Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers

Abstract

This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional design principles to arrive at the training blueprint for workplace-based learning. It demonstrates the decision-making processes involved in the systematic design of each of the four components: learning tasks, supportive information, procedural information, and part-task practice. While the design process was time and resource-intensive, it resulted in a detailed blueprint of a five-month professional development program that strategically combines learning activities to stimulate learning processes that are essential for developing the complex skill providing differentiated instruction in a mathematics lesson.

Task-based training to prevent surgical site infection: A formative evaluation

“…The qualitative results explained why this was so: the tasks used for learning were realistic, relevant, interesting, engaging, and meaningful. Moreover, they were derived from participants' daily practice and were varied, which facilitated the transfer of learning [ 7 , 8 ]. Participants especially valued the video session showing best practices in SSI prevention; it allowed them to discuss their current SSI prevention practices and compare them with the evidence-based best practice presented during the training.…”

“…More specifically, these theories have emphasised five principles that are vital when designing instruction. The first principle is that authentic professional tasks should be used as a starting point for learning [ [7] , [8] , [9] , [10] ]. Such tasks can take different forms, for instance, a video or role play shown to the learner.…”

“…This support should be substantial in the beginning and gradually be reduced as learners become competent (scaffolding). As soon as learners demonstrate that they can adequately complete a specific task without guidance, the next set of tasks may be offered at a higher level of complexity [ [7] , [8] , [9] ]. Finally, the fifth instructional design principle is about interprofessional learning, which occurs when participants from two or more healthcare professions (e.g.…”

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“…One of the advantages of whole-task sequencing is that it enables learners to carry out whole tasks without segmenting the elements into individual tasks. For example, emphasis manipulation is a whole-task approach that can help learners see the "big picture", as it allows them to practice constituent skills within the context of a whole task (Gopher, 2007;Frerejean et al, 2021). Emphasis manipulation directs learner focus to specific subcomponents of a task, rather than having them perform the whole task all at once (Gopher et al, 1989;Frerejean et al, 2021).…”

“…For example, emphasis manipulation is a whole-task approach that can help learners see the "big picture", as it allows them to practice constituent skills within the context of a whole task (Gopher, 2007;Frerejean et al, 2021). Emphasis manipulation directs learner focus to specific subcomponents of a task, rather than having them perform the whole task all at once (Gopher et al, 1989;Frerejean et al, 2021). As a result, emphasis manipulation can help learners coordinate constituent skills and process whole tasks while focusing on learning component skills.…”