Performance-Based Learning Model

8/13/2019 Performance-Based Learning Model

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Instructional Design in a

Technological World:Fitting LearningActivities Into the Larger

Picture


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Performance-based

Learning Model An approach to teaching and learning

which requires advance description of

knowledge, skills, and attitudes learners

must achieve on exit from a course or

program

Informed by theory and best practice

1990-1992 development

1992 released

In use statewide by Wisconsin and Michigan, USA


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Copyright 2001. WIDS.

Model


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Who are the learners?

What do they need to be able

to achieve?

How will I know when

theyve achieved it?

How will they get there?

WHO

WHAT

WHEN

HOW

Model


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Who Who are my learners?

Why are they here?

What experiences do they

bring?

What learning deficits dothey have?

What are their expectations?

WHO

Model


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What What knowledge, skills, and

attitudes must they achieve?

How well must they perform

those outcomes? WHAT

Core Abilities

Competencies

Learning Objectives

Performance Standards

Model


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When How will my learners know

when they have arrived?

How will their competence be

measured?

What strategy will I use forassessment?

WHEN

Performance Assessment Task

Model


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How How can I help learners buildcompetence?

What activities will I plan?

How can I address different

learning styles, especially in onlinecourses?

How can I use more learner-centered activities?

How do I design activities aroundlearning cycle?

HOW

Learning Activities

Model


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4Plan strategies forHOWtheyll learn

1Identifylearners

2Determine WHATthey must achieve

3Establish how youll

measure WHENtheyhave achieved

Model


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Learner

What

When

How

Who


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How


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Learning Activities:strategies for mastering specific

learning outcomes

(often thought of as assignments)

How


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cause learning deliver instruction

Practice

SimulationDiscussion

Presentation

Demonstration

Methods vs Media


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computercase study

Internetsimulationdiscussion

demonstrationteacher

textrole play

videotransparenciespractice

Which cause learning?

Methods cause learning, media deliver instruction.

Methods vs Media


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Sensing Memory

What are we doing to thelearners mind?

selector

large capacity

short duration


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Working Memory

processor

powerfulfragile

short duration

small capacity


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Long-Term Memoryinformation storage

large capacity

requires retrieval


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insert frequent practice

vary the learning format

design with a bias for learner-centered methods

provide learning plans

support all stages of thelearning process

When designing activitiesonline

Clark, Ruth.


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Too much information

Too fast

Fried Brain Syndrome


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Cognitive OverloadCognitive OverloadCognitive Overload


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To avoid cognitiveoverload: break learning

into manageable

chunksclear the

working memory

with meaningfulpractice


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People learn in d i fferen t ways

Vary the Learning

Format


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Method (Discussion? Simulation?)

Media (Computer? Paper?)

Environment (Outside work group?)

Interpersonal context (F2F? Electronic?)

Feedback (Written? Verbal?)

Givens

Vary the LearningFormat


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Application Motivation

Practice Comprehension

The Learning Cycle


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Stage One: Motivation

Focus attention

Answers: Whydo I needor want to learn this

material?

Learners:

Example: (Competency = Critique Speeches )_____1. Describe characteristics that make a speech or

presentation effective for you. Post your description to the

Discussion for this learning plan._____2. THINK about the many ways you have been critiqued by

teachers, family, and friends. How was their feedback helpful or not

helpful? Why was it so? Were strengths and weaknesses both

pointed out? Was it better to hear both or just one of them?


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access information they need to performtarget competency

process content in working memory

minimize use of teacher-centered informactivities such as listen to a lecture or

read the text

Stage Two: ComprehensionLearners:

_____3. POST two examples in the Discussion for Learning Plan 6 ofhow feedback you received was helpful and not helpful. After reading

what others have written, do you see a pattern to what constitutes good

feedback?

_____4. READ the six criteria to giving effective feedback on pages 68-

69 in your text. Are any of these already second-nature to you? Are

any of these new to you?


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Stage Three: Practice(Encode to long-term memory)

engage in guided practice

have the opportunity to DO what they

are learningreceive continuing improvement

assessment and feedback

Learners:

_____5. REVIEW the Speech Evaluation Form while you read a speech

at the website http//:www.schoolforchampions.com/speeches.htm,

www.artofspeaking.com, or another site. If possible, find an online

video of the speech.


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Stage Four: Application

apply what they have learned to realworld problems

show that they have learned

set the stage for next learning task

Learners:

_____6. ATTEND a community/campus speaker (i.e., sermon, lawyer's

arguments, local speaker, etc.). FILL OUT the Speech Evaluation

Form. If it is not appropriate to fill it out during the speech, please do

so as soon as possible.

_____7. WATCH the videotape of your Special Occasion speech.

COMPLETE the Speech Evaluation Form while you view yourself.


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So, whats the

teachers role?

Support All

Stages of theLearning

Process


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Practice Compre-hension

Inspire

Inform

(sage on the stage)

Mentor

Coach

(guide on the side)


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Learner Advantages

of PBL Online

What is learned is skill based;

not outlines of information

Expectations are set in advance;

learners plan how to invest time

and energy


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Grades are based on how well

learners perform skill; not on

how well others perform

Learners are actively involved

Learners have documentation

showing skill

Learner Advantages

of PBL Online

L i Pl 12


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Learning Plan 12

Instructional MaterialsIntroduction:Instructional materials contain the actual instructional content. You us them to communicate

information to learners. . .

Competency

Develop instructional materials

that support specific learning

activities

Performance StandardsCriteria:

instructional materials are consistent with the core

abilities competencies and learning objectives

instructional materials support the learning activities

instructional materials are accurate, complete . . .

Learning Objectives:a.Explain the effect of learning materials on the instructional experience.

b. Identify the benefits of instructional materials. . .

Learning Activities:__1. PREVIEW the learning objectives and performance standards.

__ 2. BRAINSTORM a list of characteristics that learners do and do not like aboutinstructional materials (use the worksheet). . .

__3. VIEW Video Lesson #12 Instructional Materials.. . .

Performance Assessment:

__1. SUBMIT the instructional materials you developed in Assignment 12 to yourfacilitator for review.

Why?

What?

How?

When? Theory/Practice Theorists


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Copyright 2001 WIDS

Learning Taxonomy Benjamin Bloom, D. Krathwohl, B. Masia, Robert Gagne

Cognitive Processing Ruth Colvin Clark, Renate and Geoffrey Caine, Sue Berryman,Patricia Cross, Robert Sylvester

Multiple Intelligence Howard Gardner

Accelerated Learning Paul Scheele, David Meier

Performance-BasedLearning

Robert Mager, Michael Schmoker, Ruth Colvin Clark, Ralph Tyler

Dimensions of Learning Robert Marzano

Learning Styles David Kolb, Bernice McCarthy

Learning Cycle R. Gagne, Bernice McCarthy

Performance Assessment Grant Wiggins, Robert Mager, Michael, Robert Marzano, DonaldKirkpatrick

Component DisplayTheory (classification of

content and knowledge)

David Merrill

Workplace Skills A. Carnevale,

Instructional Materials F. Kiewra and G.M. Frank,

Performance Expectations Robert Mager, Norman Gronlund, Robert Marzano, Robert Gagne

Classroom Assessment Thomas Angelo, Patricia Cross

Instructional/LearningDesign

Ruth Colvin Clark, William Rothwell and H.C. Kazanas, Walter Dick

and Lou Carey, Curtis Finch and John Crunkilton, Jerrold Kemp,

David Pucel

Adult Learning Jerald Apps, Alan Knox, Malcolm Knowles, Alan Tough

Learning Transfer Ruth Colvin Clark

Performance-Based Learning Model

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