Design learning
opportunities that apply
technology-enhanced instructional strategies to support the needs of all
learners. This
component was to apply technology enhanced learning opportunities and
strategies for students individual learning needs.
Running
head: SUPPORTING NEEDS OF ALL LEARNERS
Supporting Needs of all Learners
Dianza Zackery
Ashford University
Capstone-EDU 697
June 4, 2014
Instructor Lawrence
SUPPORTING
NEEDS OF ALL LEARNERS
Supporting Needs of all Learners
Instructional design is the process by which
instruction is improved through the analysis of leaning needs and systematic development of instruction in
which instructional designers often use technology as a method of developing
instruction and design models to facilitate the transfer of knowledge, skills
and attitude of the learner for appropriate instruction (wikpedia.org). Instructional
design is often the use of technology and multimedia as tools to enhance instruction.
Designing a curriculum or instruction to support the needs of all learners is
extremely important. Students come from
many different backgrounds and ethnicities in which they vary in experience
within their education. Howard Gardner,
explores the possibilities of the nine multiple intelligences which they are
identified as:
·
Linguistic Intelligence: expression using language.
·
Logical/Mathematical Intelligence: the capacity to understand the underlying
principles of some kind of causal system and manipulate numbers, quantities,
and operations, the way a mathematician does.
·
Musical Rhythmic Intelligence: is the capacity to think
in music; to be able to hear patterns, recognize them.
·
Bodily/Kinesthetic
Intelligence: the capacity to use your whole body or parts
of your body (your hands, your fingers, your arms) to solve a problem, make
something, or put on some kind of production.
·
Spatial
Intelligence: the ability to represent the spatial world
internally in your mind.
·
Naturalist
Intelligence: the ability to discriminate among living
things (plants, animals) and sensitivity to other features of the natural world
(clouds, rock configurations).
·
Intrapersonal
Intelligence: having an understanding of yourself; knowing
who you are, what you can do, what you want to do, how you react to things,
which things to avoid, and which things to gravitate toward.
·
Interpersonal
Intelligence: the ability to understand other people.
·
Existential
Intelligence: the ability and proclivity to pose (and
ponder) questions about life, death, and ultimate realities (pbs.org).
My Discussion
Instructors should design instructions that include technology
instructional strategies to support the needs of all learners. Using technology-enhanced
instruction can cater and nurture each student’s learning style based upon
their learning intelligences and allow the student as well as the teacher to
gain experience and knowledge. When an instructor does not cater to the learner’s
intelligence they may cripple the success, creativity and engagement in their
education and learning abilities. All students do not learn the same or at the
same pace. “We are slowly recognizing
the disservice the one-size-fits-all model of curriculum instruction and
assessment is having on our increasingly diverse student population” (Edyburn,
2004). Technology-enhanced learning activities provide motivation, orientation,
information, application, and evaluation for both teaching and learning various
lessons. The future of education involves electronic learning (e-learning) which is broadly
inclusive of all forms of educational technology in learning and
teaching, coupled with a cooperative learning environment promoting positive
interdependence, individual accountability, collaboration, communication,
leadership, and encouragement of
SUPPORTING NEEDS OF ALL LEARNERS
social
involvement between students (Reiser & Dempsey, 2011). Depending on the activity you are working on
there are different methods of teaching strategies and different strategies may
include various uses for technology. Using technology is a great way to
differentiate ones instruction and allows the learner to access and demonstrate
knowledge, be creative and collaborate with others who share similar interests.
Because technology has evolved and students are able to share what they have
learned by using presentations such as PowerPoint, collaborative methods such
as: Wiki, YouTube, Voice threads, games to test knowledge and social
media. The goal for every classroom
should be to engage all leaners to they can learn at their full potential.
My Lesson Re-Design
The instructional design
project I chose to recreate is from Instructional Design and Delivery EDU 652. My lesson was entitled Multiplication
Challenge using Technology. I decided not to use the traditional quiz
method. I wanted the 6th
Graders to be quizzed using a game. Many
of the kids picked themes. The boys
picked more sports and the girls picked more Barbie and themes with sparkles
and more fancy colors. This lesson was
to test each student’s multiplication knowledge using computer games. The
first quiz will allow students to use the computer in which they will match the
math question to the correct answer in a timely manner. The correct answer and how to factor the
problem will automatically appear. Once
the correct answer appears, students will be allowed to move on the next
problem (quiz is timed). The second quiz will challenge the knowledge and
accuracy of student’s ability to answer multiplication problems 1-20. The quiz
challenge will be transformed into a Jeopardy challenge. The answer to the
problem will be given and the student will guess the question. The answers
SUPPORTING NEEDS OF ALL LEARNERS
may not be in random order (practicing is crucial). Students will not be
allowed to use calculators or pencil and paper. Each correct answer is worth
five points. The students were competitive.
Not only was the quiz timed but whoever completed the assignment first
and got the most correct answers would earn a trophy. Not only were the kids engaged in learning,
but it was fun. They wanted to do more
like this. This was a great way to incorporate instructional
design and a fun way of learning.
Multiple
Intelligence Theory. (N/d). Retrieved from
literature. Journal of Special Education
Technology, 19(4), 57-80. Retrieved from
Reiser, R. & Dempsey, J. (2012). Trends and Issues in Instructional
Design and
Technology (3rd
ed.). Chapter 4 “Theories and Models of
Learning and
Instruction” (p.
36).
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