PAL: Historical Antecedents 1Participatory, Active Learning: Historical AntecedentsDr. Marshall JonesWinthrop UniversityPAL: Historical Antecedents2Some ideas to help ground your study Old school Communications Theory Events of Instruction The cone of experiencePAL: Historical Antecedents3But First “If teaching was telling we’d all be so smart we wouldn’t know what to do.” Robert MagerPAL: Historical Antecedents4Sender Encoder Signal Decoder ReceiverSchramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. Basic CommunicationsPAL: Historical Antecedents5Sender Encoder Signal Decoder ReceiverFeedbackSchramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. How you know it is successfulPAL: Historical Antecedents6Sender Encoder Signal Decoder ReceiverNoiseFeedbackSchramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. InterferencePAL: Historical Antecedents7Sender Encoder Signal Decoder ReceiverNoiseFeedbackField of ExperienceField of ExperienceSchramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. Fields of ExperiencePAL: Historical Antecedents8Sender Encoder Signal Decoder ReceiverNoiseFeedbackField of ExperienceField of ExperienceSchramm, W. (1954). Procedures and Effects of Mass Communication, in Mass Media and Education, ed. Nelson G. Henry (Chicago: University of Chicago Press. Overlapping fields of experienceCommon ExperiencePAL: Historical Antecedents9Why is this important  Applying communication to Educational Communication Being able to identify noise Helping create overlapping fields of experiencePAL: Historical Antecedents10The Events of Instruction Robert Gagne 9 things that have to happen in successful instruction Sometimes explicitly, sometimes implicitly Don’t have to follow this orderPAL: Historical Antecedents11The 9 Events(1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization).PAL: Historical Antecedents12An Example: Equilateral Triangles1. Gain attention - show variety of computer generated triangles 2. Identify objective - pose question: "What is an equilateral triangle?" 3. Recall prior learning - review definitions of triangles 4. Present stimulus - give definition of equilateral triangle 5. Guide learning- show example of how to create equilateral 6. Elicit performance - ask students to create 5 different examples 7. Provide feedback - check all examples as correct/incorrect 8. Assess performance- provide scores and remediation 9. Enhance retention/transfer - show pictures of objects and ask students to identify equilateralsPAL: Historical Antecedents13Why is this important? Helps in planning instruction Helps in offering instruction Provides a blue print for designing instructional environmentsPAL: Historical Antecedents14The Cone of ExperiencePAL: Historical Antecedents15The Real Cone Verbal symbols means a lecture You can probably figure out the rest of themPAL: Historical Antecedents16What some have saidhttp://www.acu.edu/cte/activelearning/whyuseal2.htmPAL: Historical Antecedents17Dale and BrunerFigure 1. Edgar Dale’s cone of experience overlaid with Bruner’s concepts for instruction. Image from: http://www.ori.org/~kenl/courses/uo/mmw/docs/img/cone_plain.gifPAL: Historical Antecedents18Why is this important Think about UDL Multiple options for engaging learners Multiple options for expressing knowledge Technology can help direct purposeful experiencesPAL: Historical Antecedents19Student Centered SC curriculum standard for 6thgrade math 1. Analyze and list the differences between two data sets.  2. Describe the relationship between a data set and its corresponding histogram or stem-and-leaf plot.PAL: Historical Antecedents20Standards and activities  Using Technology to provide direct, purposeful experiences Creating overlapping fields of experience Building good instruction Creating activities for students to do Not scripts for teachers to followPAL: Historical