Science of Learning and Instruction

The science of learning and instruction connect by the way a student is presented material and how students learn it. While teaching a subject, there are multiple considerations to keep in mind while creating a lesson plan. The first step is to think about the learning objective and the short-term and long-term learning outcome. The second step is to think about how to engage all the students in the subject and determine the predicted outcome and what you want your students to take away from the exercise. A way to improve intellectual engagement is to create projects that appeal to student’s interests or that inspire their curiosity. Most importantly, it is crucial to keep in mind the student’s cognitive load because the working memory has limited capacity. When devising a plan make sure to eliminate all extraneous material and focus on intrinsic and germane cognitive loads. Some ways to improve learning is to limit extraneous material, highlight essential material, do not add on-screen text to narrated animation, place printed words next to corresponding graphics, and present corresponding narration and animation at the same time (Mayer, 2009, p. 763). Lastly, it is imperative to embed long-term goals into short-term plans to get students to subconsciously think about the long-term goal in every assignment they do. Ultimately, the way you teach is the way the students will learn and it is important to keep in mind the connection between the science of learning and instruction when creating lesson materials.


Ohio Standard 4.3: Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.

Ohio Standard 4.4: Teachers apply knowledge of how students think and learn to instructional design and delivery.

Justification: Science of Learning and Instruction focuses on making clear learning goals and communicating those goals to students when making learning materials. Science of Learning and Instruction places a heavy emphasis on cognitive load theories when creating and delivering an effective lesson plan. Therefore, stating learning goals and making instruction explicit, without extraneous material distracting from the intended learning goal, enhances student learning.


 

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