Instructional design for different learner characteristics
Instructional design for different learner characteristics
The table includes eight
learner characteristics: intellectual skills, cognitive strategies, verbal
information, attitudes, motor skills, schemas, abilities, and traits. Each of
these characteristics holds meaningful implications for the instructional design
choices of a teacher. I rarely incorporate all 8 skills in any lesson. I am not
sure that I will have the time to wind up the lesson in the 45 min that I get.
My goal is to bring the kids to the point of self-directed learning (Kochar,
2010) and hence the strategies I use are focused to build the skills in them
for the same.
A typical class for me
is (a) I teach, (b) I organize think pair share or group work for problem
solving and then (c) regroup for a check for understanding. There are
variations to this, but the main model stays the same. I also continuously check
for understanding and walk around ensuring there is a ‘connect’ (Brown, 2020)
with each child. Hence among the list given, at any given point, the strategies
I use are (a) Intellectual skills, (b) Cognitive strategies, (c) Verbal
information, (d) Attitudes and (e) Traits.
I am able to use these
because of the IB school environment where we get a lot of space for
experimentation and failure is accepted as a natural part of the growth. If
they were to move into clubbed classes where we had long stretch of time for a
subject as against cubes of 45 min, I could be more experimental.
Having read the list, I
can play around with my model and include (a) schemas and (b) traits into the
lessons. When the kids get into groups to recap the learning, they could
express it using schemas. Also I could go easy on my model and allow for some
differences. For example, if a kid does not wish to work in a group, he/she
could work alone.
This way the model would
be more inclusive of the differences in the class.
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Brown, B. (2020). Transcript of "The power of vulnerability". TED. https://www.ted.com/talks/brene_brown_the_power_of_vulnerability.
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Gagne, R. M., Briggs, L. J., & Wager, W. W.
(1992). Principles of instructional design. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf
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Kochar, M. (2010). User driven learning in mathematics. Academia.edu
- Share research. https://www.academia.edu/1563753/User_Driven_Learning_in_Mathematics
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