Approaches to Learning
When it comes to planning for learning, there are different approaches of Flipping Blooms or being skills-based. Each approach helps to build transferrable skills that result in learners reaching their goals and accomplishing the tasks they want to do. Using the skills-based approach to learning, means that the approaches are learner-led, focusing on what the learner needs and wants to be able to do. It also means that instead of starting with instruction which is followed by application, the learner starts with doing or creating. Right from the beginning of the session, the learner is clicking on their own device and exploring the options available to them. As they interact with their devices they are learning essential language and navigational strategies needed to be successful in accomplishing their desired task.
The skills and confidence of the instructor, and the needs of the learner, will guide which approach might be used in a learning setting. Here are two example approaches for using skills-based learning with teaching digital skills.
Approach 1: Embedding Language and Navigational Skills into Content
When the learner wants to focus on learning how to accomplish a specific topic or task, an instructor may choose to find a pre-made lesson plan that provides the content that the learner is wanting. When working with the learner, the instructor explains and embeds language and navigational strategies in a supplementary way into the learning session.
For example, for learners who specifically would like to increase their confidence in using iPads, you might use the iPad Learning Series for planning lessons. One example of a lesson planning resource is this one from cbal (Columbia Basin Alliance for Literacy). The lesson plans include great pictures and plain language instructions. Embedding the language and navigational skills might involve talking about the verbal and visual language of the icons in the section called “Navigating the Home Screen” (page 9). You could ask learners to locate some of the specific icons on their own device’s screen. Using the Cues & Clues navigational strategies like “Read, Read, Read” and “Edges are Important” would help learners find apps on their screen. Throughout the class, Cues & Clues and key language would be used to help learners problem solve and accomplish tasks while going through the iPad lesson plans.
ICON – Resources: Downloadable/customizable? Resources on CLN template (e.g. Having an iPad Learning Series and using this resource: https://cbal.org/wp-content/uploads/2022/11/iPad-Curriculum_October-2022.pdf )
Approach 2: Using Language and Navigational Skills as the Lesson Plan
This approach to learning digital skills uses skills-based learning through focusing on language and navigational skills as the content for lesson plans and then applying them to tasks the learners want to be able to do.
For example, a learner wants to become more confident in how to send emails. The instructor might teach the verbal and visual language needed for the learner to explore their screen and find the email icon on their device. The instructor might also explain one or two navigational strategies (edges are important, and read, read, read) to coach the learner in finding the needed information on their device to accomplish tasks.