Learning Plan 6

Brain-based learning
Information
Overview This is the first of a two-part lesson in which you will learn how to help students meet established performance expectations by designing effective learning activities. Teachers often focus on their own activities rather than on the activities that work best for students to learn. In this lesson you will learn how your students learn, how to avoid cognitive overload, and how to support different learning styles and connect effective teaching to the different stages of the Learning Cycle.

Target Competency
Apply brain-based learning concepts to the activity of learning Lin!ed Core Abilities alue learning Think critically and creatively !se science and technology "o# will demonstrate yo#r competence$ o by creating a sketch that represents the memory system, it"s related processes, and what factors impact learning. "o#r performance will be s#ccessf#l when$ o sketch shows all three memory systems. o sketch shows how all three memory systems are connected. o sketch shows the five different control processes. o sketch shows how each control process is connected to the memory system. o sketch shows where accommodation and assimilation take place. o sketch shows factors that impact each part of the memory system. Learning Ob%ectives a. #escribe how the three types of memory relate to one another. b. #ifferentiate between accommodation and assimilation. c. $xplain the five processes that control the flow of information through the memory systems. d. %ecogni&e signs of cognitive overload. e. 'utline strategies to minimi&e cognitive overload f. $xplain how the practice of varying learning activities is related to different learning styles. g. Identify options for varying learning activities. Apply the Learning Cycle model to the activity of instr#ction "o# will demonstrate yo#r competence$ o by completing a chart with examples of teaching strategies for avoiding cognitive overload that you can use in your specific learning context. o by illustrating the connection between different teaching strategies and the stages of the Learning Cycle. "o#r performance will be s#ccessf#l when$ o chart shows the selection of a strategy in each of four areas for avoiding cognitive overload. o chart is completed with examples of strategies that can be used for a specific competency in your program. o chart designates in which stages of the Learning Cycle each example can be used.

Learning Ob%ectives a. $xplain the four stages of the Learning Cycle. b. $xplain the connection between #irect Instruction and the Learning Cycle. c. $xplain the connection between the four stages of the Learning Cycle and information flow (

control processes.

Learning Activities
)))))(. )))))-. )))))3. )))))7. )))))8. )))))2. ))))):. *%$ I$+ the learning plan for ,rain-based learning. I$+ the presentation on learning. .'LL'+ /L'01 with the text in your manual under tab 2. C'4*L$T$ *ractice 5andout 2.( on recogni&ing different types of memory. #I6C!66 the results with the larger group. C'4*L$T$ *ractice 5andout 2.- on identifying control processes. #I6C!66 results with the larger group. C'4*L$T$ *ractice 5andout 2.3 on comparing learning plans for distributed practice. #I6C!66 results with the larger group. */%TICI*/T$ with the larger group in an analysis of a learning plan for the 9,uild a fire9 competency. %$.$% to *ractice 5andout 2.7. C'LL/,'%/T$ with a partner to C'4*L$T$ *ractice 5andout 2.8 on classifying learning activities according to the stages of the Learning Cycle.

Assessment Activities
)))))(. )))))-. C%$/T$ a sketch that represents the memory system, its control processes, and the factors that influence them. !se /ssessment 6heet 2.(. C'4*L$T$ the chart shown on /ssessment 6heet 2.-.

A &ew Ideas Abo#t Learning

This section deals with the topic of learning;how people learn best, what happens when they become overwhelmed, ideas about designing your instruction to avoid overload, and how to help students with a variety of learning styles. This information is critical to consider before you tackle designing the learning activities that will allow them to master your learning ob<ectives and course competencies. Teaching vs. learning: there is a difference! Teaching is the development of instruction. Learning is the ac=uisition of knowledge, skills, and attitudes. /sk this =uestion;why does your school exist> To deliver instruction> 'r to facilitate learning> The answer to that =uestion will tell you =uite a bit about your approach to the enterprise of education. +hen you move into designing your learning activities, you will first be confronted with two =uestions;what instructional materials will you use, and what instructional strategies will you employ> 'n one hand you have materials, on the other hand you have methodology. The decisions you make about these two things will affect how well your students are able to learn, and how they feel about their educational experience. There is debate about which of these decisions should be made first. 6ome say you should decide the best methodology for the learning you are trying to facilitate, and choose instructional materials that fit with that methodology. 5owever, practical considerations sometimes dictate that you don?t have a lot of choice in your instructional materials, and there are only so many things you can do with what you?ve got, so you start with the materials rather than the methodology and make the best of it. 6o, either direction of decision-making is appropriate, according to your specific set of circumstances. The key is to make sure you?ve matched what you?ve got with what your learners? needs are. To do that, an understanding of how learning occurs is necessary. Making Sense of the World @ean *iaget, the famed .rench psychologist, gave the discipline of developmental psychology a framework for understanding how cognitive ability develops as a child grows from an infant to a young adult. 'ne of the concepts *iaget formulated was that of assimilation versus accommodation. .rom birth, people formulate concepts in their mind about how and why things are the way they are. These concepts are referred to as AschemaB and are basic knowledge structures that allow us to make sense of the world around us. / child may see a robin, and ask =uestions about what it is. 5is parent says it?s this thing called a robin, it?s a bird, and explains all about what a bird is. The child notices that the robin can move through the air without support CflyD. 6o the child builds a schema in his head that is called AbirdB and it includes robins and the knowledge that one thing robins do is fly through the air without support.
3

The child?s yard is filled with robins and he watches them pulling up worms and flying around all the time. 'ne day he sees this new AthingB pulling up worms in the yard. This doesn?t look like a robin, so he is not sure what it is. Then suddenly it takes off into the sky and the light bulb goes on in the child?s mind;it?s a birdE 5e has <ust assimilated this new information about birds into his existing schema called bird. 5e now knows that there are different types of birds. 5e later finds out that this one is called a blue <ay. Later on, the child sees an airplane for the first time flying overhead. 5e exclaims, ALook, it?s a birdE +hat kind of bird is that>B 5e knows that things that fly through the air are called birds and that there are different types of birds. 6o naturally, he thinks this is a bird and is ready to assimilate this new information about what kind of bird this might be into his existing schema called Abird.B ,ut he is surprise when his parent says, A0o, that?s not a bird, that?s an airplaneEB +hat>> /n airplane> +hat?s an airplane> /nd so his parent tells him all about airplanes, and how they are machines, that they are not alive, but they are able to fly like a bird, but only much higher and much farther because they have engines, and that humans make them, and humans ride on them. The child learns all about airplanes. 5e builds a new schema called AairplaneB and knows now that not everything that flies through the air without support is a bird. 5e has accommodated this new discrepant information by building a new schema. Learning makes use of both of these processes, accommodation and assimilation. +hen new information is presented to us, in order for us to make sense of it, we look for existing understandings in our mind;frameworks for understanding and remembering the information. If we do not have an existing framework for making sense of information, we construct new ones. Think of these frameworks as houses with many rooms that are filled with previously learned information. /nd what do you think these rooms represent> 4emory. Different Types of Memory There are three types of memory used for information sorting, storing, and retrieval;sensory memory, working memory Cshort-termD, and long-term memory. 6ensory memory is the first room in the house that the information enters; it?s like the foyer of a home, only bigger. / lot of information can come in all at once. It doesn?t stay there very long though, <ust like guests in your home wouldn?t hang around in the foyer. The brain decides what information is important to attend to and sends that information on to working memory. The rest is deleted. +orking memory is like the living room of the house. This is where all the information that is being processed comes in, takes a seat, and waits for the host to pay some attention to it. @ust as only so many people can fit in most people?s living rooms Cthere?s room for six to sit comfortably in my living roomFD only so much information can be handled in working memory. .ive to nine chunks of information is the usual capacity,
7

although recent research suggests it might be more like three to seven chunks. This is why phone numbers are seven digits. There is a limit to how much information can be processed in working memory at any one time. If you have students who can only process three points of information at a time, then you must think very carefully about which three points of information you want to present. This is what AchunkingB is about;putting together separate pieces of information to form a coherent AchunkB or unit of information to be sent on to long-term memory. @ust as the host in a home can only pay attention to one or two guests at a time, working memory must prioriti&e the information it focuses on too. 6ome information is placed in the background, to be dealt with later, while other information is more urgent and gets a higher priority. 6ometimes, information takes turns at processing, <ust as a good host makes sure all the guests in the home are receiving ade=uate attention over time. Long-term memory is where information goes to be stored. This would be like the attic in a home. Things you want to keep, things that are meaningful, but that you don?t use every day, those things are stored in the attic. Likewise, information that you will need at some point in the future, information you don?t use very often, information that has been rehearsed so much it has become permanent, or information that is important to support critical functioning is stored in long-term memory. +hen you store things in the attic, you put them in containers that are marked with different names to identify the contents of the container. There are three containers in long-term memory that are named for the type of information that is stored in each. 'ne is called Adeclarative,B one is Aprocedural,B and the other is Aimagery.B #eclarative memory holds all the information that is about things Cfacts, concepts, etc.D. *rocedural memory holds information about processes, or information about how to do things. Imagery holds mental pictures. +hen any of these types of information is needed, it is brought back into working memory so it can be used, manipulated, or modified. There are many theories of instructional practice out there that talk about the art of helping students move information from working memory to long-term memory. %esearch has shown that two of the most effective methods for accomplishing this are elaboration and direct instruction. $laboration is a techni=ue that is probably very familiar to you. It involves a variety of strategies for helping a person to remember information, like creating a mental picture, connecting the things to be remembered to locations in the environment, or to words that rhyme, or creating a rhyming phrase about the information, or making a sentence out of the first letter of each word in the se=uence of information to be remembered. #irect instruction is a method that will be discussed later when we return to the sub<ect of designing learning activities.
8

Five Main Control Processes Information moves through the memory systems according to controllers; like gatemen on a toll road that tell the flow of traffic where and when they can go. Control processes tell information where to go in the memory system. There are five main control processes that are of interest to our efforts in instructional design. (. ttention: this process governs what information is paid attention to, and what is ignored. Gou?ve heard the phrase Aselective attention,B which refers to our ability to select out relevant information from a barrage of sensory information. This is the controller that works with sensory memory. $ffective instruction will activate this controller and AgrabB students? attention at the beginning of a lesson so they are drawn into the educational experience.

-. !ncoding: this process is at work when information that has been active in working memory is moved over to long-term memory. The information is AencodedB for future retrieval. Learning activities should be designed to accomplish this. 3. "ehearsal: $ffective instruction gives students the opportunity to rehearse what they are learning. %ehearsal is necessary to activate encoding. There are two types of rehearsalH maintenance rehearsal, and elaborative rehearsal. 4aintenance rehearsal AmaintainsB information in working memory so the student can repeat their interaction with it over and over and over again until it becomes permanent. This is called Aremember-levelB learning. Think about your experience learning mathematics, where you had to work problem after problem after problem because Apractice makes perfectEB $laborative rehearsal is much more efficient because it causes the student to make connections between new information and familiar knowledge structures. +hen you connect material to be learned with a student?s personal experience, it is much easier for them to remember. This is called Ause-levelB learning. /lso of note is research that shows rehearsal is more effective when the student is given a break between practices. %ather than practicing something over and over and over, when practice is altered with other activities or inputs of information, encoding happens more =uickly and more efficiently. 7. "etrieval: this process governs the transfer of information from long-term memory back to working memory. 8. Meta#cognition: this process represents the students? ability to think about their own thinking process. This allows a student to reflect on the learning process, evaluate their progress feedback that you provide, set goals, and ad<ust study strategies.
2

Cognitive $verload 5ow many times have you been in a learning situation where you were very interested in learning what was to be presented, but the information was coming at you so fast you =uickly got lost> *retty soon, nothing made sense anymore, it all started to sound like gibberish, and eventually you <ust tuned out> +e?ve all been there. That experience is known as Acognitive overload.B 0othing is really learned until it is encoded in long-term memory. The working memory has a lot of processing power, but it is fragile and can easily become overwhelmed. It can?t handle a large volume of information, and it can?t process information without ade=uate time for rehearsal. There are a variety of strategies you can use to help your students keep pace with the presentation of information and avoid the overload syndrome. ' B#ild strength into yo#r learning activities$ isual aids that the students create for themselves are an example of a very effective learning activity that supports rehearsal and encoding. Learning activities that free up the processing power of working memory to tackle higher level problems are most effective. Think of working memory like the processor on your computer. +hen you?re running too many programs in the background, like virus software, the computer?s processor is too busy and has nothing left to devote to running the programs you?re interested in using. 1ive students practice at tasks that use the information in ways that will allow them to come back to it as reference later on.

( Tell st#dents what they)re going to do and why$ This is another strategy for freeing up processing power in working memory to devote to the encoding of information. Instead of leaving your student to try and figure out what the purpose of a particular activity is, or what value it might have, or why it?s relevant to the instructional topic, <ust tell themE Then they will not be focused on those =uestions and be free to focus on interacting with the content in a productive way. 1ive them the supporting information for a process or performance at the beginning of a learning experience and they will be better able to focus on the information that really matters.

* +se the ,ch#n!ing- strategy for presenting information$ The framework you?ve begun building with competencies and learning ob<ectives is already chunking your information to some extent. Continue to look for ways to break up the instructional material into manageable units, with ideally three to five items in each chunk.

. /ive ample opport#nities for practice$ #on?t give a whole truck-load of information to students without giving them time to stop after each small chunk and engage in a variety of ways to practice using the information. +henever possible use practice strategies CrehearsalD of the elaborative type. *roviding feedback on those practice episodes also strengthens the encoding process.

0 /ive fre1#ent rest brea!s$ *eople need to move and switch their focus every 8J minutes or so in order for working memory to remain clear. 1etting up and moving around, drinking water, or attending to something completely different are all ways of giving the working memory a rest.

%earning Styles The traditional method of teaching goes something like thisH teacher lectures, students read a text, teacher lectures some more, teacher gives a =ui&, students read more in the text, more lecture, students take a midterm exam and a final. This is often referred to as Acovering the sub<ect matter.B Covering s&'(ect matter is telling) not teaching. 6tudents come to the learning environment with a variety of learning styles, and a variety of Aintelligences.B 6ome students have an aptitude or AintelligenceB for graphical representations, some for audio or musicality, still others are kinesthetically adept. These varying strengths and learning styles represent a challenge for the teacher who is trapped in the traditional mode of lecture, read, then test. 6tudents who have various other strong intelligences are not hard-wired to do well in the traditional model. They need a learning environment that offers abundant opportunities to exercise their strengths and utili&e their dominant intelligences to interact with the instructional material. +hen this environment can be provided, encoding will happen more =uickly and more efficiently.

ariety is the key to engaging these students. Gou can vary your methodologies by using strategies such asH demonstrations, simulations, role-play, case study analyses, investigations, guided practice, pro<ects, feedback, memory aids, graphic organi&ers, information-seeking, information-receiving, group discussion, teacher-directed reading, student-directed learning,F

Fand the list goes on. Gou can vary the learning environment by holding AclassB in places other than the classroom, such as a lab, a community center, a <ob site, etc. ary the context also by re=uiring interpersonal contact, such asH working in pairs, small groups, whole class groups, business partners, etc. ary the material you use by incorporatingH print, audio, graphical, video media, guest speakers, panel presentations, computer programs, satellite conferencing.

There are many ways to vary learning activities so that you are addressing all the different intelligencesH verbal, logical L mathematical, visual L spatial, musical L rhythmic, interpersonal, intrapersonal, kinesthetic.

(J

If you don?t know what all these intelligences are like, look them upE

((

Direct *nstr&ction and the %earning Cycle The +I#6 model uses a simple instructional model called the Learning Cycle. This model correlates =uite well with a transactional model of #irect Instruction. Transactional means it re=uires students and teachers to interact with each other and the content over the course of the instructional experience. The Direct *nstr&ction model has several se+&enced components: ,. $vervie-.revie-: helps the students to take a look at what they already know about the topic, or what prere=uisite skills they already possess. /. $vervie-.-hat and -hy: explain to student what they will be doing and why it is important. 0. !1planation: explain the information to be learned and give substantive content. 2. Pro'e and respond: ask for student =uestions and probe for their level of understanding. 3. 4&ided practice: help the students practice application of the content. 5. *ndependent practice: students work on their own to practice application of the content. 6. Periodic revie-: give students an opportunity to incorporate previously learned skills into their practice with the new content. 7. C&es 8 prompts 9 corrective feed'ack: monitor student progress throughout the learning activities and provide feedback on how students are doingM offer correction where needed. :. S&mmative 8 formative assessments: students complete learning activities and demonstrate proficiency in application of content at the end of the unit or lesson.

(-

,ecause learning is an iterative process, it is represented as a cycle. The +I#6 Learning Cycle is made up of four stages that each learning experience should move through. Those fo&r stages are: ,. Motivation: get the students excited about the content /. Comprehension: give the students material to digest 0. Practice: give the students opportunities to practice with what they received in the comprehension stage 2. pplication: assess their proficiency on the competency

These fo&r stages correspond with the steps in the Direct Instruction model. The 4otivation stage encompasses the overview;review step of #irect Instruction. The Comprehension stage is the overview;what N why, and the explanation steps in #irect Instruction. The *ractice stage of the Learning Cycle includes the probe N respond, guided practice, independent practice, periodic review, and cues N prompts L corrective feedback steps of the #irect Instruction model. The /pplication stage of the Learning Cycle is analogous to the summative assessment in #irect Instruction, or any other model for that matter.

$ach of the four stages of the learning cycle also facilitates one of the 8 different control processes we talked about earlier. 5ere?s a detailed look at what should be happening at each stage of the Learning Cycle. ' 2otivation stage$ /t this stage you want to engage students so that the attention process is activated. Gour students need to be inspired to actively engage in learning the content, and ultimately they must be able to answer for themselves the =uestionH +hy do I need or want to learn this material> It is not motivation enough to say to them, A+ell, it?s part of the curriculum,B or A6omeday you?ll thank me.B 0o, they need to be guided through a process that allows them to find a reason within their own experience that makes learning the material a desirable thing to do. 6o, your <ob as the teacher is to provide an opportunity that makes a connection between the content and a concrete experience, and then to give them an opportunity to reflect on that experience from their own perspective. 4any of you were motivated to take this training because you?ve had people come to work for you who were not trained very well, if at all, and it is frustrating. Gou know you could do a better <ob of teaching new artists your craft. That is your concrete experience, and you?ve reflected with yourself and with others in the industry on what a pain it is that education offerings for your industry are not of a higher =uality. 6o you are motivated, you are inspired, you are primed to learn this material so you can do the <ob you wish others would do too. Gou?re readyE ,ring it onE ( Comprehension stage$ #uring this stage you begin to deliver the content. 6tudents are now processing information in their working memory and making a connection between why they want to learn the material and an understanding of what they will be learning. 1oing over the competencies they will need to demonstrate, and the learning ob<ectives that help them get there, are the first things you should do. 1ive the students the road map. The most critical thing to remember here is that you are a facilitator of learning. Gou will have planned out learning activities that are designed to assist the student in being an active participant in their own learning and that give them opportunities to interact with the material and construct their own understandings. %esist the temptation to do too much lecturing, assign too much reading of the textbook, or otherwise pull the focus away from the AwhatB that the student is doing and put it on the AwhatB that you are doing.

* Practice stage$ The goal of this stage is to facilitate encoding, so that means you need to have the students engaged in elaborative rehearsal, rather than maintenance rehearsal. %emember that maintenance rehearsal only keeps the information alive in working memory but does not help transfer it over to long-term memory. @ust as in the #irect Instruction model, guided practice with lots of examples should be provided for the students at first. 5elp them see what their practice should look like and then give them lots of feedback on how they are doing. 6lowly transition them to independent practice, where they are challenged to extend their ability to use the information in new ways. In planning your instructional time, you will want to swing back and forth between the comprehension stage and the practice stage. #on?t overwhelm your students with all the information at once. %emember the principle of chunking; give them three to five units of information at time, with activities for practice that allow them to encode that information and move it out of working memory into long-term memory so that working memory is clear and ready to receive the next chunk of information. . Application stage$ This is point where you give the student the opportunity to demonstrate their proficiency on the competency. 5ere is where they will bring together all that they have learned and practiced to demonstrate their application of the material in a real-world context. They will be retrieving information about how to do a task out of long-term memory, along with all the supporting knowledge they?ve encoded, and getting it into working memory where they will use it to demonstrate that they can perform the competency. Gour <ob here is to be sure you?ve designed a performance assessment that actually measures the competency, and not any of the learning activities they completed.

Word

'o&t Meta#cognition

/ll throughout the instructional experience, you are facilitating metacognition through the learning activities you design. 6tudents need time to reflect on their learning experience and incorporate that reflection back into their activities. ,y building in time for reflection as well as time for feedback, other than the performance assessments, you are helping students think about their thinking ;which ultimately improves the =uality of that thinking over time.

Practice Handout 6.1

Directions: Read the following list of activities. For each one, determine if the memory system used is sensory (S), working (W), or long-term memory (L ). !nter the a""ro"riate initials after each activity. #####$. %ow to tie knots to anchor a &oat. #####'. (alculating interest. #####). *ames and characteristics of common weeds. #####+. %earing a voice. #####,. -ifferentiating assessment strategies from criterion. #####.. Seeing and smelling a fire.

Practice Handout 6.2

Directions: -etermine which "rocesses are illustrated in the events descri&ed &elow/ attention (0), encoding (!), rehearsal (R%), retrieval (R ), or meta-cognition.

###### $. Sandra sto"s the music she has "layed while students work in small grou"s to indicate that it is time to &egin a new activity. ######'. Sam re"eats the ste"s for investigating a domestic distur&ance, listing them in order over and over. ######). Ste"hen highlights "articularly relevant "oints in the "re"ared training materials for a worksho" on commercial lending. ######+. 0llen review the "erformance standards for com"leting a su""ly and demand analysis to determine which criteria he can meet and which need further study or "ractice &efore he can &e confident of successfully com"leting the "erformance assessment. ######,. When demonstrating (1R on the final test, Li2 mentally "ictures the gra"hic chart de"icting the ste"s and the order in which they are "erformed. ######.. (harlotte has her "olice science students analy2e a domestic distur&ance case study and then role "lay how they would handle the initial investigation. ######3. 0s !llen "re"ares to "erform her first on-the-4o& "erformance a""raisal, she thinks through the "rinci"les for giving em"loyee feed&ack. ######5. When studying medical terminology, 6ane uses gra"hic mental images to hel" her memori2e new terms.

Practice Handout 6.3

Directions: -etermine which learning "lan "rovides more effective distri&ution of "ractice7L1 $ or L1 '8 9e "re"ared to 4ustify your conclusion.

Learning Plan 1
Learning Activities: $. '. ). +. ,. 0ttend a lecture on the writing "rocess. (om"lete assigned te:t&ook reading. Review the handouts on the writing "rocess. Review sam"le essays -evelo" a five-"aragra"h essay on a current event to"ic.

Learning Plan 2
Learning Activities: $. '. ). +. ,. -iscuss the ste"s you currently use when you write with a small grou". Listen to an overview of the writing "rocess. (om"are the writing "rocess to the ste"s you listed in your small grou" discussion. Listen to a descri"tion of Ste" ;ne79rainstorming. Work with a small "eer grou" to "ractice &rainstorming ideas for a five "aragra"h essay on a current to"ic. .. ;&tain feed&ack on your work from your instructor. 3. Listen to a descri"tion of Ste" wo7;rgani2ing.

Practice Handout 6.4

Directions: Read the scenario &elow for the <9uild a cam"fire= com"etency from the ent (am"ing 9asics course at the School of ;utdoor Living. his scenario dooms the students to cognitive overload. Formulate some recommendations to contri&ute to the grou" discussion on how to im"rove this course using the strategies you>ve learned. Refer to the chart "rovided in 0ssessment ..' for hints a&out avoiding cognitive overload. Scenario: he ent (am"ing 9asics course will &e taught on five consecutive mornings. ?onday through hursday, the class will meet fm 5/@@ to $'/@@ in a classroom. ;n Friday, the class will take a field tri" to a local cam"ground to "ractice and &e assessed on the course>s com"etencies. he instructor will address the <9uild a cam"fire= com"etency on uesdayA he "lans to deliver a short mini-lecture while the "artici"ants take notes on a""ro"riate locations to &uild a fire and sources of fuel for a cam"fire. he class will view a short video lesson on how to &uild fire rings and fires. he in small grou"s, they will &rainstorm the various uses for a cam"fire. he instructor is inviting a "ark ranger as a guest "resenter to talk a&out the various "recautions cam"ers should take with cam"fires and what first-aid measures they should know. For hands-on e:"erience, the "artici"ants will a""ly the knowledge they gained on uesday during Friday>s field tri" to actually &uild a cam"fire. Recommendations:

Practice Handout 6.5

Directions: Read the list of learning activities for the com"etency <9uild a cam"fire.= La&el each activity according to the learning "rocess stage it addresses/ motivation((?), com"rehension ((), "ractice (1), a""lication(0). hen seBuence the activities so they move the learner through the "rocess in the correct order. Se uence Stage
###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ###### ######

Learning Activit!
$. R!CD!W the com"etency, "erformance standards and learning o&4ectives to clarify the "erformance e:"ectation for this learning "lan. '. 9EDL- a cam"fire that meets the "erformance criteria for this com"etency. Work with a small grou" of your "eers. ). !C0LE0 ! three case studies, identifying how a fire ha2ard code a""lies and where it was violated. +. LDS !* to Ranger Rick>s "resentation on cam"fire safety and fire codes. ,. LDS !* to a mini-lecture on selecting a""ro"riate cam"fire fuel. .. CD!W a demonstration e:"laining the "ur"ose for and showing how to &uild a fire ring. 3. CD!W a demonstration showing the ste"s for constructing, starting, and tending cam"fires. 5. -DFF!R!* D0 ! &etween a""ro"riate and in a""ro"riate cam"fire fuel. Work with sam"les "rovided &y your instructor. F. 10R D(D10 ! in a discussion in which you com"are taste, a""earance, and a""eal of cam"ing foods. $@. (RD DGE! cam"fires &uild &y other small grou"s. $$. 1R0( D(! &uilding a model fire ring. $'. 1R0( D(! constructing models for at least two ty"es of cam"fires. $). 0S ! !S sam"les of cam"fire food, dehydrated foods, and foods cooked on a cam" stove "re"ared &y the instructor, com"aring their taste, a""earance, and a""eal.

Assessment S"eet 6.1

Directions: -raw a sketch de"icting the three different kinds of memory, the control "rocesses that direct the flow of information through the system, and note the different factors that influence that "rocess, such as varying learning strategies, chunking information, etc. *ote on the sketch where assimilation and accommodation take "lace. (heck your sketch against the scoring guide "rovided here.

S#etc"$ $. '. ). +. ,. .. shows all three memory systems. shows how all three memory systems are connected. shows the five different control "rocesses. shows how each control "rocess is connected to the memory system. shows where accommodation and assimilation take "lace. shows factors that im"act each "art of the memory system.

%es

&o

Assessment S"eet 6.2

Directions: Esing a com"etency that you>ve written, "lan for connecting your teaching to the learning. (heck the strategy you would like to use in the left hand column. Dn the right hand column "rovide at least one s"ecific e:am"le of how you could use the strategy you checked. 0lso indicate which stages of the Learning (ycle your e:am"le could &e used in. Refer to the e:am"le chart "resented first. (heck your work with the scoring guide. '(am)le *"art:
*om)etenc!: Arrange te(t in a +ord,)rocessing )rogram. Strategies -or Avoiding *ognitive .verload Provide strong instructional materials Job / Task Aids References-based training Complete handouts '(am)le 1rovide a short-cut chart. (ontinually refer students to software documentation during instruction. Stage oLearning *!cle ( (

Se uence Su))orting /no+ledge 0irst Preview learning plans and competencies first Start with easier SAs first! build to more difficult Present and practice supporting knowledge prior to ma"or competenc# task *"un# 1nstruction Create short lesson plans $se structured writing in handouts to help consolidate knowledge

1rovide o""ortunities to "ractice each skill &efore moving on to the ne:t demonstration.

-ivide information &etween , mini-lessons/ $. *avigating '. !diting ). 6ustifying +. Formatting ,. Relocating Iive feed&ack on student "erformance after every skills "ractice activity.

(H1

Provide Distri2uted Practice $se maintenance rehearsal to automate skills when "ob aids are inappropriate %ncorporate fre&uent elaborative practice Provide fre&uent feedback on student progress and performance

*om)etenc!: Strategies -or Avoiding *ognitive .verload Provide strong instructional materials Job / Task Aids References-based training Complete handouts '(am)le Stage oLearning *!cle

Se uence Su))orting /no+ledge 0irst Preview learning plans and competencies first Start with easier SAs first! build to more difficult Present and practice supporting knowledge prior to ma"or competenc# task *"un# 1nstruction Create short lesson plans $se structured writing in handouts to help consolidate knowledge

Provide Distri2uted Practice $se maintenance rehearsal to automate skills when "ob aids are inappropriate %ncorporate fre&uent elaborative practice Provide fre&uent feedback on student progress and performance

Scoring 3uide
*"art$ $. '. ). shows the selection of a strategy in each of four areas for avoiding cognitive overload. is com"leted with e:am"les of strategies that can &e used for a s"ecific com"etency in your "rogram. designates in which stages of the Learning (ycle each e:am"le can &e used. %es &o