When settling the principles is confusing

There was a real AHA! that the organizing principle sometimes confuses students. For years, when I taught instructors, how to create concrete, observable and measurable learning goals, I first introduced them to the end product. In fact, I have presented them to more final products. And in any case, the design process of the participants was less star-like.

Let me give you some context.

I teach a three-stage learning objective planning process. First, based on the needs assessment and the resulting learning objectives, I will identify the key content of a lesson plan with a template you provide. Second, determine the desired learning level for each of the key content. Third, we add an active word-of-interest to the learning objectives.

For years I've been working with a philosophy that helps to get to know the end product. For this reason, I have presented several written examples of completed learning objectives (each section identified). I also worked with the participants to develop learning objectives for two different training topics.

Then the participants were processed in their desktop groups to complete the first and then the second phase.

This process typically takes half a day from the beginning to the end.

The last time I taught this, it has resulted in general confusion and I have to come to the next day. Something has changed.

So this time I decided to teach a stage at the same time. After all three stages have been completed and our learning objectives were the two common examples and the table group examples, we showed participants concrete, observable and measurable learning goals for the other more complex topics.

magic. Twenty-nine participants took 6 stages in each of the three sections to make learning goals during the usual time period.

I've always suggested that there are organizing principles – presenting to the participants what the outcome is before they start. Here is an example where this approach has diminished.

Brain research has shown that while teaching "cunning" things that participants do not know each other, it is best to teach 1 to 3 subjects at one time. In this case, it is better to teach only one theme (or stage) at a time. After learning this stage, the participants were ready for the next topic (or stage). This teaching approach has to be repeated once more for the last subject (or stage).

It just shows that the brain knows what it needs and as educators, we need to pay attention and respect these needs. I must have learned the lesson.

Source by sbobet

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