A Course Plan – Using ADDIE and Brain Frames

Week 2 Output (EdX Instructional Design Models)

Instead of using mind mapping applications, I chose to complete the given assignment using Brain Frames by the Architects of Learning.  Notice the step by step completion of ADDIE as the main instructional design model used in this thinking map.  Notice how ideas are placed first before their relationships are traced.  I combined here the sequencing and categorizing frames.   In so doing, ideas about the future online course I will build are more organized and will surely stay in my mind way longer until I have to retrieve these thoughts again.  If bubbles and shapes will not show their overall flow and relationships, later on, it will be difficult to recall important components.

In Analysis, I answered questions on who will be my learners, what will they be learning in my course, and what materials will I be using.  I also thought of possible topics to include.  I included the key areas where I will look for more references and/or resources.

In Design, I thought of how a modular mode, a weekly coverage.  I thought that there should be a regular required task for students to complete.  This is to establish routine.  At the very start of the course, I should be sharing with students the final output they will be expected to complete.

In Development, I focused on the main documents to guide everyone involved in the course.  The language should be accessible by teachers and students to encourage independent learning.  The whole feedback loop should be visible and relevant to be meaningful and supportive.  Such quality will also keep everyone focused.

In Implementation, I wanted to highlight three important aspects – the level of questioning in class, the mode of presentation (always a combination of approaches), and the regular pacing that should be planned with students so they may take more responsibility and become active participants of the learning process.

In Evaluation, success of the course can be traced from the students’ overall performance.  Students should be given the opportunity to give their feedback to help improve the organization and presentation of the course.  The school administration can also help weigh its need, relevance, and contribution.

For other videos, please check my channel.

Learning Trends

Week 1 Discussion Output – Introduction and Short Commentary

Hi, everyone.  My name is JellSoL.  I have been teaching and learning with students (from preschool to graduate studies) for 18 years now.  I share my love of reading and doing research with learners from different cultures.  I taught in an accredited international school for 15 years.  I am currently connected with a government educational agency here in the Philippines.  I teach American Literature and Oral Communication to young government scholars of Philippine Science High School, also fondly called as Pisay.  This is my fourth EdX course, but my first class in the Micromaster program.  I am excited to know more about designing an effective and efficient online learning platform.  This audio-video file is a short commentary on learning trends.

The Objectivist Model.  This is the philosophy behind face-to-face classroom lectures –commonly referred to as a traditional teaching strategy and the most common teaching and learning presentation where the teacher, dubbed as the expert, transfers knowledge to students (Janicki, 2013).  This model is synonymous to lectures that define what the general population points as “the school.”  Several years of my life as a student saw me in these lecture halls.  Concepts loaded with technical terms are easily shared through this setup.  For having spelled what teacher-student relationship means, now and then, I see myself giving lectures, being the expert in the classroom transmitting knowledge to the younger generation.  These instances though, are becoming less frequent through the years, as I continue to adapt new teaching and learning approaches.

The Constructivist Model.  Students learn better when they are made more accountable of the learning process.  This model upholds that it is crucial that learners, by themselves, are given opportunities to discover answers and formulate questions; as opposed to be waiting for the experts to impart their knowledge (Janicki, 2013).  This approach marked a paradigm shift from a teacher-centered objectivist perspective to being student-centered constructivist.  A shout-out to my favorite and most beloved mentor, Dr Angel O. Pesirla, thank you very much for being a dynamic expert.  You have always been ahead of your time.  Even before I was bound to learn about teaching and learning trends, before I could learn their names, before such varied and differentiated approaches became the norm, you have already modeled a combination of these objectivist and constructivist outlook in our classes from undergrad to graduate years.

Learning Theory.  The bigger umbrella has the words Objectivist and Constructivist engraved on it.  One of their sub models are the learning theories.  Behaviorism capitalizes on modeling the task through direct instructions (the stimulus), providing feedback and allowing students to practice (the behavioral response or result) (IDC, 2018).  Thus, when given from a different angle, students may miss recognizing the stimulus and so they could not respond.  The example given was on teaching students how to send email messages.  When a teacher solely focuses on the parts of an email message (one stimulus-response scenario), not on why it should be written using a formal register, then students may fail to recognize the same concept at work when made to publish blogs or public posts in social media.

Cognitivism, on the other hand, highlights mental processes in learning (IDC, 2018).  It focuses on how students make meaning out of the given task, how they process information.  It keeps an eye on cognitive load to check if students are really focused on the given material or their attention has been divided for different reasons.  Students are shown models of the required output and are made to pay attention on the process to understand how they are going to go through it themselves to complete the task.  The example given can be taken as an interpretation of the objectivist model (when the teacher shared sample output and discussed required components) and a tap on the constructivist model (when students were made to analyze the process in order to identify then later retrace the steps to come up with the same results).

Learning Design.  The most striking point in Mor and Craftʼs (2012) paper is their opening statement when they shared, “we are also witnessing a shift of emphasis: from distributors of knowledge to designers of learning experiences.”  It is exciting to read an acknowledgement of this new demand in education, but a tad depressing that not everyone in the teaching world can support it as fast as it is evolving.  In summing up definitions shared to make the scope of learning designs (LD) more tangible, it is discouraging to note that both factors highlighted are doubly (or even triply) challenging in a developing country like the Philippines.  When they stressed the need to look into “how” computer systems should be constructed to orchestrate learning resources, local schools in the Philippines have intermittent Internet connection or not connected at all.  When they (Mor & Craft, 2012) pointed out the need “to find effective ways of sharing innovation in technology-enhanced learning (TEL),” teachers who are computer or information technology illiterate still exist in classrooms here and there are educators who are still debating the use of technology in the classroom when the rest of the world has moved on talking about guiding students how to become responsible and mindful digital citizens.  Learning Design as a field may still need to establish its scope, its overall grounding philosophy, and/or its platform.  Yet, does it have to? Is it not enough to take it as a pedagogical framework or as a point of reference when teachers and students acknowledge the need to mold a clear and meaningful learning path?

There are tons of names of approaches, strategies, theories, and models to remember.  At the end of the day, these terms turn into one crucial mass of considerations behind a teacher’s mindset with only one concrete question as he/she writes the lesson plan: how well will students learn?

You might want to check my audio presentation playlist.

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Tips to Memorize a Long Hymn

INC ChoirWhen choir members prepare for big events, there are a lot of factors to consider before they can declare with confidence that they are ready for the big and very special day.  One, that requires time, effort, and serious focus, is to memorize a really long hymn.  Here are tips from choir directors, veteran choir members, and personal experience.  If you have been memorizing long hymns a number of times in a year, for so many years now, most of these tactics must be familiar to you.  Remembering them does not hurt.  Thus, read on.

Master both melody and rhythm.  Your voice projection and articulation will only sound confident when you fully know how the notes move and how fast and/or slow they move.  If you do not play any musical instrument to review the score sheet on your own, ask permission to record the organist playing the piece or ask him/her for a voice guide recording.  Study the piece or hymn in sections.  Depending on your learning style, choose to start with the most challenging part/s or with the easier and repetitive ones.

Internalize the meaning of the lyrics.  Read the lyrics.  Check the dictionary for the definition of any unfamiliar word. Take a closer look at the meaning of every line in every stanza in every section.  Think of the emotion/s the hymn aims to impart.  Reflect on how and what the hymn wants you and the listeners to feel.  Visualize its overall meaning and create a story in your mind.  When images get attached to what the hymn means to you, recalling the lyrics comes more easily.  If possible, associate or summarize every stanza or section with an image that is meaningful to you.  You might want to draw or find photos of these images to reiterate these visual cues in your mind.

Practice. Practice. Practice.  Keep a conscious effort to realize your goal: to memorize a long hymn.  Try singing yourself to sleep.  Sing the whole hymn before you go to bed to send the lyrics to your subconscious mind for better retention.  When you wake up, sing the hymn again to refresh your memory.  If you love writing by hand, write the lyrics again and again.  If you prefer typing, then manually (cut, copy, and paste commands obviously defeat the purpose here) type the lyrics again and again.  If you want something tangible that gives you a quick overview, create your own set of mnemonics or flashcards to remember initial letters or first words of lines per section.  If you are more of an audio person, record yourself singing the whole hymn.  The recording alone will take you several attempts before you will be satisfied with a “final” file.  Use a headset to avoid distractions when you are listening to your own audio output.  Do not become too proud to let the whole neighborhood or office department hear you sing a long hymn.  Play your recording in a loop and use it as your daily OST until that special day.  Listen to it while you work and/or made to wait for whatever reason.  Please do not put your headset or earphones on when you are driving and walking on and/or crossing the streets.  Your safety comes first.  You have an important duty to fulfill and we all want to perform with you.

For other lessons and fun videos, please visit my YouTube channel.

by JellSoL, 2018-06-28

How to Pronounce “Papaya”

This video shows how we must have learned to pronounce the word PAPAYA.

Pronouncing words (even the simplest) as little children learn how to talk is a challenging and an entertaining journey.  Dr. Roberta Michnick Golinkoff (from Howard’s “How babies learn to talk” in 2004), a noted infant language researcher, even declared that “language learning begins in the womb.”  So, how should parents support this “little linguistic miracle” they have received?  Experts recommend that parents continue (if not, start) spending quality time with the little one.  Sharing a parent’s daily activities to a baby actually helps him/her “grasp the pattern and meaning of the language” spoken.  Dr. Golinkoff even stressed that imaginative and interactive conversations with the little one (like in this video) can even be more valuable and effective than those expensive toys and computer applications.

Published research data have pointed out that babies begin learning how to talk or understand basic words around nine to ten months.  Dr. Saffran (as quoted in the same article in 2004) emphasized that “babies know way more than they can say.”  In this video, the toddler (only 17 months old) successfully located the page showing a picture of the papaya fruit.  Then, she began her attempts to pronounce the written word.  She understands that it is the name of the fruit she is looking at; which is her receptive language skill.  Her expressive language skill though, the sounds she produced, is not as developed yet; has been the cause of her cuteness overload though (aside from her empathetic personality imitating her dad’s coughing laugh and laughing with her parents).

We, in ThruPages, hope that this linguistic comedy completes your day.  Stay smart.  Share ideas.  How do you pronounce: Subscribe to our channel and follow our site.  

Voice Drill Guide – CGC and Triads

A keyboard guide by JellSoL

It is time for another voice drill guide.  I hope the first one has helped you master the general progression of triads when we do scales.  This video focuses on C to G back to C movement.  Different choir groups have different sounds or words for these notes.  Please feel free to follow the note progression in this video:

C  D  E  F  G  F  E  D  C  …  do  re  mi  fa  sol  fa  mi  re  do

C#  D#  F  F#  G#  F#  F  D#  C#  …  do#  re#  fa  fa#  sol#  fa#  fa  re#  do#

D  E  F# G  A  G F#  E  D  …  re  mi  fa#  sol  la  sol  fa#  mi  re

D#  F  G  G#  A#  G#  G  F  D#  …  re#  fa  sol  sol#  la#  sol#  sol  fa  re#

E  F#  G#  A  B  A  G#  F#  E  …  mi  fa#  sol#  la  ti  la  sol#  fa#  mi

F  G  A  A#  C  A#  A  G  F  …  fa  sol  la  la#  do  la#  la  sol  fa

F#  G#  A#  B  C#  B  A#  G#  F#  …  fa#  sol#  la#  ti  do#  ti  la#  sol#  fa#

G  A  B  C  D  C  B  A  G  …  sol  la  ti  do  re  do  ti  la  sol

G#  A#  C  C#  D#  C#  C  A#  G#  …  sol#  la#  do  do#  re#  do#  do  la#  sol#

A  B  C#  D  E  D  C#  B  A  …  la  ti  do#  re  mi  re  do#  ti  la

A#  C  D  D#  F  D#  D  C  A#  …  la  do  re  re#  fa  re#  re  do  la#

B  C#  D#  E  F#  E  D#   C#  B  …  ti  do#  re#  mi  fa#  mi  re#  do#  ti

C  D  E  F  G  F  E  D  C  …  do  re  mi  fa  sol  fa  mi  re  do

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