1. Designing Opportunities for Learning Chapter 2 By Sheri Higgs

2. “We’ve Always Done It This Way”

3. Examples of the Efficiency Model Programmed instruction – (Skinner, 1958) Instructional objectives – (Mager, 1962) Mastery Learning - (Bloom, Madaus, & Hastings, 1981) Gagne’s Conditions of Learning (1965) ADDIE - (Fardouly, 1998)

4. Top 10 Attributes of the Efficiency Model 1.Scientific, measurable content. 2.Designed to teach large numbers quickly. 3.Standardized curriculum. 4.Test, teach, test, reteach, test 5.Reinforces desired behaviors.

5. Top 10 Attributes of the Efficiency Model 6.Memorization and fact based. 7.Uses Blooms Taxonomy. 8.Teacher centered. 9.Lead to state standards movement. 10.Textbook is main technology.

6. Top 10 Challenges to the Efficiency Model 1.Does not encourage extending the curriculum. 2.Discourages group work. 3.Not student centered. 4.Does not allow deviation from standardized curriculum in some schools. 5.Does not prepare students for today's world.

7. Top 10 Challenges to the Efficiency Model 6.Does not encourage student use of technology for individual expression. 7.Does not use real world problem solving skills. 8.Does not use social learning 9.Does not use multiple intelligences. 10.Education for education sake and not for living.

8. Reflection Time Click the “check” for yes and the “X” for no Do YOU enjoy being “fed” instruction? Do YOU learn best with the Efficiency Model? Do you think your students learn best this way? Do YOU teach this way?

9. A New Way of Teaching

10. Constructivist Learning 1.Knowledge depends on past constructions. 2.Constructions come about through systems of assimilation and accommodation. 3.Learning is an organic process of invention, rather than a mechanical process of accumulation. 4.Meaningful learning occurs through reflection and resolution of cognitive conflict, negating earlier, incomplete levels of understanding

11. Attributes of Constructivist Learning 1.Provide multiple representations of reality; 2.Represent the natural complexity of the real world; 3.Focus on knowledge construction, not reproduction; 4.Present authentic tasks;

12. Attributes of Constructivist Learning 5.Provide real-world, case-based learning environments, rather than predetermined instructional sequences; 6.Foster reflective practice; 7.Enable context- and content-dependent knowledge construction; and 8.Support collaborative construction of knowledge through social negotiation.

13. Efficiency Learning and Constructivist Learning Efficiency LearningConstructivist Learning Teachers present; students listen. Teachers facilitate; students do, present, think, construct. Working together is cheating. Working together facilitates learning and problem solving. Subjects are presented separately. Subjects are integrated into a learning whole. Learning is fact- centered. Learning is problem- centered.

14. Efficiency Learning and Constructivist Learning Efficiency LearningConstructivist Learning The teacher is the source of all knowledge. There are many rich resources for learning. Print is the primary source of information. Concepts are explored using a variety of communication tools.

15. Efficiency Learning and Constructivist Learning Efficiency LearningConstructivist Learning Assessment is based on how much is memorized and can be given back to the teacher. Assessment is based on each student’s developing abilities to solve problems, communicate ideas, present information, and learn how to learn. Schools are isolated and separate from the rest of the community. Technology connects the world to the classroom and the classroom to the world.

16. Six Guiding Questions 1.What foundations of learning do today’s students most need to know? 2.What activities should designers choose to ensure that students become actively engaged in learning through construction? 3.What contents, ideas, and/or concepts afford a context for student learning?

17. Six Guiding Questions 4.What tools might a designer choose to best support and enhance student learning? 5.What system of assessment might a designer construct to appropriately assess student learning? 6.How might learning environments be constructed to complement the overall learning design?