Educ 5280 discussion unit5 .doc 6

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Examine Roth’s (1963, as cited in Seel et al., 2017) eight categories of learning and explain the value of identifying the category of learning prior to designing a unit of instruction. According to Roth, the eight categories of learning are concepts, facts, procedures, principles, strategies, attitudes, motor skills, and social skills, as cited in Seel (2017). Identifying the specific category of learning is important to know and understand before an educator can design a unit of instruction. According to Seel (2017), instructional design can be regarded as “aiming at the improvement of learning, and (2) influencing the learners’ motivation and attitudes in such a way that they can achieve a deeper understanding of the subject matters” (P.1). Knowing and understanding the eight categories of learning helps educators tailor their teaching strategies to the intended learning outcomes. For example, if I want to teach a young child about motor skills, I wouldn’t have a discussion or give them a lecture. Instead, I would give them hands-on activities, simulations, or practice exercises. If I want to teach a concept, I will incorporate written assignments, formative and summative assessments, and projected-based learning activities. When educators can identify the learning categories it allows them to select or create appropriate instructional strategies, and relevant assessments and foster a deeper understanding of the content. Seel (2017) mentions that “The purpose of both instructional and learning design is the creation of learning environments that provide the learners with opportunities to learn in accordance with the categories of learning introduced by Gagné (1965) or Roth (1963)” P.14). The University of San Diego (n.d.) stated instruction should include “clear goals and objectives, learning activities, and assessments” (para. 6). Which of these is most important and why? I believe that all three are important because they align with one another, but clear goals and objectives are the most important when giving instructions. Clear goals and objectives are equally important to both the instructor and the learner. Clear goals help to define the purpose of the instruction and the objective creates a sense of direction and focus for students. The University of San Diego (n.d.) notes that regardless of the learning exercise, the instructional design will benefit both learner and instructor by creating a focus, encouraging student participation, setting clear and measurable objectives, creating consistency, and simplifying learning. When we set clear goals, this means that we have a shared understanding of the desired outcome. When we have objectives, it means that we can ensure that all learning activities and assessments are aligned with the intended outcome. When we have both, it motivates our learners and gives them a sense of purpose while learning the content. Learning activities and assessments are essential, but without a clear goal and objective, these remaining two pillars in the instructional design may lack

direction in effectiveness. References: Seel, N. M., Lehmann, T., Blumschein, P., & Podolskiy, O. A. (2017). Instructional design for learning: Theoretical foundations. Sense Publishers. University of San Diego. (n.d.). What is instructional design? [5 examples + overview]. https://onlinedegrees.sandiego.edu/what-is-instructional-design-examples/

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