The Heart of Instructional Design

When I start a new class or attend a training, the first thing I look at is the syllabus or agenda. I want to know the purpose of the class as well as the instructor's expectations.  Larson and Lockee (2014) explain that creating effective instructional design requires the instructor to write objectives from the viewpoint of the student. Well designed objectives includes an accurate picture of what the learner should know by the end of instruction. According to Larson and Lockee (2014), Bloom's Taxonomy is a set of thinking skills that has been widely used to define outcomes and communicate expectation to learners. As educators, we have all seen the Bloom's chart a thousands of times, but look at the adjectives to measure learning. Bloom has determined the sequence of learning objectives in a logical sequence; however, the pyramid is upside down. To promote higher order thinking, the most emphasis should be placed on creating, not simply remembering. What is the best way for instructional designers to turn the triangle the correct way to ensure all learners are engaging in content in meaningful ways?

Larson and Lockee (2014) state that instructional strategies are the heart of instructional design. To plan with the learning objectives, or end result, in mind, designers need to determine the desired results, identify evidence that the learners achieved the objectives, and plan learning experiences toward reaching the results. Implementing effective strategies with any training session is necessary to engage learners as well as monitor progress. As I prepare for the professional development in the fall, I want to ensure all teachers have a chance to provide feedback on what they would like to learn as well as what they already know. Because I am introducing features on Google, I will send out a survey through Google Forms to collect data from teachers. This information will drive instruction so that the training is not too repetitive or too advanced.

So let's go back to Bloom's Taxonomy. Analyzing, Evaluating, and Creating should be occurring frequently during instruction. Learners need useful and relevant information and skills to implement in the classroom once the training session is over. What are some strategies to implement that require learners to analyze, evaluate, or create? Even during an introduction training course, teachers can create a product that is beneficial in the classroom. For example, another strategy to foster learning during Google training is creating a product in Docs, Forms, or Slides. When introducing Docs, teachers can create a document and share it with their grade level. Outlining specific criteria before teachers create a document such as uploading previously created lesson plans from Microsoft Office to Google Docs, incorporating different fonts, or inserting a picture will ensure teachers are exploring different tools available. This collaborative approach to learning ensures teachers are learning while working with their peers to gain a better understanding of the program.

References   

  

 Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to Instructional 

          Design. New York: Routledge.  

  

Instructional Strategies (2011). Simple yet effective instructional strategies for 

          teaching. Retrieved from http://instructionalstrategies.org/.