After completing the online session three and all of the homework, please return to this post and answer the Essential Question for Session Three by posting your answer as a COMMENT to this blog entry.
How does your teaching style influence your instructional designs?
My teaching style, which focuses on participants' knowledge transfer and performance, can have a significant impact on my instructional designs. Here are a few ways:
ReplyDeleteTo adult learners, who typically have a wealth of knowledge and experience that they bring to the learning situation, and they are often motivated to learn when they understand the purpose and by practical concerns and goals. Therefore, in my instructional design, it is important to connect the material being introduced to real-world situations and applications.
In practice, this may involve providing examples of how the learning material can be used in the workplace or in everyday life, and providing opportunities for learners to apply the knowledge and skills they are acquiring. This may include hands-on activities, case studies, or simulations to help participants understand how to apply the knowledge they are gaining.
Additionally, learners may benefit from being involved in the design of the learning experience, by helping to identify their own learning needs and goals, and by providing feedback on the relevance and effectiveness of the instruction.
Active Learning: To support participants' performance, I may include active learning strategies in my instructional design, such as group discussions, problem-solving activities, or role-playing exercises. These strategies can help participants engage with the material and improve their retention and understanding.
Clearly Ran, your choices for strategies are multiple and you differentiate to reach all four learning styles. Your focus on what your learners bring is vital. Well done and well said.
DeleteMy teaching style is tie 1 between 3. It reflects for my learning style which is also tie with 1 and 3. My teaching score 1 reflects my instructional design where students to focus on perceptions, generate ideas to clarify meanings, observe others, and articulate their ways of seeing the world.
ReplyDeleteMy instructional design, I seek that learning is an active, constructive and valuable process. It carries with it the idea that people build their own personal reality, and all new information is then linked and connected to previous knowledge. Everyone brings cultural factors and past experiences to the table. I consider it important that the students observe what they have learned in practice (to do part). Group discussions and group work help to expand the whole. I want to show the way which they can explore and use in their own life (and work).
Connecting to your learners' reality, linking new ideas to their previous experiences, honoring their differences, engaging them in their own evaluation, discussions and explorations. Yea!
DeleteRegarding my teaching style, I'm strongest in quadrant 1, then 4 and 3 and weakest in 2. When designing activities that allow participants to connect the subject with their experience and feelings, I like the "Experience Sharing Session" (I still look for a fancier session title. I'm very open to any suggestions.). As a preparation assignment, I ask participants to reflect on specific questions about our course topic. On the first day of the course, I invite them to get together in pairs and interview each other about their experience. We then debrief in plenary to identify standard solutions and challenges. Participants love that, and I learn so much about them that I can refer to while we walk through the programme. I very much enjoy that part of the learning conversation.
ReplyDeleteRegarding Q4, I invite participants one or two weeks after the course end to come back together for a virtual transfer session. During that session, I ask questions about how everyone applies the learning to their contexts, and I invite one or two to present specific examples of how they've used the tools since we last met. Concerning Q3, I like to work with mini-scenarios to allow participants to practice. It is essential to provide feedback, ideally by subject matter experts.
As far as Q2 is concerned, it is true that I prefer "facilitating" the learning over "presenting" content and concepts. To compensate, I bring expertise by inviting external speakers, providing video and reading materials, and links to podcasts. I'm grateful that thanks to this programme here, I'm now fully aware of Q2 being my lowest preference. That is very useful for me for future designs.
Will comment in an email.
DeleteMy teaching style is very much influenced by my learning style, as I am type 2 learner. When I teach, it is important for me that students understand the method, how to conceptualize what we learn in the class so that afterwards they can ask the relevant questions in connection to the topic. Hence, the instructions I offer in class are meant to help to critically approach a topic, find its problem, understand why that is relevant today and argument accordingly though facts. I am also very comfortable in quadrant 3, therefore, in order to illustrate a topic and its relevance, I usually find it helpful to use a case study, a clear example to support or a schema. I also appreciate working in groups where participants can brainstorm together be it about the conceptual framework or the case studies/examples.
ReplyDeleteBased on my results, I need to work more on the quadrant 1 and 4. For quadrant one, depending on the topic, I would ask participants to give current examples on a topic (climate change) or express their opinion on current news (earthquake in Turkey), start a discussion based on current news also (migrants drowned on the Italian shores) and ask them why the topic is relevant today. For quadrant 4, I would ask the participants to brainstorm or work on hands on projects that are important for their organizations/current jobs (in relation let's say with the climate crisis) and starting from the lessons learned in the course. I also usually do follow up and revise documents that use the methodology learned in the class even after the end of it. Thanks