Hoffman (2013) presents Bloom’s Taxonomy in a current, real-world setting that I will be sure to adapt in future corporate training sessions. Depending on the desired outcome of the specific training session, different levels of learning need to be applied. By ascertaining if just “basic” knowledge and recall is needed, or if a more thorough evaluative and creative path is preferential, my clients would have their time and resources appropriately managed (and respected). This article is a good place for me to refer back to, to ensure I am doing just that.
Hoff (2010) digs through some of the pitfalls of motivation when applied to “mandatory training”. In corporate training, employers prescribe a large percentage of training to the employee. The extent of the research in the essay gives some insight to corporate trainees and the data and charts will help tackle any questions as to why trainees should or shouldn’t be in a mandatory training session. As WIIFM (What’s In It For Me?) is a common hurdle in mandatory training, the essay’s reference to the ARCS model is a good touchstone for me to re-direct any negative thoughts back to a positive, relevant place.
Assessment (Formal and Informal) and the Role of Feedback
The Maryland State Department of Education (n.d) has some very simple examples of ways to check that students have understood the lessons and information given to them in a brief but effective checklist. I would use some of these, verbatim, to ensure that I’m not just getting the “smile and nod” treatment. Keeping students engaged and making sure they are absorbing the information is paramount to being a good teacher.
Selecting Instructional Processes & Strategies
Briggs (2013) nicely summarizes a German study that promotes four main characteristics of effective, customized instruction: be adaptive, focus on concepts and principles, take into account the student’s ongoing cognitive activities, and do not replace the student’s ongoing cognitive activities. I like this article as it’s not too prescriptive (ie: it’s not in the form of a checklist of suggested teaching tools) and it will allow me to adapt my own thoughts and ideas into a rough framework so I can improvise training and exercises when necessary to cater to individual learners’ experiences and prior knowledge.
Planning Approaches, Tips, Techniques and Tools
I chose “Gagne’s Nine Levels of Learning: Training Your Team Effectively” (n.d) from http://www.mindtools.com due to its nice summation and examples of Gagne’s model but with the benefit of handy hyperlinks to many of the other components covered in the other components of the Lesson Planning assignment such as motivation, the ARCS model and feedback. This page acts as a nifty “one-stop-shop” for lesson planning and I’ll be sure to have it bookmarked for easy reference in my training sessions.
Briggs, S. (2013, Feb. 21). Customized instruction: Four characteristics of effective instructional explanations. Retrieved from: http://www.opencolleges.edu.au/informed/features/customized-instruction-four-characteristics-of-effective-instructional-explanations/
Gagne’s Nine Levels of Learning: Training Your Team Effectively. (n.d.). Retrieved from: http://www.mindtools.com/pages/article/gagne.htm
Hoff, M. (2010). Discovering factors related to motivation, when learners participate in mandatory, work-related, technology training. Retrieved from http://snl.depaul.edu/writing/MAEAFinalProject11011.pdf
Hoffmann , J. (2013, May 14). Applying bloom’s taxonomy to learning technologies. Retrieved from http://www.astd.org/Publications/Blogs/L-and-D-Blog/2013/05/Applying-Blooms-Taxonomy-to-Learning-Technologies
“Strategies to Extend Student Thinking”. (n.d.). Retreived from: http://www.crlt.umich.edu/gsis/p4_4