critique

Terminal objectives:

Learners will be able to explain

•       Why we are using chunking strategy.

•        When to use chunking strategy.

•       How to use chunking strategy.

•       Where to use chunking strategy.

•      By explaining chunking strategy, learners will be able to design chunking strategy by 95% accuracy.

As a learning strategy, chunking refers to break up long and complex information strings into smaller and shorter units or groups that can be easily committed to memory.

Regarding to the mind development of the learners some information is realized to be complex to be proceeded just at ones. To give the mind of the learners that easy stae of absorbing\grabbing these complex concepts, the instructional designers are deemed to break the concept into simple cells\unites of information for these young minds to easily take in the concepts eventually (Skyrms,2010).

When breaking down information in to smaller manageable units chunking seeks to enhance the ease with which information is processed (Pine, 2001). The strategy aims to guide students in the learning experience starting from the known course concepts and gradually proceeding to the unknown until the unknown concepts becomes known. The aim of chunking is to make more efficient use of learners’ short-term memory.  

Chunking is usually used when learning involves large amounts of information regardless of whether the information has any obvious patterns (Pine, 2001). For instance, 860-555-4598 as opposed to 8605554598; where phone numbers are usually written in groups of threes and fours for easier remembering. Chunking is also appropriate for lists containing related items. For instance, a shopping list could have frozen foods (ice cream and frozen beans), baked products (bread, cookies, muffins), and vegetables (lettuce, tomatoes, cucumbers), which are easy to remember and save shopping time than a list written like: cookies, cucumbers, ice cream, bread, tomatoes, frozen beans, muffins, and lettuce (Skyrms,2010). 

Chunking could be implemented in learning through grouping related information, organizing or finding patterns in complex information (Pine, 2001). The appropriate technique will depend on the type of information available to deliver the course content.

There are three strategies that every instructional designer should consider and recognize when using chunking especially on the field of E-learning. First, you should organize, priorities and classify the content or subject matter. Organize entails application of the organizational strategies such as sequential, cause and effect, simple to complex, whole to parts and so on. A priority entails identification of the important and crucial information and classifies such information. As such, the instructor separates irrelevant and unnecessary information from the important. The working or short-term memory is not flooded. Second, grouping the course’s content through dividing them into section. The sections are further divided into topics and themes. It helps the learners from getting lost and easy memorization of the information. Third, learners should organize the content into logical and progressive order.

2- What are the three strategies that every learner should consider and recognize when using chunking?

4-Did chunking strategy works better if we have Large amount of information to learn?

-Working as a group, you will ask to make chunking for the long text that you have.

            Assessment of the effectiveness of learning through chunking could be conducted using both written and oral texts to determine the level of information processing and retention in students. 

            Chunking has been known to exist in human societies even before the introduction of formal learning. The strongest evidence to support perceptual chunking is use of language and the manner in which words are grouped into statements and gradually into paragraphs.

Terminal objectives:

Learners will be able to explain

•       Why we are using signaling strategy.

•        When to use signaling strategy.

•       How to use signaling strategy.

•       Where to use signaling strategy.

•      By explaining signaling strategy, learners will be able to design Signaling strategy by 95% accuracy.

            Signaling as a learning strategy involves an instructor who has classified information about a phenomenon as well as a set of signals for transmitting that information to the student who observes the signal but not its state and takes some action accordingly. Each state is characterized by an action that both the instructor and the student are interested in the student taking the suitable action given its state (Skyrms, 2010).  

            Signaling is to coordinate on a convention that enables learners to arrange information logically in their memory (Skyrms, 2010). The main objective of this learning strategy is to organize a text/passage and information in the minds of students

            This strategy is appropriate in situations where the instructor wants to transmit large and complex volumes of information without losing the students’ attention. It can also be used in learning environments such as operating rooms where unnecessary noise is avoided and the surgeon signals for interns to perform particular tasks.

Signaling in learning builds mental coherence in understanding course outlines. It assists in organizing information logically in the student’s mind to enhance the ease of recalling the information. Enhances learning by attracting attention of students through various verbal and non-verbal signals used.

            This strategy is best-utilized using gestures, symbols, and images that supplement textual and verbal information provided by the instructor (Skyrms, 2010). This ensures that those signals act as triggers of the textual/verbal information when encountered by students in future thus eliminating the need to provide the whole amount of information

            Signaling is achieved through the use of following steps. First, getting attention of the learners. In signaling strategy, we are using different ways for the purpose of getting the learners to listen to their information and direction. (MTA, 2014). Example, learners using words such as “Everybody eyes on me.” “Mouth closed, feet quiet, ears listening, eyes on me”. Second, redirect attention of the learners to the assigned work or task. Example, using words such as “Can I assist you?” “Are we together?” “Any trouble?” third, review the first two steps and rate yourself in terms of the ways of getting the attention of the learners. The rating should be in terms of display of the body posture used in classroom, voice, general body movement and facial expression.

            Therefore, following steps enable the learners to familiarize themselves with your signals of requesting for their and attention. Learners can minimize and manage behavioral problems hindering their focus and attention to the course’s content.         

3-what is the Steps and procedures of using signaling strategy?

4-what are the main objectives from using signaling strategy?

            Recent research has proved the effectiveness of signaling as a learning strategy. The field of signaling learning has received more attention and it has been demonstrated that perfect communication may evolve from behavior that was random initially using simple adaptive processes (Skyrms, 2010).