 James Kauffman | It is not a simple process to teach. It has never been, but what is more difficult is finding
teachers who understand that what is crucial is learning rather than teaching. It doesn't
matter what you teach; what they learn is important. Furthermore, the only thing that
matters is what the pupils learn because that is the only thing they will gain from the
process.
What difference does it make if I teach it or if the people I'm talking to don't learn it?
It is not sufficient to say things on a podium in order to instruct. Teaching is an action
that begins with me but must conclude with the other; the task of teaching has its
meaning in the learning of my students rather than in the task of teaching itself.
Experts in instructional design assist us in considering how to arrange certain parts to
promote the learning of others, particularly those who must assume their own responsibility
in a task that only they can carry out since it is interelement personal.Without getting into
too much detail, instructional design is the practice of developing educational experiences
that make information and skill acquisition more efficient, effective, and appealing.
The process entails identifying the learner's present condition and needs, establishing the
ultimate objective of instruction, and developing an "intervention" approach to aid in the
transition from the starting state to the desired end state.
Among the scores of authors who have worked extensively on instructional design is
Robert Gagné, whose concept he documented in a well-known book titled Conditions
of Learning.
According to this source, the nine process events associated with the act of learning are
listed in Robert Gagné's instructional design.
Attracting the attention of our students
The teacher or individual attempting to favor specific learning should answer the question, "How am I grabbing my students' attention?"
Communicating objectives
How can we teach students about the goals they must achieve?
t is not uncommon for teachers to keep the objectives to themselves and not adequately
express them to their pupils because they are learning goals for the students, not the
teacher.
Identify past knowledge
This corresponds to what Bloom referred to as cognitive entrance behaviors, and it is
also tied to the DT-PI model in its phase of verifying what learners already know, as a
fellow traveler of the optimal match. We teachers rarely judge whether students already
understand what we are about to communicate or whether they understand what is
required to learn new things or complete the next job. It is as simple as conducting an
initial examination.
Present the material(s)
Present the material(s) on which they will be working in an interesting and inspiring
manner. How should the material be presented to ensure optimum retention?
Guidance and facilitation of learning
What can we do to help pupils learn and link the many concepts or processes with which
they are working? As I have already stated, personalized attention is critical. It is now
achievable thanks to adaptive programs, platforms, and software produced in a variety
of locations.
Show what you've learned (practice)
How do we assess pupils' comprehension of what they're learning? This is accomplished
through completing tasks or activities that demonstrate the application of what they have
learned and their understanding, particularly with application activities.
Feedback
When and how should we give feedback to the learner? This is an important stage
in which we assist learners in understanding why they do it right or wrong, or whether
they perform a task as expected (based on the learning objectives) or not. We must
transcend our fixation with summative judgment, which is based on bad feedback that
merely points out flaws. What kind of future would a tennis player have if his coach merely
informed him, "That backhand is bad," without explaining how to execute it properly?
It is one of the most important components of the learning process and has the biggest
impact on performance, as long as it is tailored to the learner and as near to the task as
feasible. On this issue, hundreds of research have been conducted to demonstrate its
efficacy.
It is now time to assess and demonstrate what has been learned
Although it should go without saying, assessment is critical to the learning process and
must be done correctly. However, there is no one way to go about it. Rather,
we should carry it out, allowing mastery of the objectives to be demonstrated in a
variety of ways, depending on the learners' circumstances. Not all techniques of
assessment are appropriate for all learners. Let us not forget that it is the mastery of
the objectives, not the technique, that is important.
Improve information retention and retrieval
This is the final major event that teachers should consider: What can we do to improve
both aspects?
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