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Learning Design
Learning Design
Our curriculum at all grade levels is designed with individual learners' needs at the forefront, guided by four main learning design philosophies: Bloom's Taxonomy, Lonis and Haley's Four Pillars, Bruner's Spiral Curriculum, and Stenhouse and Dewey's Student-Centred Learning.
Bruner's Spiral Curriculum
Courses will explore key concepts repeatedly in order to solidify understanding. Learners will move from the new concepts stage to mastery through repetition and repeated exposure. Scaffolding will occur through formative assessment and feedback being provided consistently before learners move on to evaluation and new concepts.
Stenhouse and Dewey's Student Centred Learning
Needs of learners are identified and incorporated into the repertoire selected and the methods of instruction used. Learner input based on interest in topic and self-reflection for assessments and performances are included to encourage student engagement.
Learners will thrive through the interaction and experiencing of course content as they develop their learning in an ensemble setting. Learners will be active and not passive when constantly listening to themselves and those around them.
Instructional Design
Instructional Design
Approaches
Approaches
Our approaches to Instructional Design are centred around four main philopsophies: Social Learning, Connectivism, Humanism, and Constructivism.
All four approaches hinge on learners being actively engaged in their learning, finding value in their education through collaborative learning in a safe and caring classroom environment.
models
models
The instructional design models most frequently used in our courses include
McTighe and Wiggins' Backward Design Model, as well as Keller's ARCS Model.
Backward Design
Identify desired results
Consider learning goals of lesson, unit, course
What knowledge should learners encounter?
What knowledge/skills should learners master?
What are big ideas & important understandings?
2. Determine Acceptable Evidence
Consider Assessment and Performance Tasks
How will we know if learners achieve desired results?
What will be accepted as evidence?
3. Plan Learning Experiences and Instruction
What enabling knowledge and skills will learners need to perform effectively and achieve results?
What activities will equip learners with the needed knowledge and skills?
What will need to be taught, and how should it be taught to achieve performance goals?
What materials and resources are best suited to accomplish these goals?
ARCS Model
Attention: It refers to the learner’s interest. It is critical to get and hold the learners’ interests and attention
Relevance: The learning process should show the usefulness of the content so that learners can bridge the gap between content and the real world.
Confidence: This component focuses on developing success expectations among learners, and success expectations allow learners to control their learning processes. There is a correlation between confidence levels and success expectation. That’s why providing an estimation of the probability of success to learners is important.
Satisfaction: There is a direct relation between motivation and satisfaction. Learners should be satisfied with what they achieved during the learning process.
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