position of observing first-hand are better than those which they can only access online, in films or on televisions. The instructor should make an attempt to find examples which the learners can either observe within the learning institution or simply at home. Moreover, examples should be pulled from the current events.
· In other cases, the instructors have to utilize examples which are not very familiar to the learners. In such case, examples of that nature will most likely pique the learners’ interest more basically due to their novelty. In the event that the instructor opts to utilize a well-known case, he or she should be careful; learners may possess preexisting assumptions concerning the example that can or cannot be grounded within the fact.
7.6 Assessment
The explaining example strategy can be assessed by requesting the learners to come up with their own examples which they think they are relevant to the concept which has been introduced to them. In addition, the learners can be given take-home assignments which they will be required to have come up with solutions prior to the next learning sessions. By the end of the day, each learner should be in a position of not only resolving the given assignments but also formulating his or her own example (O'Connor, 1999).
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