Section 3 EO M409.03 – DESCRIBE LEARNER NEEDS
Resources needed for the delivery of this lesson are listed in the lesson specification located in A-CR-CCP-804/PG-001, Proficiency Level Four QualificationStandard and Plan, Chapter 4. Specific uses for said resources are identified throughout the instructional guide within the TP for which they are required.
Review the lesson content and become familiar with the material prior to delivering the lesson.
Create slides of Attachments A and H.
Photocopy and three-hole punch Attachments B, D, E, F, I and K for each cadet.
Photocopy Attachment C and cut into strips.
Make two copies of Attachments J and L.
Ensure that the cadets bring the binder provided in EO M409.01 (Identify Methods of Instruction).
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An interactive lecture was chosen for TPs 1 and 2 to introduce, provoke thought and stimulate the cadets’ interest in learner needs.
An in-class activity was chosen for TPs 3 and 4 as it is an interactive way to provoke thought and stimulate interest in the different types of learners and how to meet their needs.
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By the end of this lesson the cadets shall have described how developmental periods and learning styles determine learner needs.
Instructors must develop an appreciation for all learning styles in order to meet learner needs. Being aware of developmental periods will provide instructors with the necessary tools to plan relevant and meaningful lessons.
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Teaching point 1
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Describe the importance of making material relevant and meaningful, and
providing information processing time.
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Time: 5 min
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Method: Interactive Lecture
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Display the slide of Tiger Comic located at Attachment A to focus the cadets' thoughts toward the learning process. |
Learning is a complex process. There are many theories about how learning occurs. Determining what is relevant is the first step to ensure that the learning is meaningful. Understanding the age appropriate learning categories provides some insight into how the brain is working to process information.
Relevant. Determining why and if the material is necessary to know. Once this is determined the learner decides whether or not they engage in committing the information to memory.
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Albert Einstein said, "Everything should be made as simple as possible, but not simpler." |
In other words, teach to the level of the cadets. The level of difficulty determines whether or not the cadets engage in the lesson. Essentially, less is more when it comes to new material.
Providing meaningful and relevant material results in greater overall retention.
Learning becomes meaningful when cadets understand material and store it in the brain. A learning experience is meaningful when the learners engage in three processes:
1.reflecting upon prior knowledge;
2.relating to real-life experiences; and
3.applying knowledge in future experiences.
Retention is the ability to remember material after the material is presented. The more information is repeated, the better the retention. Most scientists believe that the pruning is guided both by genetics and by a use-it-or-lose-it principle.
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Display the following on flip chart paper / white board. Learners retain: •
10% of what they read, •
26% of what they hear, •
30% of what they see, •
50% of what they see and hear, •
70% of what they say, and •
90% of what they say and do. |
Information is stored in different places in the brain depending on the type of information. Emotions have a great influence on learning. The stronger the emotions connected with an experience, the stronger the memory.
Various types of information are associated with a specific type of memory (as illustrated in Figure 1).
Attention span. The average attention span is about one minute per year of age to a maximum of 15 years.
Allowing time for cadets to apply their learning is important so they can move information from their working memory to their long-term memory. The processing time is known as "thinking about thinking", where cadets can reflect on the lesson and plan, monitor, and evaluate their own thinking and learning.
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Distribute the Learning Pyramid located at Attachment B to show the relationship between learning and remembering. |
What does relevant mean?
What three processes involve the learner to have a meaningful learning experience?
What is retention? How is it increased?
Determining why and if the material is necessary to know. Once this is determined the learner will decide whether or not they will engage in actually committing the information to memory.
The learner actively:
reflects upon prior knowledge;
relates to real-life experiences; and
applies knowledge in future experiences.
Retention is the ability to remember material after it is presented. The more information is repeated, the better the retention.
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Teaching point 2
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Describe and identify the needs of the developmental periods
(DP).
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Time: 10 min
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Method: Interactive Lecture
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The mental, physical, emotional and social development of a cadet are considered when determining a DP. They are age-based and focus on refining higher-level thinking skills such as reasoning, reflective thinking, and problem solving. The three are also known as age-appropriate learning categories (as illustrated in Figure 2).
An instructor must plan their lessons based on the DP of the cadets. When planning a lesson it is important to consider what type of activities and questions to ask. For example, each DP indicates how long an activity should last:
DP 1. Activities in a lesson should end in that same lesson.
DP 2. Activities started in a lesson may extend over two to three lessons.
DP 3. Activities started in a lesson may extend over four or more lessons.
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The following information focuses on DPs 1 and 2 only since the cadets will not be planning lessons for cadets in DP 3. |
Experienced-based DP 1 (12–14 years):
understand what is concrete / real not abstract;
have mastered reflexive responses;
require close supervision;
want interaction and activity in lessons; and
are very "me" oriented.
Developmental DP 2 (15–16 years):
in a transition period—moving from understanding the concrete to understanding the abstract;
beginning to use higher level thinking skills and are comfortable with the concrete;
want to practice and explore new thinking skills;
begin to understand cause and effect relationships;
concerned with fairness—value system kicks in—need for equality for all; and
asking questions like "how do I fit in?" and "how does this affect me?"
Four areas to consider when teaching within these DPs are:
active and interactive lessons,
structured activities,
the opportunity for choice within the lesson, and
goals definition.
Each area varies from low to high depending on the age and DP. However, active and interactive lessons are emphasized in all three DPs.
Lessons are planned by incorporating criteria based on the DPs (as illustrated in Figure 3).
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Criteria for Activities |
Experience-Based |
Developmental |
Competency |
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Active and Interactive |
yes |
yes |
yes |
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Structured |
very |
some |
cadet-run and supervised by officers |
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Provide Choice |
minimal |
some |
much |
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Goals |
clear and concrete |
clear |
abstract |
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ACTIVITY
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Time: 5 min
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The objective of this activity is to have the cadets describe and identify the DPs.
Developmental Periods Confirmation strips located at Attachment C.
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1.Distribute the strips of paper from Attachment C to the cadets.
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There are only 10 strips. If there are more than 10 cadets they may work in pairs / groups. If there are less than 10 cadets, some cadets may have more than one strip. |
2.Ask the cadets who have a DP to come forward and tape their strip on the board.
3.Ask each cadet to read each strip to the class and decide what DP it describes. If the cadet is having difficulty, other cadets may help.
4.Once a decision has been made, tape the strip under the respective category.
The cadets' participation in the activity will serve as the confirmation of this TP.
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Teaching point 3
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Conduct an activity where the cadets will describe and identify the needs of
the different learning styles.
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Time: 20 min
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Method: In-Class Activity
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The objective of this activity is to have the cadets describe and identify the needs of learners.
Learning Styles Information Sheet located at Attachment D,
Learning Styles Survey located at Attachment E,
How to Make a Jumping Frog located at Attachment F,
How to Make a Triangular Box located at Attachment G,
Slide of Schoolies comic located at Attachment H,
Letter size paper for each cadet,
Square sized sticky notes (eg, size 3 inches by 3 inches), and
Sticky notes–4 inches by 6 inches.
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In this lesson, sticky notes are used instead of origami paper (which is optimal). However, if sticky notes are not available, cut any paper according to the sizes recommended above. |
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1.Distribute the Learning Styles Information Sheet located at Attachment D. Read through the handout together.
2.Distribute the Learning Style Survey located at Attachment E. Have the cadets read each question and choose the most appropriate answer. Once they have answered all questions, have the cadets total each letter to determine their individual learning style.
3.Designate three areas of the classroom to represent each learning style: visual, kinaesthetic, and auditory. Have the cadets move to the group that reflects their learning style as indicated in the survey.
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The groups should be uneven. Compare class results with the distribution of learning style percentage as indicted in the Learning Styles Information Sheet located at Attachment D. |
4.Have the cadets return to their seats.
5.Distribute a piece of letter size paper, three square sticky notes, and one 4 inch by 6 inch sticky note to each cadet.
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The activities are intended to allow the cadets to experience difficulty while using each one of the learning styles. Emphasis is on the cadets experiencing each learning style and not the completion of each activity. It is not important for the cadets to complete each activity, since they are for initial experiences only. Allot 2–3 minutes for each activity. |
6.Have the cadets experience the auditory learning style by:
listening to the directions to make a paper object;
performing the direction as it is said; and
refraining from asking questions as the directions are being given.
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For this activity, have the cadets use the letter size paper. Read the following directions aloud to the cadets on how to make a paper boat: (1)
Fold a piece of paper in half, from top to bottom. (2)
Fold the right corner into the middle of the paper. (3)
Fold the left corner into the middle of the paper. (4)
Fold the bottom of the paper up against both sides. (5)
Insert thumbs into the bottom to make a square. (6)
Fold the bottom corners over each other to create a triangle. (7)
Insert thumbs into the bottom to make a square. (8)
Hold the paper with flaps down. (9)
Fold the corners to the top point. (10)
Pull the middle out to form a square. (11)
Pull the two triangles at the top apart to create a boat. |
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For the next activity, have the cadets use the 4 inch by 6 inch sticky notes. Distribute How to Make a Jumping Frog located at Attachment F to each cadet. |
7.Have the cadets experience the visual learning style by:
seeing pictures to make a jumping frog;
reading the directions to make a jumping frog; and
performing the task without assistance.
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For the next activity, have the cadets use the square sticky note. Use How to Make a Triangular Box located at Attachment G and demonstrate each step so the cadets can see. |
8.Have the cadets experience the kinaesthetic learning style by:
watching the instructor make a triangle box without verbal or written directions, and
performing the task without assistance.
9.Discuss the cadets' feelings towards each of the learning styles by provoking these thoughts:
What learning style was dominant in each of the activities?
What task was most difficult?
What task was the easiest?
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Display the slide of Schoolies comic located at Attachment H. |
The cadets' participation in the activity will serve as the confirmation of this TP.
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Teaching point 4
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Conduct an activity where the cadets will identify how to structure a lesson
to meet the needs of the different types of learners.
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Time: 15 min
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Method: In-Class Activity
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The objective of this activity is to have the cadets identify how to structure a lesson to meet the needs of types of learners.
Instructor Tips for Learning Styles worksheet located at Attachment I,
Instructor Tips for Learning Styles Answer Key located at Attachment J,
Activities in Developmental Periods worksheet located at Attachment K,
Activities in Developmental Periods Answer Key located at Attachment L,
Flip chart paper,
Stopwatch,
Markers, and
Pens / pencils.
Set up workstations by taping flip chart paper around the classroom.
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The number of workstations can be determined by dividing the class number by two or four. For example, if the class size is small divide by two, and if it is large divide by four. |
1.Divide the cadets into two groups by assigning each cadet a number: Number 1 or Number 2. Arrange the cadets so that each group is sitting on opposite sides of the classroom.
2.Distribute the Instructor Teaching Tips for Learning Styles worksheet located at Attachment I to the cadets in Group 1 and the Activities in Developmental Periods worksheet located at Attachment K to Group 2.
3.Have the cadets work in their groups to fill out their worksheets.
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Allocate two minutes for the cadets to work on the worksheets. It is not important to fully complete the sheets. |
4.Distribute the answer keys located at Attachments J and L to one cadet in each group.
5.Have the cadet with the answer key in the each group read out the correct answers while the other cadets mark their worksheets and fill in any missing answers.
6.Have the cadets pair up with a cadet from the other side of the classroom and move to one of the workstations.
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When the class size is large, two pairs can be assigned to each work station. |
7.Give the cadets 2–3 minutes to explain on the chart paper how a DP 1 lesson would be structured differently than a DP 2 lesson. The cadets may use ideas from the worksheets and handouts in the class.
8.Have each group discuss their ideas for 2–3 minutes.
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Distribute the remaining copies of Attachments I and K to those cadets that did not receive them earlier in the activity. |
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The cadets' participation in the activity will serve as the confirmation of this TP.
The cadets' participation in the in-class activities will serve as the confirmation of this lesson.
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This EO is assessed IAW A-CR-CCP-804/PG-001, Proficiency Level Four Qualification Standard Plan, Chapter 3, Annex B, 409 PC.
Understanding what makes information relevant and meaningful is important when it comes to instructing. Defining learning styles and identifying developmental stages helps identify instructional strategies that will meet the learners' needs and ultimately provide them with a healthy and welcoming learning environment.
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A0-118 Director Cadets 3. (2007). Youth reference guide. Ottawa, ON: Department of National Defence.
C0-397 Belding, S. (2004). Stickiness: Skills retention and synthesis. Retrieved March 23, 2009, from http://www.airs.org/files/public/Making_Training_Stick.pdf
C0-398 ISBN I-57517-344-1 Burke, K. (2000). What to do with the kid who.... Arlington Heights, IL: Skylight Professional Development.
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