Topic+3+-+Student+Wiki

=**Ideas**= Thank you so much for the great "Socratic Seminar" discussion last night! I really enjoyed listening to your insight. You all have a lot of great experiences already. The direction of the discussion hopefully allows the class to think about your own role as an instructional designer for the project that we are working on.


 * Reminder for Topic 4 come to class with your Objective written so that others can try to find the loop holes in it!

=**Questions?**= If you are having questions about writing your objectives please look at page 124 in the book. The summary section has 8 points that may help in deciding how to write your objectives. I like the example on page 128-129 about a final set of objectives under the "Putting It All Together" section. Although this objective is for an employee to put out a fire, it is presented with all the objectives in mind.

=**Comments**=

Sara Bill> The Instructional Leadership Team at my school has been contemplating the use of objectives to guide students' ownership of learning. It actually turned into a huge headache because we were getting caught up in what a student/ learner has to see to make the connection between the part and the whole of the learning. If you give them too much, then they become overwhelmed in the minutiae. If you don't give them enough, then it becomes difficult for them to find any connection to the larger picture. Here is something I created to help picture the different steps in planning instruction.



Confused on how this affects instruction? I am as well, but I needed a starting point. If you're wondering about the Left-hand side of the document, that's all MYP (Middle Years Program) stuff (part of International Baccalaureate). If you're wondering about the success criteria information, here is a useful power point that helps break it down.



As I am thinking about Instructional Design and adult learners, I am wondering if this is as applicable to adults as it is to younger learners?