Direct Instruction Strategy for Beginners on Creating and Using of Facebook Account - Speech or Presentation Example

Direct Instruction Strategy for Beginners on Creating and Using of Facebook Account Name Institution Table of Content Abstract………………………………………………………………………………3 Introduction………………………………………………………………………….4 Direct instruction mode of teaching………………………………………………….7 Outcomes……………………………………………………………………………..9 Review and reflect on teaching using the Facebook account…….………………10 HRD Roles of Training…………………………………………................................13 Pilot Reflection………………………………………………………..……………….15 Reference……………………………………………………………….………………18 Abstract In our study we will look at the impact of active Adult-learning and teaching approach, I worked with a student teaching him on how to use Facebook. The student was a first user of the social media resource. I introduce him on how to practically use the site learning. We focus on active learning manner where emphasis is laid on estimate one hour direct instruction and interaction with student. We explore on modes on how the constructivist-based instructional design helps the adult perusing a professional development course registered under web based are studied. The learning process requires that instructional activities involve collaborative and interactive measures of both parties’ student and instructors to equally achieved desired results. The constructivist approach gives a clear way in assisting learners develop a sense of becoming more responsible and self-directed learning. Furthermore, the overall outcome indicates increased performance as direct instruction teaching strategy does not only change learners but also assist them learn in a more involving and collaborative, authentic and responsible manner. Introduction This plan is intended as a guideline for teaching student who are beginners (could be a school student, or an adult) how they can use the social media network, Facebook by creating an account, setting up the profile and starting to use the available features. My student in this pilot test will be an adult-student (my husband who is 30 years of age) who does not have a high level of computer literacy, which qualifies him as a beginner. In my opinion, a direct instruction method is the most suited teaching strategy in this context. I could also combine small-group work or cooperative learning strategies if the lesson is being targeted at school students, and in an effort to allow him learn from his peers. As a teacher, achieving the desired results on this case I need to have the lesson plan organized into small steps so that each step can be demonstrated and explained on the computer. The lesson plan also involves opportunities for student to practice each step by himself on his computer, and the teacher only involved in providing guidance through the initial practice session and there after interacting with the student to know whether instructions given are helping in building the learning process. This is expected to give a high likelihood of student success in subsequent applications. The fundamental purpose of this lesson is to know the basic steps in creating a Facebook account. It also aims to demonstrate the key features of using this social media network. Such key features include Status update, Profile update, Photo and video upload, Inviting friends, Accepting friends, Messaging friends and chatting online. Other Considerations Resource requirements - In planning a lesson, it is important to consider the required resources. In this context, my recourses will be a computer with internet access. The learning space – A personal computer at a personal space as at home is used, the lesson is set for 45minutes, with instruction read out by the teacher. Delivery method - The most appropriate and effective mode of instruction delivery for this type of lessons is direct instruction strategy. The evidence - Beginner adult My role - Teacher Lesson title: A Step by Step Guidance for beginners on How to create and use Facebook account Date: 04 -08-2011 The lesson should take about 40 -45 minutes. Outcomes: By the end of this lesson the students will: 1 Able to create a face book account by himself 2 Explain the main parts of the face book page 3 Predict how to use the other tools in his page 4 Design his profile in an attractive manner 5 Be able to use main features of Facebook Lesson Content: The lesson is about practical use of Facebook, and we can discuss the advantages and disadvantages of using Facebook in addition to learning the way to use it. Vocabulary and structures associated with face book world. Such as home, profile, messages, chat, friend’s list, etc. The basic requirements to initiate the Facebook account opening process: A personal email address and a password Introduction: Today you will be able to create your own Facebook account and start networking using your account where you are able to locate and add friends as well as upload photos, links, videos etc. Teacher activities: Question the student what he know about Facebook. Access to the Facebook main page by clicking the link www.facebook or cutting and pasting in the browser window. Show the student the main page, and in which place the account creation section is located. (Under the sign up), and the information that we need to key in. (first name, email, password, birthday....) Account Verification – via email verification link is being sent to verify the account creator. Access to the new account by (log in) Explain the main parts of the Facebook page, and the feature of each part Guide the student how to use each part of the page. Learner activities: Active learning through watching, listening, writing down notes, predicting and practising Observe and Understand how to upload text and photo after creating the account. Practise using different features in the Facebook account Copy notes Suggest opinions Closure: You have now learned the basics of how to open a Facebook account and make use of various features in the world’s fastest growing social media network. It is now up to you to explore and study further, through trial and error as well as through repetitive leaning through practice, the full usage of this web based, and interactive networking tool. Learner assessment: How the student was able to successfully create the new account and start using it. Being able to explain why they performed a particular action and the intended outcome? Lesson evaluation: How engaged was the student? Did the student understand the instructor, and was he able to work independently after initial instructions and demonstrations were given? Direct instruction mode of teaching The teaching model according to Killen, (2009) proposes that the teacher explain exactly what the students are expected to learn through demonstrating steps required in accomplishing a given academic task. For instance, our case requires that we identify the process required to fully use the Facebook account, in this process the student needs to know how to locate a sign up option on the page, feel in the required details such as his name, email address and later follow the link given on his email to log in and access other feature on the page. The teacher explains all the futures on the page. Making sure that the student understood the required process, the student is assigned a task, and the teacher follows closely making sure the whole stages are well done. Caffarella, (2002) the strategy sets a side the suggestion that student can develop insights on their own, and rather takes the student through learning steps systematically. This helps them understand the process and internalize requirement per each step. The direct strategy sets clear components in the learning process, as the student directly interacts with the teacher to better understand areas of difficulties in the process. Teaching Summary a) As a facilitator I Setting clear goals for students and making sure that the student understands these goals. The initial stage involved student creating a Facebook account and understanding the whole process of applying various features on the page. b) I also provide a sequence of how to open the Facebook account, verify and modify the profile option to suit the users will, I showed him how to figure out ware the sign up option is located on the page and explained other features on the page, this was necessary to be sure that he understand and internalize the whole process. c) Before the assignment instructions, I concisely repeated the whole process explaining and illustrating to the student how to work with every feature on the page. This helped him realize that the process was challenging but not difficult task to achieve. d) To test his understanding I now gave him a chance to create a new account and work through the whole process such as editing his profile, uploading pictures and so forth. I observed every step as he performed the task assigned. The student successfully completed the task. However, at some point he required my help, this is a case he require practice to effectively understand the whole process. e) The strategy allows frequent opportunity for student to practice on what was learned Outcomes 1. Creating a Facebook Account After the lesson, I assigned the student to create a new Facebook account, in which he successfully signed up a new Facebook account, entered his details which include his account username, date of birth, email and password, as required and after sometime followed the link on his email address were he was able to login without my support. 2. Explain the main features on the Facebook page On a keen and close review of the student’s action as he navigated through the page, he could clearly identify features on the page, for example he was able to identify and explain features on the page such as tabs on the page indicating profile, home, friends finder and the account option to edit or log out of his account. He was able to explain how he can use those features, for instance, he explained on procedure used in finding and making a friend request. 3. The student is able to predict how to use the other tools in his page The student had little problems on extensively exploring other tools on the page, and need support. Being a starter he was not familiar with other computer option that effectively boosted use of the page. For example, the student required my support in helping him upload his photo album and share it on his page. 4. The student is able to design his profile in an attractive manner I keenly observed his actions as he navigated through other tab options on the page. The student was able to modify his profile much easier in a manner that best defined his social participation and part of his personal information. This was an achievement as he internalized what we had done earlier in the lesson by repeating it comfortably, without support. 5. The student is able to use the main features of Facebook I followed the student’s attempts to use other features on the page quit challenging for him. He needed support to entirely use all the features on the page. This indicated that student required more practice that could help him reflect on the learning process to effectively use the social page. Review and reflect on teaching using the Facebook account The direct strategy focuses on inputting significant knowledge required in helping the student create the Facebook account and understand how to make it relevant in his daily life achievements. In our study we have established that the student developed deeper understanding and was engaged in deeper thinking, through modification of his Facebook profile among other features on the page. This best relates to the demands of the direct teaching strategy. The five steps used in delivering direct instruction learning include a) Review previous material, in this step the facilitator focuses the learner on the learning process, states the objective required to be achieved, transfers from past learning and explains the intended purpose for learning. b) State objectives of the learning process, this include direct teaching, modeling the student and assessing the student for understanding. c) Guided practice, repeating the process as directed d) Evaluation or assessment e) Independent practice Aspects of the Quality teaching under direct teaching model described in chapter 1 The direct teaching strategy involves three modes of presentation discussed in the chapter this includes input, modeling and checking for understanding. a) Input- the teacher provides information needed for student to gain knowledge or skill through the presentation. b) Modeling – once materials have been presented, the teacher is involved in using it to show the student examples of what is expected as an end product of the learning process. c) Checking for student understanding – the teacher has to frequently determine whether the student have internalized one concept or process before proceeding to the next process. Three ways to consider when helping the student focus on important ideas 1.) Directly teacher intervention in the learning process, this is exercised when the teacher realizes that student is not asking the right questions, not making the right observations or he is sidetracked into unprofitable learning behavior and not actively paying attention to the instructions Killen (2009). This case the teacher is involved in asking questions, while providing suggestions at the right time to support the student focus profitably. In our case, the student was assign top create a new account. This was necessary to measure his understanding while correcting possible mistakes for better performance and understanding. 2.) Teacher student interaction, learning best takes place in a convivial atmosphere, where there is a give and take interaction between teacher and student, this interaction contributes to better understanding of the concepts. 3.) The teachers should be involved in the learning process by not letting the student digress on mistaken activities. This can be achieved through teacher refraining from giving simplistic, fact oriented feedback which promotes student trivial memorization rather than understanding of processes and concepts involved. How to vary teaching structure of the lesson while teaching either high-or-low-ability students For a low- ability student, the teacher might involved several teaching example to ensure that the student understands the process. For example the initial step the teacher may ask the student to follow the instruction earlier before the lesson on individual basis, then involve both teacher-student interaction as they go through the whole process, assign the student to perform the task while the teacher keeps an eye on what the student is doing, make immediate correction as the student performs the assigned task for better understanding and finally assign the student the task to create another account without help Killen (2009). The structure requires longer time compared to the high-ability student essentially for the students’ useful practice. While the teacher closely monitors student activities carefully to be sure they understood. For the high ability student a teacher can give information on problem to be solved allocate shorter time of student presentation, evaluate the presentation and finally give feedback. For a high ability student the teacher may only give instruction on how to perform the task, explain all features on the page and ask the student to create the Facebook account. After the task the teacher gives feedback as correction are done on the identified weakness. Things to consider when giving students feedback a) Time- While giving an assignment feedback, the teacher has to consider time, as students remains motivated if they are corrected on what they did wrong or on what they have achieved in the lesson in the short time possible. This will also help student focus on achieving the learning objectives. b) Learning Continuity- the feedback should help students understand the essence of their learning and relate with it in life situation. This will encourage them to work hard and boost their contribution in the learning process. HRD Roles of Training The human resource development is seen as the one of the more moral management functions. It main function is to help people learn and develop which is a good thing, it is also believed that the HRD has the leadership role in transforming individual organization workers to a team working in unity. The use of Facebook, the social media plays a role of having the workforce interact objectively building on the learning and ultimate performance in the end results. In this, the socio-cultural system carries a major influence on students learning process. The social constructivist theory, knowledge is socially situated and it is constructed through reflecting on one’s individual thoughts and experience as well as other learners ideas contributed. Vella (2001) believed individual development majorly depends on the existing social environmental impact and in his context argues that students learn from the genuine world, which is through continuous interaction with other student and instructors, in achieving demands of this theory as a Facebook learner instructor. Will involve the student interaction with his peers and allow the teacher to give feedback on the learning proceeding. On this claims Killen (2009) asserted that learning process is socially situated with students’ actively involved in there defined learning routine. In achieving the desired results, a constructivist theory provides for dialogical instructional approach that focuses on learning about ‘why’ and learning about ‘how’, rather than involving learning process it self (Foley, 2004).In addition, the constructivist learning environment students learn through active engagement in the learning process. In doing this, students are involved in discussions, arguments, negotiating ideas and in collaborative problem solving. This is well necessitated through teachers designing and providing learners with the necessary context in facilitating the learning activities. For learners with employment experience, this kind of social situated learning appears authentically right for adult-student learners. Instructional Strategies on Successively Facilitating Constructivist Learning In implementing a constructivist-based course, various instructional strategies have to be implementing, such as requiring students to engage in collaborative, contextualized learning through simulating and assuming authentic role that is real in the authentic society (Sessa, 2006). This is attained through setting a collective goal and a shared vision which motivates student participation and contribution levels. According to Mezirow (2009) the vision and goal requires that students be in charge of a discussion of their teamwork. Some online facilitators requires that students plan own learning goals, set their learning pace and develop the methodology objectively to achieve the set goals (Foley, 2004). In regards to the earlier literature, the constructivist model study has established learners with a learning expectations and satisfaction, which include course activities that are diverse and unpredictable. To a certain extend the course material are viewed as being rich and helpful, while others felt disappointed. Similarly, while the loose assignment plans effectively eased some learners’ pressure and helped sustain their study, the same plans are looked to be a major frustration to other Gorelick, 2005). During the learning process, it is noted that the older learners tended to be contented with learning through acquiring new concept and reading fellow learners opinions and ideologies, on the contrary the younger learners tended to focus on attaining more knowledge with essence that allowed them connect theories to real practice. Furthermore, the adult-students were more inclined to enjoy less demanding course requirements, whereas the younger learners appeared to expect more specific course requirements and assessment policies. For all these to be well accommodated a variety of learning needs and expectations, more flexible instructional strategies are necessary in helping boost the e-learning process. The learners’ perceptions of learning process are positively associated with their sense of directed facilitation on the part concerning the course instructor (Caffarella, 2002). The instructors role in providing learners with feedback and assignment plans, appears weak which to a certain sense accounts for learners lack of enthusiasm in making more effort throughout the their course. To many student receiving explanations and well elaborated feedback is positively associated with student achievement (Foley, 2004). There are cases were anticipating for feedback from responsible instructors, most learners are said to also receive response from peers. Although adult-students in this mode of learning are inclined to wards self-directed learning, they may as well appreciate the exchange of thoughts and cordial relations with other members involved. For this kind of learning to remain effective and of high quality online learning has to appreciate assessment plans while laying emphasis on adequate facilitation process. Pilot Reflection What did you learn from piloting the strategy? The piloting process requires skill in identifying the right teaching strategy. This can be based on the identified learning ability of the student involved, for successful learning process Gorelick (2005). The piloting process require attention to areas of teaching, to prepare the pilot a teacher requires to Read the teaching manual before and work through the exercises Plan the schedule for the day and time Plan on how to work within the pilot plan. What learning might you transfer to your HRD role? Being involved in piloting the strategy develops my understanding of what is required of me in guiding the student, identify the relevant needs in the process, for instance how to locate the facebook sign up option, fill in the username and other personal details, and there modify his account options to suit his desires. The duty of piloting allows for the facilitator to remain flexible and receptive as the pilot creates room for adjustment to accommodate each student’s needs. Looking at the strategy used in the pilot, there are better models that would have achieved better results in concern to time allocated for learning process, skill used to deliver the concepts in the learning process, suggesting a more involving model that is interactive and increases students’ interest in learning process used for example setting a group for the lesson delivery. The pilot could have been successful or failed. For this case the pilot strategy achieved fair results. Basing on the learning outcomes of the assignment given after the lesson, the student remained actively involved in processing the task allocated. This was evident from his participation in creating a new account which he had little problems involving using other links on his profile. However, the student requires more practice to perfect on the skills acquired in the lesson. For instance, participative learning is defined as engaging students, in the learning process, through giving individual students’ opportunity to take part in selecting activities or assignments in class Sessa, (2006). This was achieved in the pilot. I feel the time allocation limited better results as the student required more time to repeat practicing. In addition, better still if small group work strategy was used excellent outcomes would have been achieved. I feel next time I should adopt this model, as student interaction and being a social and interactive process would better achieve the desired success in the learning process. Reference Caffarella, R. (2002). Planning programs for adultlearners: a practical guide for educators, trainers and staff developers. San Francisco: John Wiley and Sons. Foley, G. (2004). Dimensions of adult learning : adult education and training in a global era. New York: N.S.W. Allen & Unwin. Gorelick, C. ,. (2005). Performance through learning: knowledge management in practice. New York: Elsevier Butterworth Heinemann. Merriam, S. C. (2007). Learning in adulthood: a comprehensive guide. New York: John Wiley and Sons. Mezirow, J. T. (2009). Transforming learning in practice: insights from community, workplace and higher education. New York: Jossey-Bass. Print, M. (1993). Curriculum Development and Design. Sydney: Allen and Unwin. Killen, R. (2009). Effective Teaching strategies: lessons fromresearch and practice. 5th Edition. Victoria: Cenage Learning Australia . Sessa, V. &. (2006). Continuous learning in organizations: individual, group and organizational perspectives. New Jersey: Lawrence Erlbaum Associates Publishers. Vander Heijden, K. B. (2007). The sixthsense: accelerating organisational learning with scenarios. New York: John Wiley &Sons, Ltd. Vella, J. (2001). Taking learningto task: creative strategies for teaching adults. New York: Jossey-Bass. Read More