Instructional Strategies EDUC 7003 Sheridan College Traditional Expectations

Instructional Strategies | EDUC 7003 | Sheridan College Traditional Expectations vs. Contemporary Strategies Lydia Spanoudis Mark Lee Dennis Cutajar

Agenda • Introduction • Review • Group Activity • Discussion • Summary, Q&A, Handouts • Feedback • End

Learning Outcomes By the end of this lesson, the learner will be able to: • Understand the differences between traditional student expectations and contemporary learning • Discuss active and passive learning instructional strategies • Identify what learners feel and expect from different instructional strategies

Review Seminar Objective • To teach adult learners about the issues related to the challenges of traditional student expectations versus contemporary instructional strategies

Review Needs Analysis 1. Educator’s Perspective – Understand differences; Improve curriculum design; Effective delivery of active learning = Effective Learning 2. Learner’s Perspective – Students expect to receive lectures but prefer to work individually and on group projects; Learning styles and preferences vary significantly 3. Community Perspective – Effective higher education improves skills and knowledge = better quality of life and economic prosperity

Review Audience Analysis • • • Over 25 years of age Multi-generational, from millennials to baby boomers Multi-cultural Employed in business and government sectors Careers in-transition, job-seekers, semi-retired, or persons seeking personal growth opportunities • Small class size of approximately 10 students, plus an instructor • Occupations include existing professional instructors, trainers, administrators seeking to improve their skills and knowledge • Future professional instructors, trainers, administrators seeking a career change

Review Learner Expectations – Reflection and Discussion Before you embarked on your journey into adult learning: • What were you classroom expectations? • What types of instructional strategies did you expect?

Group Activity • Topic: Reflective Communication • Group 1: Traditional Instruction (Lydia) • Group 2: Non-Traditional Instruction (Mark) • Learning Outcomes 1. Explain in your own words what is communication 2. Distinguish between the three types of communication models

Evaluation Facilitated Group Discussion • Facilitators – Summarize • Discussion • Benefits of the instructional method applied in your group? • Challenges of the instructional method used? • How could the lessons have been more effective?

Summary and Feedback Key Messages: • Learner expectations and preferences are different • Active and passive instructional methods have benefits and weaknesses • As an instructor know your context (needs analysis) • Know your audience’s style, expectations and preferences • Set goals, learning outcomes, select a mix of instructional methods from your diverse toolkit, apply informal and formal feedback techniques

Northwest Iowa Community College. (2011, February 11). What is Active Learning? [Video Retrieved from https: //www. youtube. com/watch? v=Us. DI 6 h. Dx 5 u. I. file].

Question and Answer Handouts • Learning Pyramid • Feedback Form

Individual Reflection • How do you prefer to learn?

Thank you very much for your participation

Resources • Bozarth, J. (2012). From Traditional Instruction to Instructional Design 2. 0. T + D, 66(3), 65 -67. • Definition of communication. (2017). Merriam-Webster. Retrieved from https: //www. merriamwebster. com/dictionary/communication • Mishra, S. (2017). Models of communication. Retrieved from https: //www. businesstopia. net/communication • Northwest Iowa Community College. (2011, February 11). What is Active Learning? [Video file]. Retrieved from https: //www. youtube. com/watch? v=Us. DI 6 h. Dx 5 u. I • Sander, P. , Stevenson, K. , King, M. , & Coates, D. (2000) University Students’ Expectations of Teaching. Studies in Higher Education. 25(3), 309 -323. • The World Bank. Achieving Transfer of Learning. Retrieved from https: //siteresources. worldbank. org/DEVMARKETPLACE/Resources/Handout_The. Learnin g. Pyramid. pdf • UTM Experiential Education Office. Experiential Learning Activities. Retrieved from http: //www. utm. utoronto. ca/experience/sites/files/experience/public/shared/Team%2 0 Based%20 Problem%20 Solving%20 Activities%20 -%20 UTM%20 EEO. pdf