Instructional Models and Strategies for Affective Learning http://www.dynamicflight.com/avcfibook/learning_process/ Instructional strategies refer to strategies taken by teacher to construct environment for students to obtain learning experience - where such environment are intended to foster changes in the learner's knowledge, skills or attitude (Mayer, 2008) Instruction, according to Gagne, is the arrangement of external events to activate and support the internal processes of learning. Thus instructional strategies are ways - methods, techniques - being used by teachers to make such arrangement. In general instruction carries two main components: instruction is something the teacher does, and the goal of instruction is to promote learning in the students. Therefore, the instructional strategies employed by the teachers at the final end aimed at promoting students learning - in cognitive, psychomotor, as well as affective domain. Learning itself refers to lasting changes in the learner's knowledge, skills, and attitude, where such changes are due to experience. Learning is defined as a relatively permanent change in someone's knowledge based on the person's experience. Therefore, learning is long term rather than short term, learning involves change that is reflected in behavioral, cognitive, and also attitudinal changes, and learning depends on the experience - in this case the learning experience strategized by the teacher. There are smorgasboard of instructional models and strategies out there, but those which are specifically developed for affective skills learning are not much. It will need the teacher to select, combine, mix and match the models and strategies to be able to support the affective learning and the integration of affective learning into subject matter learning. Session 11-16 of our course will elaborately discuss the strategy for teachers to teach affective skills as an integrated part of any subject matter instruction. It will elaborate on the design of various learning experience by teachers to promote development of the students' affective skills. A number of experts on affective instruction and affective skills will be joining our course throughout the remainder of the sessions. At the final end, students will be able to: 1. Develop a knowledge of the history, philosophy, theory and practice of affective and social-emotional education 2. Develop the skills for promoting affective growth and social-emotional competencies in students 3. Develop a familiarity with current topics from media, commercial materials and audiovisual software designed for the teacher's knowledge about promoting affective growth and social-emotional competencies in young people 4. Develop an awareness of current research literature that deals with humanistic and affective issues 5. and Prepare affective lessons concerned with learning and social issues and put them in a form for classroom teacher use and for student development. Especially for this session, students will be expected to be able to: 1. Develop a knowledge of the theory and practice of affective and social-emotional education 2. Develop the instructional models and strategies for promoting affective growth and social-emotional competencies in students You are encouraged to start your final project, step by step, starting with this session. Bruce Jenner said "if you dedicate every second to winning your life journey, what are you doing wasting your time in bed? Start early and begin raising the bar throughout the day". http://quotationsbook.com/quote/12087/ Enjoy!
models of instruction