Class Notes Sept. 19

Media Presentation - Video
YouTube – “How to Hit a Baseball”

I love YouTube. There's so much on there that can be used for examples of this and that. There are also about a million different way to infringe upon copyright issues and to access totally inappropriate material.

When using video as part of instruction:

- Video: for every minute you watch, at least 1 hour of prep.
- Use video to dramatize and event, learn a process or task skills, observe an event (risk free)

Classroom Video Tips

- Market the video: prep the audience
- Know your audience: video length, topic, appeal
- Sights and lights: make sure everybody can see
- Get involved and follow up with good discussion
- Use video in task analysis phase

I remember a history teacher I had in high school who was always showing us videos. That's all we ever seemed to do (or that I remember at any rate). The videos were accompanied by worksheets, but we rarely had discussions afterward. It would have been so much more meaningful if we had talked about what we watched and how that related to our text.


Sub Analysis

Ask yourself questions:
- What must students already know so that, with minimal instruction, this task can be learned?
- What is it that a student must already know how to do, the absence of which would make it impossible to learn this subordinate skill?
- What mistake might students make if they were learning this particular skill?

Entry Behaviors – what do they need to know to be successful at this task….know your learners….break it down to the point of silliness!

• It's amazing how difficult it was to break a task down into a thousand minute, ridiculous details. My group skimmed over that portion of the project with our tire changing video, we focused on the Big Rocks (use jack, turn lugnut, etc.). When we began our task analysis for our tiling project it was tough. It felt unnatural to break the task down as much as we did. Conversely, after we'd gotten used to thinking about the tiniest of details (move two inches and three quarters to the left) it was hard to then turn around and think in terms of the Big Rocks again. I'm amazed at how much I've learned this semester. When I first wrote this blog entry, I had no idea what was in store. Dr. Monson was dead serious when he told us to "break it down to the point of silliness." It's my new creed!
• Dec. 6, 2007
  

- Knowing your entry behavior helps you to focus your instruction (task analysis)
- Gen. Characteristic: oftentimes relate to attributes generally found amongst population…focus on entry behaviors, they relate directly to the task/procedure you’re trying to achieve.

- Rule of thumb:
o Is it worth the time to take to test it?



Sub-skill analysis: Ex. Tire changing, 4 or 5 main steps, broken down into several sub-skill groups


1. Obtain good tire and tools
2. Lift Car
3. Remove Tire
4. Replace Tire
5. Lower Car


Analysis Portion of Project
1. Define goal – well crafted sentence
2. Goal analysis w/5-15 steps – basic path
3. Break it down (sub-skill/task analysis)
4. Analyze learners and context