From our own experience in learning situations we know how special and important it can be to imagine something. Why then don’t we (as designers and teachers) give more attention to the use of the student’s imagination in a teaching-learning situation? Imagination can be a very powerful tool for learning. Below is a description of an S-R event in which didactic use is being deliberately made of a doctor’s imagination. Continue reading 3.5 Case study no. 3: Pictures in your mind
Tag: Response Environment Organizer
3.6 Case study no. 4: Giving students the chance to think for themselves
As a designer of courses and lessons you will always be in demand if you have success in creating response environments for learning in which students are given the responsibility and the chance to think for themselves. Continue reading 3.6 Case study no. 4: Giving students the chance to think for themselves
2.6 Referent 4: A response environment organizer
Sometimes in thinking up a design, you can have the best didactical intention (referent 1) in mind, your specification or databank (referent 2) filled with the right needs, an existing design (referent 3) sending out interesting signals, and yet you are still waiting — waiting for that ‘click’ as the parts of the puzzle fall into place and your decision-making goes racing and tumbling to its conclusion. Continue reading 2.6 Referent 4: A response environment organizer
2.7 Case study no. 2: Fighting forest fires safely
On repeated occasions in 1964 on the shuttle flight between La Guardia airport New York and National airport Washington DC, I was struggling with a course design problem. It seemed relatively simple and yet the solution (the choice of a plan, structure and strategy of instruction for the course involved) eluded me time and time again.
At the time I was assigned by the consulting company for which I worked in New York to an account in the US Forestry Service (Fire Control Division) in Washington DC. The service was concerned about the loss of life and injury to personnel that had occurred in some large forest fires in the western states of America. A directive on the subject, formulated years earlier, was re-issued for urgent attention.
The directive was crystal clear. It referred to Ten Safety Orders for strict observance when fighting forest fires. ‘These orders’, the directive ran, ‘are to be committed to memory by all personnel with fire control responsibility’. The directive to me was also unequivocal: to Washington, work with the US Forestry Service Training Department (Bert Holtby) and with the Fire Control Division (John Pierovich) and make an effective, valued (etc) course to teach the ten orders.’ Continue reading 2.7 Case study no. 2: Fighting forest fires safely
Some examples of Response environment organizers (REO)
Examples of REO’s in Tony’s book:
- A scheme: Case study no.1 Figure 2,
- Two examples (a poem and two pictures): paragraph 2.6
- 10 safety orders for firefighting (pictures): case study No2,
- A sentence of the study book: Case study no. 3,
- A picture of apical dominance: Case study no 4
- Two cards about Irrigation management: Self-study book Water Management
Three examples used by Jan Nedermeijer