IN-PERSON
LEARNING OBJECTIVE 1: DEMONSTRATE HOW TO PERFORM CPR ON A MANNEQUIN (APPLY, PROCEDURAL KNOWLEDGE)
Prior Knowledge: Real-world examples relevant to the learner, explicitly addressing situations where the information is applicable in the real world, feedback to help correct for misconceptions
Transfer: opportunity to practice in an authentic task by giving CPR to an array of mannequins at Swim Trojan, information is not delivered too quickly as the lesson's focus is on the procedure, value of the learning task is made clear and explicit by the instructor, meta-cognitive processing is emphasized due to the innately procedural nature of the task
Cognitive load: In an effort to minimize cognitive overload, the learning experience was designed to...
Manage Intrinsic Load​ by providing prior training to the learner through modeling
Decrease Extraneous Load by providing clear expectations for assessment, showing worked examples in the form of modeling the appropriate procedure, weeding, and signaling as to when the appropriate times to perform various aspects of the procedure
Increase Germaine Load ​by using first person speech when modeling the appropriate procedure on the manakin, using peer groups to encourage the learner to be metacognitively aware, providing concrete and worked examples demonstrating the appropriate behavior, and providing proper guidance through immediate feedback from instructor during group instruction
LEARNING OBJECTIVE 2:Â ASSESS EMERGENCY SITUATIONS AND DETERMINE PROPER COURSES OF ACTION (EVALUATE, CONCEPTUAL KNOWLEDGE)
Prior Knowledge: instructor will ask the learners to predict the situations when this procedure will be necessary as well as provide instantaneous feedback about ways in which their knowledge might be a misconception with concrete evidence negating the misconception, situations where the procedure is an appropriate course of action will be explicitly taught
Transfer: Consistent with previous learning objective
Cognitive Load: Cognitive overload will be mitigated by…
Managing intrinsic load through a prior learning brainstorming activity which will serve as an opportunity to provide prior training to the learner
Decreasing extraneous load through assessment, expectations will be made clear, weeding will be incorporated into instruction, and signaling will be used to help the learner
Increasing germane load through the use of first rather then third person instruction, providing adequate guidance through modeling
IN-PERSON
LEARNING OBJECTIVE 3: DEMONSTRATE THE ABILITY TO SELF-REGULATE BY EVALUATING KNOWLEDGE AND SKILLS PRIOR, DURING, AND AFTER LEARNING ACTIVITIES (EVALUATE, CONCEPTUAL KNOWLEDGE)
Prior Knowledge: instructor will monitor the learner’s use of self-regulation strategies and explicitly provide instruction on ways to enhance self-regulation where necessary
Transfer & Cognitive Load (please see above, impacts are the same as previous responses)
LEARNING OBJECTIVE 4:Â MOVE FROM PERFORMANCE ORIENTATION TO MASTERY ORIENTATION FOR LEARNING CPR, FIRST AID, AND OTHER RESCUE STRATEGIES (GOAL ORIENTATION).
Value: Utility value of performing CPR as well as the life-saving impact of the procedure will be stressed, Innate design of the program presents useful real-world materials and situations to the learner as well as modeling of proper techniques will build value and enthusiasm
Efficacy: Obtain and maintain positive expediencies for success through receiving explicit and high, yet manageable, expectations for the learner, instructors will be trained to be enthusiastic to decrease the learner’s anxiety about performing CPR, immediate frequent and targeted feedback about group’s ability to deliver CPR to the manikin will be provided to the learner
the instructors will be close in age to the learner to build credibility and gain attention through similarity to the learner