Improving Adult Literacy Instruction Supporting Learning and Motivation (2012) / Chapter Skim
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Principles of Learning for Instructional Design
Principles of Learning for Instructional Design
Pages 5-13
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From page 5... ...
With respect to literacy expertise taught in schools, an hour per day from kindergarten through twelfth grade amounts to about 2,000 hours in total, which is at the low end of the range needed to gain expertise. Adult literacy learners can be assumed to have missed out on many of these hours and to need substantial additional practice.
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From page 6... ...
Consider a text used to help adults learn about a medical procedure: If the text is extremely easy and overlaps perfectly with what the learners already know, then it will not stretch their knowledge beyond what they already knew without it. Neither will the adults gain much medical knowl edge if the text is too complex and riddled with technical jargon beyond their under standing.
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From page 7... ...
Providing structure and organization is important to help learners understand concepts and how they relate to each other. The format used depends on the relationships that will be depicted; outlines can be used to show structural hierarchies, and tables can organize ideas in two or three dimensions, while diagrams can help convey more complex relationships among ideas.
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From page 8... ...
Supporting Learners in Generating Content and Reasoning Many adult learners are simultaneously learning to read and reading to learn. They need both to develop comprehension skills and engage deeply with subject-matter content.
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From page 9... ...
However, learner-generated content can lack detail and contain misconceptions; instructors should monitor the content to ensure that students are learning enough and that they avoid learning incorrect information. Strategies that require learners to be actively engaged with reading material also produce better comprehension and retention over the long term.
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From page 10... ...
If a concept is understood in only a specific and rigid manner, it will be encoded, accessed, and used in a restricted way. When interventions help learners interconnect facts, rules, skills, procedures, plans, and deep conceptual principles, their cognitive flexibility increases, and they are more able to transfer knowledge and skills to other complex tasks.
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From page 11... ...
As another example, a literacy instructor might model use of reading comprehension strategies by thinking aloud as he chooses and implements a particular strategy, decides whether it is working, and adjusts it accordingly. After watching and listening as the instructor models this process, students can practice choosing and implementing strategies on their own, with help from the instructor as needed.
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From page 12... ...
Computerized learning environments are poised to provide adaptive feedback that is sensitive to all of these constraints. Qualitative feedback is better for learning than test scores and error flagging.
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From page 13... ...
However, students often need to be guided by knowledgeable tutors, mentors, and computer learning environments that adaptively interact in a way that is sensitive to the characteristics of the individual learner, especially as they encounter complex material. Indeed, research has shown learning gains through intelligent tutoring systems and other reading systems -- involving either computer systems or human tutors -- that adapt to the learner.
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