The reading from our text this week was actually incredibly informative...so I thought I would put a few thoughts down here so that I can refer back to them at a later date...
1. Addressing patters of students needs to benefit many learners (pg. 97-99)
When I first saw this diagram, my reaction was "what a novel idea". It was nice to actually see someone address something that a lot of my classmates (including myself) have addressed time and time again when it comes to designing an effective classroom and instructional design. I would think that the tactics talked about though (routinely meeting with students in small groups, etc) might be hard in a strictly online format. Which makes me wonder how you could even realize that someone has a learning need. Is it obvious as someone who's evaluating that learner?? I suppose a lot of these questions will be addressed when I finally am at the head of the classroom teaching, but it's something to think about - especially with online learning becoming a bigger thing. What I liked about this diagram though was that it seemed to address common things that can be problems for learners - and gave practical and functional solutions.
2. Essential Questions
Up until this point, I never really thought about the idea of effective essential questioning. This course has brought that to light for me. I (at this point) find that essential questions can help a student reach their goals for the course; and help the teacher reach their goals as well. It's almost as if the essential question is a guide - to help get you back on track if you need to make sure you accomplish certain points. I now have a deeper respect for the element of design pertaining to essential questioning - and I believe that they are a good foundational block to good instructional design.
3. The importance of deepening student thinking
Explain, Perspective, Interpret, Empathy, Apply, and self-knowledge. When the text listed out the Performance verbs when it comes to the six facets of understanding I had a connection to that. Using verbs made things connect for me...as I can relate to action in a classroom. And action in a classroom can be many different things - sometimes it's as simple as imagining how you (the student) can take things to the new level. I think at the completion of this course (or close to it) I want to take another look back on these Six Facets and apply them in a more broad sense - especially walking away from this course with a strong understanding of Instructional Design.
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When I first saw this diagram, my reaction was "what a novel idea".
Ohhhh, I so wished you had included a copy of the diagram you are talking about. :-(
both for me and for your own reference later on.
(routinely meeting with students in small groups, etc) might be hard in a strictly online format.
Have you been able to think about how this might be done? If it is a small enough class, I don't think it is difficult to get to know your students. A large class presents more of a challenge, but then part of the secret would be to divide the class into smaller working groups--everything becomes much more manageable.
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