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31 notecards = 8 pages (4 cards per page)

Viewing:

6: Pre-Instruction Considerations (MDL)

front 1

Learning Styles
• Instructional environment preferences

back 1

  • Sound, light, temperature, class design

front 2

Learning Styles
• Emotional preferences

back 2

  • Motivation, persistence, responsibility, structure

front 3

Learning Styles
• Sociological preferences

back 3

  • Individual, pair, peer, team, adult relations

front 4

Learning Styles
• Physiological preferences

back 4

  • Perception, intake (eating), time, mobility

front 5

Learning Styles
• Psychological preferences

back 5

  • Analytic mode, hemisphericity, action

front 6

Learning Styles
• Global learners

back 6

  • Big picture first, details later

front 7

Learning Styles
• Analytic learners

back 7

  • Step-by-step, sequential information

front 8

Perceptual Mode

back 8

  • The way info is received and processed
    • Visual
    • Analytical
    • Kinesthetic
    • Auditorial

front 9

Perceptual Mode

Visual

back 9

  • Demonstrations, videos, pictures, models

front 10

Perceptual Mode

Kinesthetic

back 10

  • Simulations, guidance, repeated practice

front 11

Perceptual Mode

Analytical

back 11

  • investigation, “why” something happens

front 12

Perceptual Mode

Auditory

back 12

  • Verbal descriptions, music, sound, clapping

front 13

Accommodating Learners

Determine learning styles of individuals

back 13

  • Formal testing instruments
  • Informal assessment:
    • what feedback do you
      get from individuals?

front 14

Accommodating Learners // Use multiple presentation styles

1-1:

back 14

  • learner’s preferred styles

front 15

Accommodating Learners // Use multiple presentation styles

Group:

back 15

  • eclectic approach
    • Vary mode of presentation to cover all modes

front 16

Transfer of Learning

back 16

  1. Positive Transfer
  2. Negative Transfer
  3. Zero transfer

front 17

Transfer of Learning
• Positive transfer

back 17

  • Past skill facilitates/helps learning a new skill
    • Ex. tackling in football and rugby

front 18

Transfer of Learning
• Negative transfer

back 18

  • Past skill inhibits learning a new skill
    • Ex. Hitting a softball and baseball

front 19

Transfer of Learning
• Zero transfer

back 19

  • Two skills are totally unrelated
    • Ex. Hitting a softball + Surfing

front 20

Transfer of Learning (2 skills)
• Identical elements theory

back 20

  • Two skills have a high degree of positive transfer
    • the stimulus and response conditions are similar
  • Negative transfer
    • stimulus the same BUT response different

front 21

Transfer of Learning
• Transfer appropriate processing theory

back 21

  • Positive transfer occurs if practice conditions
    • engage learner in problem-solving conditions
      • similar to the criterion task

front 22

Fostering Positive Transfer
Analyze the skill

back 22

  • Analyze past experience with motor skills
  • Fundamental movement pattern
  • Strategic and conceptual
    • aspects of game
  • Perceptual elements
  • Temporal and spatial elements
    • Time and Space

front 23

Fostering Positive Transfer

Determine the cost-benefit tradeoff

back 23

  • Are the benefits of the drill worth the time it takes to teach it?
  • Will there be positive transfer?

front 24

Fostering Positive Transfer

back 24

  1. Analyze the skill
  2. Determine the cost-benefit tradeoff
  3. Get to know the learner
  4. Point out similarities and differences
  5. Ensure skills referred to are well learned
  6. Use analogies

front 25

Fostering Positive Transfer
• Get to know the learner

back 25

– Integrate past experience with new learning

front 26

Fostering Positive Transfer
• Point out similarities and differences

back 26

– Use specific examples that compare fundamental aspects of each skill

front 27

Fostering Positive Transfer

Learned skills

back 27

  • Make sure skills have been well learned
    • before being put into play

front 28

Fostering Positive Transfer
• Use analogies

back 28

Create a mental picture of the skill

front 29

Fostering Positive Transfer
• Maximize similarities between practice and performance

back 29

  • multiple situations => simulate game-like conditions

front 30

Fostering Positive Transfer

Consider the skill level of the learner

back 30

  • Advanced level learners => need more skill- specific cues
  • beginners => instructional cues

front 31

Motivation to Learn

back 31

  1. Give reasons
    1. why it is important to learn the skill
  2. Create an environment
    1. positive, supportive, and challenging
  3. Give learners choices
  4. Offer/ Provide opportunities
    1. for autonomy
    2. to demonstrate success
  5. Use
    1. cooperative activities and stress cooperation