Lesson Planning Resources and Rationale: Assignment 3

Component 3: Creating a Positive Learning Environment
We deal with an increasingly diverse group of training participants and one of the issues is how to engage in respectful dialogue when dealing with sensitive issues related to Aboriginal people. There have been instances where negative comments are made about Aboriginal people by non-Aboriginal people and it creates a milieu of tension and conflict. I would incorporate suggestions by Adeniran and Smith-Glasgow (2010) that creating an environment of inclusivity is important and that all voices and points of view are important. The instructor’s role is to demonstrate this by fostering respect for diverse views.
Adeniran, R., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning
environment among culturally diverse nurses and students. Creative Nursing, 16(2), 53-58.

Component 4: Motivational Techniques
Prior to reading the article on motivation I had not given very much consideration as to how motivation impacts student learning. Lei’s (2010) article gave me more insight into intrinsic and extrinsic motivation and the value of goal setting. In reflecting on how to incorporate this into training it would be helpful to review the goals or objectives at the beginning of the class. I also think it would be beneficial to review the goals at various stages of deliver of training to ensure that students understand the content and to gauge their continued motivation.
Lei, S. A. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from
college instructors’ perspectives. Journal Of Instructional Psychology, 37(2), 153-160.

Component 5: Assessment
I chose this resource as I am keenly interested in how to use formative assessments to improve student learning. As a facilitator assessment can assist me in modifying curriculum, activities, and my instructional style if something is not working for student learning. Using assessment is an integral part of the learning environment and by being more aware of opportunities for introducing assessment processes it will assist me in improving my teaching style as well as offering a more responsive creative learning environment. I think by using a variety of assessment tools it will enhance my teaching and ultimately student learning.
Vonderwell, S., & Boboc, M. (2013). Promoting formative assessment in online teaching and learning.
Techtrends: Linking Research & Practice To Improve Learning, 57(4), 22-27. doi:10.1007/s11528-

Component 6: Instructional Strategies
The reason I chose Ruey’s (2010) article is because of the focus on constructivist strategies for an online learning environment. Further, it resonates with me and my employment as we are moving to blended model of delivery for training. I am considering how the role of the instructor in facilitating an online learning model will change. Whether the activity is synchronous or asynchronous it is important to provide timely responses and feedback to participants in training. I am also giving consideration to how students can collaborate in dyads or in small groups on activities.

Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning.
British Journal Of Educational Technology, 41(5), 706-720. doi:10.1111/j.1467-

Component 8: Planning
I have chosen to review Gagnes 9 events of learning for its applicability in the online learning environment. I am searching for ways to make the online learning environment fun, creative, and a unique experience for participants’ in our training so they are engaged with the learning. I can also use the model to “gain attention” at the beginning for each synchronous session so students will be interested in the activity. I can present the content utilizing a variety of methods (lecture, readings, projects, multimedia etc.) while also integrating many of the online tools (blogs, discussion boards etc.).
Gagne’s 9 Events of Instruction. (n.d.). Retrieved March 22, 2015, from
http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ outubeetc.).


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