Designing Effective Instruction - Chapter 3

Designing Effective Instruction - Chapter 3

I. Learner Characteristics   The traits that differentiate learners The knowledge, skills, and attitudes the learner brings to the instruction   A. General Characteristics   Broad identifying variables   1. Gender 2. Age 3. Work experience 4. Education 5. Ethnicity B. Specific Entry Characteristics   Prerequisite skills and attitudes that learners must possess to benefit from training   1. Determine the entry Characteristics of typical target or trainers 2. entry tests that determine the learners' readiness C. Learning Styles   Traits that refer to how individuals approach learning tasks and process information   1. What makes learning appealing 2. Limited in use due to scope; suggested for one-to-one instruction D. Academic Information   Academic Records   1. School grade or training completed 2. GPA 3. Standardized tests scores 4. Specialized or advanced courses E. Personal and Social Characteristics   1. Age and maturity 2. Motivation and attitude 3. Expectations and vocational aspirations 4. Work experience 5. Special talents 6. Mechanical Dexterity 7. Performance under adversity F. Culturally Diverse Learners   1. Awareness of culture, language, and behavioral differences 2. Information can be obtained through testing, interviews, and surveys G. Learners with Disabilities   Includes physical and learning disabilities   1. Each disability has unique limitations 2. May require special training and individual attention 3. Possible extensive modifications H. Adult Learners   1. General high level of motivation 2. Expect relevance; directly beneficial 3. Self-directed 4. Need to participate in decision making II. Contextual Analysis   The context influences every aspect of learning and is a collection of factors that can inhibit or facilitate instruction and learning   A. Type of Context   1. Orienting Context   Focuses  primarily on the learner   a. What goal or motivation does the learner have? b. What is the perceived utility of the instruction?   Is is providing useful information? c. Are they accountable for mastering the content? 2. Instructional Context   Provides information about the physical environment and scheduling training   a. Factors: lighting, noise, temp, seating, accommodations, equipment, transportation 3. Transfer Context   Considers the opportunities for transferring  the knowledge and skills to a new situation   a. Continual application of the knowledge and skills acquired B. Conducting a Contextual Analysis   1. Collecting Data Rich data are needed to provide  an accurate picture of the instructional environment   a. Surveys b. Observations c. Interviews 2. Analyzing Data   The collected data are analyzed to identify environmental factors that will influence the design and delivery of instruction   a. Identify environmental factors   (1) Limitations (2) Facilitators