Re: Question for corn powered computer

Not much in the way of references.

brad.parker79@xxxxxxxxx wrote:
Louis Ohland wrote:
Brad, we are fighting ignorance in another dimension [apologies to "The
Last Starfighter"].

The three step method is the seminal Army way of training, yet I find
the grasp of training methodology to be weak. I went through two classes
that told us the end objectives at the start, then we waded through
seemingly unrelated exercises until the final exam where we took the
test without knowing where we were as far as individual proficiency.

Not what I had in mind. You are asking a bigger question than I
thought...

Unrelated is not comprhensive.

What is meant by comprehensive? A well designed course might consist of
a spelling test with words that are the vocabulary of the current
science unit. The current math unit would cover the functions that are
applicable to the current science unit. The current social studies unit
would cover the life and times of the scientist who came up with the
theory. The current science class would cover the scientist's theory.
The computer usage class would teach how to create a presentation. The
final master test (gate event in your terminology) would have one make
a multimedia presentation about the scientist and his work.

Each block of instruction should be followed by hands-on, measured
against a known standard.

Each class will test it's subject. The reality is in a curriculum the
English class spelling test will also cover some of the math terms,
other words from the historical context of the scientists times, and
words about the technology used to make the presentation.

The students should not have to wait until the
last session of hands-on in order to demonstrate their proficiency in a
GO-NO GO situation. That pegs the PING meter.

Exaclty the situation the comprehensive curriclum tries to avoid. You
get the individual tests to help diagnose where the problem(s) is(are)
early on. For instance the pupil may not understand the math functions.
He does poorly on the math test, but aces the spelling, social studies,
and computer use tests. He is not ready to make is final presentation.
We now know not to waste any more time with the vocabulary words and
historical context. Put some instructional time into the math
functions. When he gets the math, then he is ready to put together his
computer presentation.

Can you identify some references to assemble instruction?

Do some research on the ACE method, that is Accelerated Christian
Education. It's the curriculum used by the school where my kids
go(went).

My preference is to build a set of modules that build on each other,
each with specified tasks identified which must be passed to progress to
the next module [gate event].

I've looked at choice theory, problems with too many choices, emotional
logic, varied physical constructs and other aspects of the self. I'd
just like some advanced references on creating effective instruction.

brad.parker79@xxxxxxxxx wrote:
Louis Ohland wrote:
Brad, any suggestions on references on the cognitive process? What
are the most effective ways to teach a subject?
The tried and true three step method:

Tell them what you are going to tell them.

Tell them.

Tell them what you just told them.

I have been looking at information display as well.
Depends on the intended audience. Can they read? Do simple mathematics?
Have a sense of history that predates their birthdate?

Native English speakers/readers tend to process information in a linear
fashion, top to bottom, left to right.

Green is Good, Red is Bad

Pressing a button to turn something on should change it's color from
Red (off) to Green (on) so Green is Go, Red is stop.

Color blind? Dyslexia? Different ball game.

Negative options should be avoided.

Only show the top most level of information when all is well. Show
dependancies when a process is having a problem.

Helpful?

Brad


.

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