"Formative assessment refers to measurements and conclusions that are made during the course of a learning program (Course Reader)." This means that it is a way for the the instructor to evaluate weather the methods being used for teaching are effective or there needs to be changes in order for the student to retain the knowledge he or she is learning. This is done before all the material in the course is finished being covered. An example of this would be to ask the students questions during the lesson about previous information, then making adjustments. "Summative assessments refers to measurements made at the end of a learning unit or learning program (Course Reader)." This means that a test over several lessons or chapters is given in order for the instructor to evaluate the effectiveness of learning for the student. This test will weigh more or have a larger influence on the students grade. If modifications are made it will be for another course and different student.
"Criterion referenced assessments are intended to determine whether or not a learner an objectively set level of competence (Course Reader)." This type of assessment is the bar exam for lawyers. Experts have agreed this is pertinent information that everyone in the field should know. The evaluation can consist of simulated and actual performance. Norm referenced assessments are the opposite because there is no agreement on the specific information the student should know. Grading for the student is composed of comparing each individual to others in the class when all have been taught the same content. An example of this would be a music class and how different classes will spend more or less time than the other class on different topics. One class could focus on theory and the other on history. Grades in one class are irrelevant to the other class, but students in the same class are compared. "Self referenced assessments are used when the learning goals are personal (Course Reader)." This s used when it is not necessary for the instructor to compare or grade the student. The assessment is the student formulates their own opinion of the topic and there is more than one answer. An example of this would be a student taking a course to start a hobby such as an art class.
Self-directed learning is the form of learning where the individual can be considered open minded. They have the ability of postformal thought. "Meaning thinking across theoretical systems, integrating feelings with thoughts, accepting contradiction in what is known, and addressing problems for which there is no single final solutions (Course Reader)." This type of learning requires a smart student who sees the instructor as if there on the same level, an outside opinion. They want learning and assessment activities on formative and summative levels.
Sunday, January 23, 2011
Tuesday, January 18, 2011
CFI Blog # 2 Continued... (Characteristics of Adult Learners)
The demographic characteristics that relate to adult learners are their past experiences, opinions, values, and behaviors. These must be respected because there are characteristics that can be taken offensive. Adults learn differently because they voluntarily come to class with a personal goal and usually have a better awareness of responsibility. This will affect my teaching because it will be critical to find out what these goals are, how they are relevant, and what is the time frame for achievement. This is so I can orient the material in a manner that has a purpose to the individual. The best way to do this is going to be through Individualized or Experiential learning because adult learners want input and a typically self directed. Feedback will be very important to these type of students.
CFI Blog # 2 (Selecting Methods)
An example of using a role play method in a brief lesson for my student and I would be going over his or her flight plan before a cross country and role playing different "Radio Transmissions". Going over how to open and close a flight plan on a RCO vs listening on a VOR, role play reporting a Pierep instead of lecturing the steps of a reporting a pierep, or flight following. I would execute this by having the student talk me through there flight plan and they could even chair-fly or just sit in the simulator for a better atmosphere.
The 4 categories of Instructional Methods are: Instructor-Centered, Interactive, Individualized, Experimental. Instructor-Centered breaks down to lecture, questioning, and demonstration. This means that the majority of information is being given to the student from the instructor by either transmitting a lot of knowledge in lecture or physically showing the student what to do in the aircraft. Questions as long as worded correctly are a good way to measure the knowledge retained by the student and promotes more student interaction. An example is showing a landing to the student for his first time in the pattern. The Interactive method uses class discussions, discussion groups, peer teaching, and group projects. Interaction promotes involvement from the students by speaking in different ways such as to the entire class, each other in smaller portions, or individually. The information comes from the students and is guided by the instructor instead of the he or she just giving answers. An example would be having students discuss/teach each other on different sub topics of a chapter. Individualized learning has the techniques of modularized instruction, independent projects, and computerized instruction. This is primarily for learning at different paces and requires a lot of feedback from the instructor. this can be done by an evaluation of a project or discussing an assigned reading. On the computer, questions that pertain to the reading and can be looked up can be formed as well as discussed in person as well. Experiential involves doing and using the psychomotor domain. The student learns by actually going through the motions and can be done in various ways such as clinical methods, role playing, simulations, laboratory methods, and drills. An example would be having the students hands/feet on the yoke and rudders while you preform the landing.
The content is related to selecting methods for instruction because as the instructor, we need to be able and analyze our students accurately and chose the best method so the student gains the most from a topic. Our goal is to help them learn and we want it to be effectively so they continue to pursue. Choosing the wrong method could be putting up a roadblock for the student.
The 4 categories of Instructional Methods are: Instructor-Centered, Interactive, Individualized, Experimental. Instructor-Centered breaks down to lecture, questioning, and demonstration. This means that the majority of information is being given to the student from the instructor by either transmitting a lot of knowledge in lecture or physically showing the student what to do in the aircraft. Questions as long as worded correctly are a good way to measure the knowledge retained by the student and promotes more student interaction. An example is showing a landing to the student for his first time in the pattern. The Interactive method uses class discussions, discussion groups, peer teaching, and group projects. Interaction promotes involvement from the students by speaking in different ways such as to the entire class, each other in smaller portions, or individually. The information comes from the students and is guided by the instructor instead of the he or she just giving answers. An example would be having students discuss/teach each other on different sub topics of a chapter. Individualized learning has the techniques of modularized instruction, independent projects, and computerized instruction. This is primarily for learning at different paces and requires a lot of feedback from the instructor. this can be done by an evaluation of a project or discussing an assigned reading. On the computer, questions that pertain to the reading and can be looked up can be formed as well as discussed in person as well. Experiential involves doing and using the psychomotor domain. The student learns by actually going through the motions and can be done in various ways such as clinical methods, role playing, simulations, laboratory methods, and drills. An example would be having the students hands/feet on the yoke and rudders while you preform the landing.
The content is related to selecting methods for instruction because as the instructor, we need to be able and analyze our students accurately and chose the best method so the student gains the most from a topic. Our goal is to help them learn and we want it to be effectively so they continue to pursue. Choosing the wrong method could be putting up a roadblock for the student.
CFI Blog # 1 Continued... (Modality)
The modality that I learn best with is actually a hard question for me. I am definitely not an Auditory learner what so ever. When listening to what is going on, the information makes since, but it just doesn't stick in my brain. I have to say it out loud a few times for myself and I still forget sometimes. Choosing between Visual and Kinesthetic is hard because I feel that I am very good at both of them. I'm leaning towards Visual though. I am good replaying scenes in my head, but the idea of doing and hands on is what gets me excited and motivated to learn more. I like going through the motions. The first point I will use in my teaching is basically the overall point of the article. You should teach to the best modality of the subject, not of the individual because the information does not change very easily between types of memory, nor is there evidence that it improves learning in the classroom. The second point that I will use in my teaching is "Meaning". Memories are not stored as visual, auditory, or kinesthetic; but what does the memory mean to the individual. To incorporate this would be have a justifiable point to the lesson on why the information is pertinent so he or she will take something away from the lesson.
Monday, January 10, 2011
CFI Blog # 1 (Positivist vs Constructivist)
"Epistemology is the branch of philosophy that seeks to define (knowledge), that seeks to explain what it means (to know) something, that seeks to understand how humans come to (know) things." [D.Q. from Green Book Article]
The positivist differs from the constructivist entirely. Positivist is the traditional way of teaching, and is based on fact. So to speak, this is the correct information on a topic because researchers and experts have concluded this. All knowledge is broke down into category's and should be stored in the proper folder. Different teaching styles can exist, but it all comes down to memorizing information that has already been learned and accepting it as the truth. Constructivist point of view on how one teaches knowledge is different. It goal is to focus on the routes to understanding a concept on your own through asking specific questions and analyzing. Instead of accepting information from an expert given, the constructivist cares about the student's abilities of understanding the process on how to arrive at the information given. Interpretations can be different between individuals, but each can explain the reasoning on how one arrived at there answer.
I have been taught my whole life from a positivist teachers point of view, so with that being said, I feel that I am more comfortable in that sort of learning environment, however in recent years (college) I have been adapting to a constructivist environment for specific classes. I do like the idea of the constructivist environment and the analyzing thought process, but I feel that is greatly depends on the topic at issue. Some information is better if based on pure factual information from the experts and can still be extremely useful. I don't like the idea of sacrificing the amount of categories studied to learn how to arrive at a conclusion for one category. The constructivist is beneficial, but not really applicable unless you are at the maximum knowledge of that subject and trying to disprove an expert or discover something else. The experts use a constructivist approach, but first already know all the positivist facts.
I think I learn best with the constructivist approach because the information sticks and if you forget, you can go through the process again. Where as when I am just taking in facts, information must be repeated to me several times and sometimes I still forget it.
The first point from my article is "the task of a constructivist teacher is to design experiences that will give students an opportunity to develop there own understanding of the data at hand ." [D.Q. from Green Book Article] The second point is that scientist exist in every category and subject matter. Research by experts pronounce the information in every field such as history, music, or math. "There is no distinction made in art history and chemistry textbooks to explain the different processes researchers used to determine the knowledge contained within the pages; each book presents both facts of the field." [D.Q. from Green Book] I think in my teaching, it will require a mix of both types of teaching for the student, because a lot of facts are very important, and knowing how to work through them understanding the reasoning behind the fact is also important. The amount teaching each type will vary with student feedback.
The positivist differs from the constructivist entirely. Positivist is the traditional way of teaching, and is based on fact. So to speak, this is the correct information on a topic because researchers and experts have concluded this. All knowledge is broke down into category's and should be stored in the proper folder. Different teaching styles can exist, but it all comes down to memorizing information that has already been learned and accepting it as the truth. Constructivist point of view on how one teaches knowledge is different. It goal is to focus on the routes to understanding a concept on your own through asking specific questions and analyzing. Instead of accepting information from an expert given, the constructivist cares about the student's abilities of understanding the process on how to arrive at the information given. Interpretations can be different between individuals, but each can explain the reasoning on how one arrived at there answer.
I have been taught my whole life from a positivist teachers point of view, so with that being said, I feel that I am more comfortable in that sort of learning environment, however in recent years (college) I have been adapting to a constructivist environment for specific classes. I do like the idea of the constructivist environment and the analyzing thought process, but I feel that is greatly depends on the topic at issue. Some information is better if based on pure factual information from the experts and can still be extremely useful. I don't like the idea of sacrificing the amount of categories studied to learn how to arrive at a conclusion for one category. The constructivist is beneficial, but not really applicable unless you are at the maximum knowledge of that subject and trying to disprove an expert or discover something else. The experts use a constructivist approach, but first already know all the positivist facts.
I think I learn best with the constructivist approach because the information sticks and if you forget, you can go through the process again. Where as when I am just taking in facts, information must be repeated to me several times and sometimes I still forget it.
The first point from my article is "the task of a constructivist teacher is to design experiences that will give students an opportunity to develop there own understanding of the data at hand ." [D.Q. from Green Book Article] The second point is that scientist exist in every category and subject matter. Research by experts pronounce the information in every field such as history, music, or math. "There is no distinction made in art history and chemistry textbooks to explain the different processes researchers used to determine the knowledge contained within the pages; each book presents both facts of the field." [D.Q. from Green Book] I think in my teaching, it will require a mix of both types of teaching for the student, because a lot of facts are very important, and knowing how to work through them understanding the reasoning behind the fact is also important. The amount teaching each type will vary with student feedback.
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