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 6thGraders 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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