Essential Elements Blueprint Edward Bender This blueprint of essential elements for instruction is presented to supplement the professional

development materials we utilize in 4-H Science. This will help to answer the questions of staff and volunteers that have struggled with incorporating scientific inquiry (SI) into their plans for educational programming. This framework will help show them that SI is not a standalone process, rather a component of something bigger. Outline of Essential Elements 1. Analyze learner and context of environment 2. Frame the lesson Gain learner attention Establish objectives Introduce problem based activity 3. Activate prior knowledge of individual and group Assess for understanding and comprehension 4. Guided discovery/Exploration Restate the problem Provide content Processing Practice 5. Enhance retention 6. Learner Assessment **

1. Analyze learner and context of environment Assess Learners (Dick & Carey/Rothwell & Kazanas)

What are the appropriate ages and stages of development for this age group? Are there any other dynamics of diversity I need to be aware of: age, sex, race, ethnicity, sexual orientation? Do I know anything about any of the learners that needs to be considered in delivering content? In providing feedback? What instructional methods work the best for these If adults, what ways do they learn the best Analyze the context (Dick & Carey/Rothwell & Kazanas)

How will the content be used by the learner? How do I expect it to be used by the learner? Are they a captive audience or are they here as free learners? Both? In what environment will the delivery take place? What creature comforts to I need to be aware of or provide?

2. Frame the lesson (these subsets are often blended and at times overlap)

Gain learner attention Establish objectives Introduce problem based activity

Gain Attention

Related to the content or concept or objective Assist learner in determining why the content is important Helps to frame the learning opportunity Identify and establish the problem to be solved

(This is identified specifically by Gagne, and I contend that in my delivery that this fits into solving real-world problems as presented by Merrill, and the Anticipatory Set by Hunter. Finally, for WELES, I start gaining attention as I frame the setting and mood for learning) Set the Expectation of Learning

Identify what the objectives are Why is it or should it be meaningful to you. Answer, what is in it for me? Purpose How will this knowledge or skill help you in dealing with a real world problem Frame the content and the need to learn the content into something meaningful to learner Utilize discussion so audience can identify the needs and what has to or should be learned Engage the learner in what they are going to learn and what they want to learn

(Objectives are mentioned by Gagne, Merrill, and Hunter and again, I believe that this fits into Frame by WELES) 3. Activate prior knowledge of individual and group Assess for understanding and comprehension Probe what is known Utilize activities that can elicit prior knowledge Have audience share (guided) so if misinformation is shared, you can quickly correct Remediation in certain process skills may be explored and refreshers activities of previous knowledge utilized to prepare learner for inquiry (Stimulate recall of prerequisite learning from Gagne, existing learning is activated from Merrill, or Anticipatory Set from Hunter, and not stated as such in the WELES Frame, I would frame an activity by accessing prior knowledge. One statement made by a professor a decade and a half ago was that activating prior knowledge increases comprehension by 67% stuck with me. I do not know that to be exact however a quick search indicates that comprehension is increased from activating prior knowledge from a number of scholarly sources. I know this works for me.) 4. Guided discovery/Exploration

Facilitate and guide the learning process (learner centered) Provide additional resources and direction to search Use Socratic questioning to guide the learners to the answer Utilize participants as mentors to reinforce what they have learned and to build community

Utilize role play and place learners into roles (they take a role in what role they take) Instructor is active in this process, listening, questioning, refocusing Simulation activities provided Learner assessment takes place (Guidance is the key word her. Learning guidance, eliciting performance, providing feedback by Gagne, application from Merrill, checking for understanding and guided practice by Hunter, and Explore and Try by WELES fit into my model here.) Provide Content (Knowledge/Skills)

Deliver content in diverse and meaningful ways considering learning domains and reach as many learning domains as possible When utilizing the experiential learning cycle and scientific inquiry, key concepts are identified and labeled during the processing stage (Presenting stimulus material from Gagne, new knowledge is demonstrated by Merrill, Input from Hunter and Inform from WELES support this. Delivery of content at times (as witnessed in the scenarios we responded to is often overlooked. The instructor has to create the environment that engages the learner while respecting the learner. During this step, it is important for the instructor to start assessing whether the learner is "getting it" and make adjustments as necessary.) Processing

Youth/group publicly share findings, thoughts, observations. Share the process they utilized, what they may do different Students examine experience and provide feedback within team as well as with other students Instructor gives performance feedback and shares observations Student using journaling to record personal thoughts and insights (In my model, this is a subset of Guided Discovery/Exploration and the same applies here: Learning guidance, eliciting performance, providing feedback by Gagne, application from Merrill, checking for understanding and guided practice by Hunter, and Explore and Try by WELES fit into my model here)

5. Enhance retention

learners are presented with additional problems to apply new knowledge and skills or to reinforce new learned behaviors Continued assessment occurs with feedback on performance When mastery is reached, the learner is then integrated into the learning process by mentoring and guiding others. Journaling, story writing, and public presentations are included and used here by learners to share knowledge gained. learner takes information from performance feedback and discussion and extrapolates key concepts with guidance if necessary (Promoting retention and transfer by Gagne, Learning is promoted when learners are encouraged to integrate (transfer) new knowledge by Merrill,

Guided Practice and Independent Practice by Hunter, and Explore and Try by WELES)

6. Learner Assessment * (in addition to assessments conducted during instruction as decribed, I also utilize a self-assessment, pre/post evaluation to determine learners increase in knowledge, skills, attitudes, aspirations in relation to the subject matter.) A pre-survey is completed by the learner prior to instruction A post-survey is completed by the learner after instruction has taken place (Assessing learner performance by Gagne)

Sources: First Principles of Instruction by M. David Merrill https://www.indiana.edu/~tedfrick/aect2002/firstprinciplesbymerrill.pdf Gagnes Nine Events of Instruction Summary - Ryerson University http://de.ryerson.ca/portals/de/assets/resources/Gagne%27s_Nine_Events.pdf Madeline Hunter's Lesson Plan A template http://template.aea267.iowapages.org/lessonplan/ Madeline Hunter's ITIP model for direct instruction http://www.hope.edu/academic/education/wessman/2block/unit4/hunter2.htm WELES: Web-Enhanced Learning Environment Strategies - Grabowski, B., Koszalka, T. & McCarthy, M.