Instructions
This Self-Directed Assessment contains eight questions for you to answer based on a scenario.
Read the question carefully
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Scenario
Xavier and Lydia teach classes for adult learners. You are Xavier and Lydia’s mentor teacher. You observe their classes to evaluate methods for effective instruction. To help determine effectiveness, you watch for evidence of differentiated learning principles, interpretation of cognitive function in learning, an awareness of the impact of learner characteristics on learning outcomes, practice with a distinguished alignment to the major learning theories, and the use of elements in the learning environment.
Observation of Lydia’s Class
Lydia placed five rows of tables with chairs facing the front of the room. Using this design, she is confident all learners will be able to see and hear her lecture. Above the sign-in table, Lydia places a large sign reading, “NO Phone Zone.”
Morning Activities
Lydia calls out a friendly “Welcome” as the adults settle into their assigned seats. Lydia introduces herself and shares the course schedule, learning objectives, and expectations. Expectations for participants include raising their hand for a turn to speak, remaining attentive during all activities and for the duration of the class, and of course, no use of electronic devices.
Lydia randomly calls upon members of the class to participate. When Darrell raises his hand to answer a question, Lydia praises Darrell and tosses him a half-size candy bar. Looking pleased, Darrell catches the candy. It isn’t long before the other learners catch on; for the next hour, dozens of hands shoot rapidly in the air, questions are answered, candy is awarded.
Next, participants are assigned to groups. Participants are instructed to complete the activity independently before sharing it with their group. Each member will raise their hands for a five-minute turn to share.
During the small group activity, Lydia notices several participants swiping through information on their cell phones. She loudly calls the participants out by name and then points to the “NO Phone Zone” sign.
Later, Lydia asks a student using his phone to place it on the sign-in table until the end of the class. As the student reluctantly complies, the other learners quickly remove their electronic devices from sight. Lydia is pleased because she is confident that eliminating the use of personal devices will help limit distractions during class.
Lunch Break
A 45-minute lunch break is provided. Lydia suggests that participants take a ‘working lunch’ to use the time to review individually for the test.
Afternoon Activities
As the day comes to an end, Lydia recaps the agenda and describes how the day’s activities supported the course’s learning objectives. The remaining 30 minutes of the course are reserved for participants to complete the exam. Most learners appear nervous as they begin.
Observation of Xavier’s Class
You are greeted at the door by Xavier and are asked to take a seat wherever you would like. The tables are joined to create a large square, with various seating options such as chairs, standing space, and stools around the shape’s perimeter. All participants can see one another from each seat, and Xavier sits among the group to share the presentation. Posters displaying positive messages are hung on the wall. Floor lamps were brought in to illuminate a corner where natural light does not reach. The temperature was controlled at a comfortable 72 degrees.
Morning Activities
Xavier calls out a friendly, “Welcome” and invites participants to share a bit about themselves and their children in an open forum. Pictures from participants’ phones are shared widely.
After introductions, Xavier asks participants to share why they enrolled in the course and what they hope to gain. As the participants share, Xavier points out how the course agenda, learning objectives, and expectations will align with the participants’ needs. As a group, the class completes a brainstorming activity to define class participation expectations.
Xavier explains that the schedule is flexible. Alternative activities are available on the back table and multiple ways to complete the tasks are acceptable. Participants are encouraged to take breaks as needed. Xavier created an electronic file to share along with printed information.
Next, participants are offered multiple ways to engage in their learning. Some participants select an individual reflection activity; others watch and debate a segment of a documentary film. Those that selected the small group activity brainstorm ideas on sticky notes before creating a word-cloud pattern of solutions. As Xavier monitors the groups, he notices several participants step away for a moment to check their phones. Others use their device to share information. Xavier comments on the observed behaviors, pointing out how these strategies can be effective learning tools.
Lunch Break
A 45-minute lunch break is provided. Xavier encourages a ‘working lunch’ to create and share knowledge with their peers. He posts choices of activities on the board for those that wish to participate.
Closing Agenda
As the day comes to an end, Xavier leads an interactive activity to recap the course’s learning objectives. Next, he offers five minutes of personal reflection before asking participants to write a Call-to-Action statement that will describe how they will use their new knowledge at home. During this time, Xavier briefly meets with each student to discuss strategies for implementing their Call-To-Action. As Xavier distributes the exam, he reminds the participants that this final activity only intends to help him, and the learners understand their progression towards the course goals. What counts are the strategies they will take home with them. Most learners appear unpressured by the exam and begin.
Questions need to be answered: Review the scenario\topic and then answer the following questions:
- Question: Methods of Effective Instruction
Question: Describe the criteria you would use to determine the effectiveness of Xavier’s instructional practices.
- Question: Cognitive Function in Learning
Participants of the course must pass a final exam with at least an 80% to be eligible for reimbursement and a certificate of completion. Lydia offers many blocks of practice time during the class to study for the exam. She also uses repetitive learning activities such as flashcards and quiz-type questions to help the learners prepare for the test.
Question: Based on what you know about the cognitive functions of learning and memory, what is an advantage and disadvantage of Lydia’s method of instruction?
- Question: Learning Theories in Lydia’s Classroom
Question: Identify the learning theory primarily represented in Lydia’s teaching practice and explain how Lydia used components of the environment to align with this theory.
- Question: Learning Theories in Xavier’s Classroom
Question: Identify the learning theory primarily represented in Xavier’s teaching practice and explain how Xavier created a learning environment to align with the theory.
- Question: Learning Principles in Xavier’s Instruction
Question: As Xavier was designing his course, what learner characteristics did he consider and why?
- Question: Learning Principles in Lydia’s Instruction
Question: Provide examples of misalignment to andragogy in Lydia’s instructional practices.
- Question: Learner Characteristics
Alina believes this course will help her develop parenting skills to support her family. She is interested in enrolling in the class, but she is worried about her success in the course. She identifies her own educational experience as unfavorable. Alina recalls boring lectures with seemingly irrelevant information. The lessons eventually led to tests that she struggled to pass. Alina remembers wishing her teachers would let her explore the concepts hands-on. She wondered if this class would mirror her previous experience or if she would collaborate with other parents and learn new parenting strategies. After much thought, Alina anxiously enrolls in the class.
Question: Based on what you know about Alina’s motivation, learning preferences and learner characteristics, identify whether Lydia or Xavier’s class is recommended to support positive learning outcomes for Alina and explain why.
- Question: Learning Environment
Question: Identify the cognitive functions of learning that Xavier and Lydia should take into consideration when planning their course and describe why.
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