Read These Students' Posts And Respond As If Talking

Read This Students Posts And Respond As If You Were Talking To The Dir

Read this students posts and respond as if you were talking to the directly Topic 5 DQ 1 Write two rules you can use to determine which learning materials are appropriate for your students/audience. Have you been in a situation where learning materials were less appropriate than they should have been? How did you handle it? Ashley 2 posts Re: Topic 5 DQ 1 In education every unit, every lesson, centers around one specific idea: what do we want the students to learn? What should they be able to do following the conclusion of the material? If this is the center of the unit/lesson, this should be the root of choosing learning materials as well. If our learning materials are not aligned with our objectives, they will detract from the lesson leaving the students confused and overwhelmed. McKeachie and Svinicki (2014) said it best, “In choosing reading materials, the most important thing is that they fit your objectives” (p. 12). This is my first rule of choosing appropriate learning materials: choose a textbook that aligns with the course objectives. Though a well-chosen textbook is vital to the success of the students, it is also important to recognize that textbooks are rarely written for a specific class, and therefore will never cover every single topic. Furthermore, all students learn and perceive things differently, so the view of one author in a textbook may not align well with the views of all students in the class. Therefore, my second rule when choosing appropriate learning materials is to always supplement the textbook with outside sources and allow students the creative freedom to utilize their own sources of information (as long as they are scholarly). Allowing students to view outside sources such as articles and chapters from other books will help maintain students’ interest in the course material and provide alternate points of view to be considered (McKeachie & Svinicki, 2014, p.11).I have personally been in a class where the learning materials were not appropriate to the course objectives. Every single week we would have discussions and assignments, and there would be assigned reading from the textbook. For the first few weeks, I thought I must be misunderstanding the directions or that there must have been a typo, because the reading in the textbook fit with that week’s objectives so poorly. By the time I was done with the class I realized that the textbook was simply inappropriate for the class, and I left that feedback upon completion of the course. It was frustrating, being told to read long chapters that had nothing to do with the tasks we were completing that week. I felt that this was probably chosen by curriculum designers, not the instructor themselves, so I kept my head down, got through the class, and left my feedback at the end. Having reading material that does not align with the course is not only confusing, but it can leave students feeling discouraged and frustrated. Choosing appropriate learning materials ensures the success of the students as well as their continued interest in the course. Elizabeth 3 posts Re: Topic 5 DQ 1 Having a thorough knowledge of the audience before preparing content is helpful in choosing the appropriate material, creating an effective instructional strategy and providing a learning environment where students feel supported. One rule to consider when determining materials is focusing on group characteristics. Understanding the size of the learner group, the geographical location and their level of learning will help determine some effective instructional strategies. For instance, considering such differences as having novices or experts on a topic can help design the lesson in a meaningful manner. The second rule is, understanding the students’ context. Knowing their goals, challenges, frustrations or where the students will apply the knowledge that they obtain from the course, can serve as a guide when determining how the content will be delivered. Finding out information about students makes learning more relevant and accessible. I can recall a presentation I shared with my class that appeared to be well developed, only to result in a monotonous delivery of content. Knowing my students, a quick scan of the room offered me an immediate understanding that this lesson was in desperate need of tweaking. “Linking lectures to student interests, giving examples that are vivid and intriguing and building suspense toward resolution of a conflict – these are all techniques of gaining and holding attention” (McKeachie & Svinicki, 2014, p.68). Therefore, I directed my class to an independent activity, as I revised my lesson plan to include a group discussion and online reflection activity, which led to a more favorable outcome Antwan 2 posts Re: Topic 5 DQ 1 The two rules I would use when determining what materials I would use when determining what learning materials are appropriate for my students are what do the students want to gain from this course and what should they be able to do at the conclusion of the class? Since I want to teach communication/journalism courses at the college level, I would have students read basic reporting books and the AP Style guide with the hopes they would have an understanding of what it takes to write like a professional reporter. Having motivated students will help keep everyone engaged inside and outside of the classroom. "Linking lectures to student interests, giving examples that are vivid and intriguing, and building suspense toward resolution of a conflict—these are all techniques of gaining and holding attention" (McKeachie & Svinicki, 2014, p.68).

Paper For Above instruction

The process of selecting appropriate learning materials is central to effective instructional design and student engagement. Educators must carefully consider various rules and criteria to ensure their materials align with learning objectives, cater to diverse student needs, and foster motivation. In this paper, two fundamental rules for choosing suitable learning resources will be discussed, along with insights from educational literature and practical examples.

First Rule: Alignment with Learning Objectives

The first and perhaps most critical rule is that learning materials must directly align with the predetermined learning objectives of the course or lesson. McKeachie and Svinicki (2014) emphasize that the primary goal in selecting reading materials is their relevance to course goals—"In choosing reading materials, the most important thing is that they fit your objectives." This alignment ensures that students focus on content directly related to what they are expected to learn and accomplish by the end of the course. When materials are mismatched with learning goals, students may become confused, overwhelmed, or disengaged, impairing their learning outcomes.

For example, selecting a textbook that comprehensively covers the course content but is overly complex or not directly relevant can hinder understanding. Likewise, if the textbook skews too far from the core objectives, students might spend time on extraneous topics, leading to frustration and a lack of progress. To counter this, instructors must evaluate textbooks, articles, and other resources critically, ensuring they serve the intended learning outcomes. Supplementing textbooks with outside scholarly sources is also crucial, as it offers students diverse perspectives and reinforces the relevance and accuracy of the subject matter.

Second Rule: Relevancy and Supplementation

The second rule emphasizes the importance of relevancy and the strategic supplementation of core materials. Textbooks, while valuable, are rarely tailored to specific classes; they are often general and broad. Consequently, relying solely on a textbook may leave gaps in content or fail to address specific student interests or current events. Therefore, educators should incorporate outside sources—such as scholarly articles, recent research, and credible media—to enrich the learning experience and cater to different learning styles and perspectives.

Ashley’s personal experience underscores how misaligned materials can undermine learning. Her frustration with a textbook that did not align with course objectives highlights the importance of careful material selection. In her case, the disconnect between assigned readings and weekly tasks made her feel confused and discouraged, ultimately leading her to provide feedback for course improvement. Her insight illustrates that appropriate materials are essential not only for comprehension but also for maintaining student motivation and confidence.

Adapting to Student Needs and Contexts

Building upon these rules, understanding the unique characteristics of the learner group is essential. According to Antwan, considering group size, geographical location, and existing knowledge levels influences the instructional strategy. Similarly, a tailored approach that considers students’ goals, challenges, and real-world applications ensures that materials are relevant and engaging. For instance, a presentation tailored to a novice audience would differ significantly from one designed for advanced learners or professionals.

Antwan also emphasizes the importance of linking content to students’ interests and practical needs, which enhances motivation and attention. Techniques such as vivid examples, suspense, and conflict resolution keep learners engaged and demonstrate the practical relevance of the material. His example illustrates how revising a lesson plan after gauging student reactions can lead to more effective and meaningful learning experiences.

Application in Content Areas

In specialized fields like journalism or communication, selecting appropriate materials becomes even more strategic. As Antwan suggests, providing students with foundational texts like reporting books and style guides not only introduces essential skills but also motivates learners by connecting the content to their career aspirations. Motivated students are more likely to participate actively, both inside and outside the classroom, which enhances learning retention and skill development.

Similarly, in technical or professional domains, aligning materials with students’ career goals—such as using case studies, current research, or professional standards—can inspire engagement and practical understanding. This tailored approach ensures that learners see the direct application of their studies, fostering motivation and professional readiness.

Conclusion

Effective selection of learning materials hinges on aligning resources with course objectives and understanding student needs and context. Teachers must critically evaluate textbooks and supplement them with relevant outside sources to cover content gaps and foster diverse perspectives. Additionally, tailoring instructional strategies by considering group characteristics and real-world applications enhances engagement and learning outcomes. Incorporating these rules into instructional planning not only improves academic performance but also sustains student motivation and interest, contributing to their overall academic and professional development.

References

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