Blog Post #2

The direct instruction learning approach is described as the use of explicit teaching techniques to help learners understand and explore a new skill (Magliaro, Lockee & Burton, 2005). As Magliaro, Lockee and Burton outline in their article entitled, “Direct Instruction Revisited: A Key Model for Instructional Technology”, direct instruction is distinct from the lecture approach and is rooted in behavioral theory (Magliaro, Lockee & Burton, 2005). More specifically, Magliaro, Lockee & Burton define direct instruction as “instructional model that focuses on the interaction between teachers and students” (Magliaro, Lockee & Burton, 2005, p. 41). The key characteristics of direct instruction include; modelling, feedback, and reinforcement (Magliaro, Lockee & Burton, 2005).

Magliaro, Lockee & Burton (2005) claim that the direct instruction model of learning is superior to other learning models as it reveals higher scores of engagement and achievement (Magliaro, Lockee & Burton, 2005). Thus, proving to be beneficial for all levels of learners. Although, I believe there are limitations to this mode of instruction. One of which is that science related topics lack the experimental and hands on aspect of learning that is integral for overall understanding of the topic. 

The direct instruction approach aligns with my groups interactive learning resource in several different ways, including; feedback, reinforcement and modelling. For our interactive learning resource, learners are able to explore several different example of brain breaks and apply them to settings within their classroom. The types of brain breaks are modelled clearly and effectively to ensure the learner has a grasp of the content. The reinforcement aspect of direct instruction is executed in our interactive learning resource in the reflection component. In this component, learners are instructed to recall the types of brain breaks and pick the one that best suits their classroom needs and they think will be beneficial for their students. 


Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational Technology Research and Development, 53(4), 41-55.

Blog Post #4

The video I have chosen to examine for Post 4 is entitled, “Sit and Stretch (Jaime’s Brain Breaks)” by Cosmic Kids on Youtube. Here is a link to the video:

In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?

The video is set up in a way that requires learners to follow along with the movements of the teacher. The teacher instructs the students where and how they should sit and what movements to prefrom and how to preform them.

How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

Due to fact that the video involves step by step instructions on how to participate in the brain break activity it is very user friendly and a great opportunity for the teacher to have a break. Not to mention, the activity requires no equipment other than a chair which students have access to in the classroom setting. Moreover, the activity would be very successful with a large number of students because it is can be projected to suit more people and the activities are independent.

How could the video have been designed to generate more or better activity from viewers or students?

The video was executed well and can be implemented in all classrooms successfully. However, not all teachers have access to a television in the classroom. If a teacher does not have a tv or projector they are unable to participate in the activity. To generate more activity from the audience, the designers should export the content onto more platforms. A podcast would be an example of a possible platform that involves less equipment.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

Overall, the video is very straightforward and easy to follow. The step by step instruction enable learners who have difficulty seeing are able to hear the commands and act accordingly. Additionally, students who have difficulty hearing are able to follow along and preform the movements as the instructor visibly demonstrates the movement. However, there are aspects of the video that make it exclusive for some students. Considering the video relies on the students to be physically active, students with physical disabilities are excluded from the activity. Students with a physical disability that limits there ability to preform the movements are excluded from the activity. So are they unable to have a brain break in the classroom? This should not be the case. By offering breathing exercises or mindfulness strategies to the video, the activity is more inclusive for learners who cannot preform the movement tasks. 

Blog Post #3

One of the most important components to consider when creating a learning design is the accessibility for all. Not only does an accessible program for all ensure that all learner can pursue excellence in their education but it also follows the human rights law that requires education providers to create services that identify barriers in learning and accommodate for individuals with disabilities. Just like the selective attention video demonstrates, it is easy to overlook something you don’t focus on. Having an inclusive design in a learning environment is crucial to ensure all learners make and receive the most out of their learning experience.

For my groups learning design in particular, an inclusive design is integral for the success of our lesson. After learning about inclusivity in the learning environment I recognized some potential barriers in the learning activities I have planned. More specifically, my portion of the learning design explores examples of quiet mindful brain breaks. Through a PowerPoint presentation, I was planning on demonstrating and teaching different types of mindful brain breaks to implement into the classroom. The potential barriers using this platform is that it does not support learning for students who experience loss of sight or loss of hearing. By using a program that relys on visuals to learn concepts, it creates large barriers for some learners, in other words excluding them from my learning environment.

To accommodate for this, I will supplement my lesson with the same material although through a different format. Transferring my material to a google doc gives all learners the ability to access the information. Google docs is a platform that can accommodate learners that are hard of hearing to view the information in an organized and descriptive way. In addition, google docs facilitates for learners who are visually impaired through a function that speaks the text.

Creating an inclusive learning environment is important and should be revaluated often to ensure all learners are included.

Learning Pod 7- Peer Review

For my peer review, I received Learning Pod 7’s Interactive Learning Resource to review. At first glance, their Interactive Learning Resource looks professional and easy to navigate. The color scheme is sharp and streamline. My eyes gravitated to the small emoticons accompanying each link in the resource, giving the presentation a playful touch.

The navigation of this resource is straightforward as the creators implemented a navigation bar at the center of the home page. Learners can travel throughout the overview, learning modules, strategies, and descriptions/rationale effortlessly from the navigation bar. As a person who is not very technologically advanced, the organization of the navigation bar and concepts were well thought out, which I thought made the resource very user-friendly. This allows users like myself who have difficulty in the online environment to learn about descriptive statistics. Moreover, as a concept that can be frustrating and overwhelming for some, an easy-to-navigate platform ensures they are not distracted from their learning objectives. Thus, making the student’s learning experience more enjoyable.

First, the creators supply an overview of the introduction to statistics. An overview of the course is a thoughtful addition to their learning resource as it outlines users’ resource objectives and the team’s strategies. However, this portion of the learning resource looks to still be under construction. With that being said, I am excited to see what will be added in this portion and encourage the group to forgo this portion with great detail, as I believe it is an essential component for the learners.

Next, one of my favorite parts of their learning resource is the “Learning Modules”. The “Learning Module” portion begins with the learning outcomes of the workshop. The learning outcomes are very detailed and straightforward. I also enjoy how the creators acknowledge that at first, the objectives may be overwhelming. Which in turn creates a comfortable and inviting environment for learners of all levels. The creators complement their learning outcomes with four module links. I was very impressed with the detail in this portion of their interactive learning resource. It is very noticeable that the creators focussed their time and effort on this section as the modules show exhaustive and elaborate detail. The section is accompanied by multiple subsections equipped with quizzes, videos, and additional learning resources. Not to mention, creators continue to present their information in an organized and professional way, ensuring the learners stay focused on learning material rather than being distracted with navigating the site.

Finally, the creators supplement their Interactive Learning Resource with a description/rationale, strategies, and references. This portion of their resource seems to be under construction, but again I am excited to explore this portion when it is complete as it is crucial for the final copy.

Despite some missing information in Learning Pod 7’s Interactive Learning Resource, the depth of the ‘learning modules’ makes up for some of the missing parts in their project as it is equipped with great detail. Overall, this is a draft, I expect some gaps. Well done Learning Pod 7, overall a very exhaustive and informative resource! Thanks for sharing!

Link to the resource:

Blog Post #1

Share a story about your best learning experience (could be a formal course or something more personal). Why did you enjoy it?

            One of the best learning experiences I have encountered in my life occurred in grade 4, and it has led to my success and love for the sport of Ringette. After learning about the constructivism learning theory, I now understand why it was challenging to integrate new knowledge into older knowledge. It is important to note that before grade 4, I had predominantly played hockey and was relatively skillful.

            In gym class, my classmates and I had a substitute teacher who taught us about the game of Ringette. Before that day, I had never heard or seen the sport and was unaware of the passion I would gain for the sport in the future. The substitute teacher began the class by explaining the rules of the game like usual. Ringette, as a sport that replicates the rules of hockey closely, most students grasped the rules quickly. The main difference between hockey and Ringette is the composition of the stick and ‘puck’. Ringette players use a straight stick without a blade and a donut-sized ring. 

            With that being said, like any sport, Ringette requires skillful actions to be successful in the game setting. More specifically, Ringette requires the players to use a stick and stab and a small ring to complete and receive a pass. Like the video of Destin Sandlin learning to ride a bike, the skill was difficult and frustrating to learn initially as I was used to using a stick with a blade and a puck in hockey. Frustration can be attributed to the fact that stabbing a small ring flying across the gym floor very fast is an activity I had never participated in prior and closely resembled skills from hockey but slightly different. The slight difference in skill caused me to experience difficulty picking up Ringette. Before, in hockey, I had to catch the puck with the blade of my stick. 

            However, after many attempts and positive reinforcement from the substitute teacher, I could catch a few passes from my classmates. I was motivated to learn and play Ringette after this gym class that I quit hockey and pursued Ringette. My motivation and enjoyment of learning Ringette encourage me to five years of playing Ringette, I am much more skillful at stabbing the ring. With that being said, whenever I play hockey, I have difficulty handling the puck and shooting, which is interesting as I was skillful at the sport for years until I practiced Ringette. The constructivist theory can explain the initial difficulty I had learning ringette and the difficulty I have playing hockey after five years of being a Ringette player.