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Foundations of Instructional Design.
Foundations of Instructional Design.
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Foundations of Instructional DesignWhat is the purpose of conducting a Needs Analysis? - CORRECT
ANSWER-Determine the cause of the performance problem and the gap
between current state of performance and desired state of performance
Establish instructional goal that address the instruction needs
What's the differences between an interview and focus group - CORRECT
ANSWER-Interview has one respondent at a time
Focus group has more than one respondent at a time
What are the four components of a complete goal statement? - CORRECT
ANSWER-1. the learners
2. what the learners will be able to do in context
3.the performance context in which the skills will be applied
4. the tools that will be viable to the learners in performance context
What is a task analysis - CORRECT ANSWER-AKA goal analysis and
instructional analysis
a breakdown of a goal statement into each concept or procedure the learners
need to know or be able to do in order to achieve the goal
Job analysis - CORRECT ANSWER-determines how long a task takes,
prioritizes the tasks and asks others to review the list for accuracy
What's the value of a learner analysis - CORRECT ANSWER-it helps us design
instruction as effectively as possible for our learners
What's the difference between entry level skills and prior knowledge? -
CORRECT ANSWER-EL are skills that must be mastered before giving
instructional whereas PK are skills a learner comes already knows about the
topic of instruction
Entry Level skills - CORRECT ANSWER-Skills that must be mastered by
learners before instructional
, Prior Knowledge - CORRECT ANSWER-Knowledge a learner already has about
topic of instruction
Gagne's Nine Events. Examples of Gagne's Nine Events - CORRECT
ANSWER-1. gain attention eg. appeal to student interest, like teaching math
"How do you know a players batting average. Candy jar at the front of the room
2. inform learners of objectives eg. learning targets, students need to be told the
objective
3. stimulate recall of prior learning eg. remind students of must. facts before they
learn division
4. present the content eg. teaching the new skill, so after going over multiple
teaching how to divide
5/ provide guidance eg. putting 5 probs on the board and circulate the room while
students try them helping kids individually as they make mistakes
throughh questioning or hints, "do you see any irregulars in that set of numbers"
for prime numbers
6. practice/elicit performance. eg. homework assignment
7. provide feedback, grading students homework and then giving it back to them
to correct mistakes
8. assess performance give a quiz or test on the new skill taught
9. enhance retention and transfer eg giving students candy jar and having them
divide it equally in their group
Factual question - CORRECT ANSWER-one that asks for the "correct answer"
this is the most commonly asked by teachers
They do not nessecarily prompt ongoing inquiries
Essential question - CORRECT ANSWER-causes genuine and relevant inquiry
into the big ideas and core content;
provokes deep thought, lively discussion, sustained inquiry, and new
understanding as well as more questions;
requires students to consider alternatives, weigh evidence, support their ideas,
and justify their answers;
stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;
sparks meaningful connections with prior learning and personal experiences;
naturally recurs, creating opportunities for transfer to other situations and
subjects.
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