Direct Instruction Strategy for Beginners on Creating and Using of Facebook Account – Speech or Presentation Example

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The paper “ Direct Instruction Strategy for Beginners on Creating and Using of Facebook Account” is a   thoughtful example of a presentation on education. In our study we will look at the impact of active Adult-learning and teaching approach, I worked with a student teaching him on how to use Facebook. The student was the first user of the social media resource. I introduce him to how to practically use the site learning. We focus on an active learning manner where the emphasis is laid on estimate one-hour direct instruction and interaction with students.

We explore modes on how the constructivist-based instructional design helps the adult perusing a professional development course registered under web-based are studied. The learning process requires that instructional activities involve collaborative and interactive measures of both parties’ students and instructors to equally achieved desired results. The constructivist approach gives a clear way of assisting learners develop a sense of becoming more responsible and self-directed learning. Furthermore, the overall outcome indicates increased performance as a direct instruction teaching strategy does not only change learners but also assists them to learn in a more involving and collaborative, authentic, and responsible manner. IntroductionThis plan is intended as a guideline for teaching students who are beginners (could be a school student or an adult) how they can use the social media network, Facebook by creating an account, setting up the profile, and starting to use the available features.

My student in this pilot test will be an adult-student (my husband who is 30 years of age) who does not have a high level of computer literacy, which qualifies him as a beginner.

In my opinion, a direct instruction method is the most suited teaching strategy in this context. I could also combine small-group work or cooperative learning strategies if the lesson is being targeted at school students, and in an effort to allow him to learn from his peers.

Reference

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Sessa, V. &. (2006). Continuous learning in organizations: individual, group, and organizational perspectives. New Jersey: Lawrence Erlbaum Associates Publishers.

Vander Heijden, K. B. (2007). The sixth sense: accelerating organizational learning with scenarios. New York: John Wiley &Sons, Ltd.

Vella, J. (2001). Taking learning to task: creative strategies for teaching adults. New York: Jossey-Bass.

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