1. Looking at the three main steps of the ACE Model brought me to the question of, how long do you think it would take you to complete one of these ACE designs? The three steps are all very important and involve lots of thought and time, but how much?
2. ACE Model has the three steps, (Analyze, Create, and Evaluate). What types of subjects do you think you would use this for? Science, Math, Art, Etc. ?
1. To effectively use the ACE method one would need to ask his/her self a serious of questions to come up with an effective visual aid, but how does one know how to answer the questions? How does one become skilled enough to appropriatley answer the questions without ones own biases getting in the way? And how do you stay away from people interpreting your visual aid in unexpected ways? 2. Because society is not skilled in visual syntax, how does a teacher have time to adequately teach the process and allow enough time for application?
1. In talking about the creating part of ACE, the book talks about how it can be hard to start with a blank page. How much should a teacher be involved in helping a student start and how much should they just let them figure it out on their own?
2. With the evaluation process, how many other people should you involve, or should you just look over it yourself?
1.This chapter talks about new ways of teaching with ACE and PAT. How effective will learning to be a student if the student is used to learning the traditional way? 2.When student views and image does he/she memorize the image or does the image automatically transforms into text?
1. When using the ACE model, in the last phase which is Evaluation, the text talks about having at least 3 to 5 people(learners)test out the visual that you've created, to see if they come across any problems while using your visual. Are they suggesting that you should test it out on 3 to 5 students in the age level that you created it for? If so, would it be appropriate to test it out on some of the students in your class, before you use it for the whole class?
2. I can see how it would be very effective to have feed back on all of your creative instructional designs to see if students actually learned from the visual and if they were able to follow and understand it. Is it really conceivable though to have the time to test every design and then figure out the results before using it in your classroom?
1. With learning visuals I understand how you have to have that perfect balance between type, shape, color, depth, and space. But where do you start? How do you know you that there is a perfect balance between all?
2. Regarding the evaluation process, if none of your subjects fully understand what you are trying to teach should you start the entire process over? If your visuals repeatedly aren't effective, as the teacher should you stop doing it?
1. This chapter talks about how it is a good idea to test your visual on a target audience. They suggest testing on up to five people. What if you have an even number of people that understand and don't understand your visual? How can you tell if its good or not?
2. The chapter talks about how there is a fourth stage in the ACE model called synthesis. What if the three phases aren't capturing the core activities taking place? Is it ok to add the extra phase if you think its going to benefit the activity more?
1. I feel like the emphasis on visual learning and various types of learning styles is growing. Should you have your students assess or evaluate your visual aids/assignments? Could you do this for younger grades? 2. In the classroom "traditional" learning is still taking place. Are there certain things that should just be done away with to make way for things like the ACE model?
1. Analyzing the purpose of visuals when use in the context of this chapter , can we use the same visual to decorate as well as represent?
2. Do I need to previously give the students a criteria before analyzing a visual since the analysis will be kind of personal opinion, or do I plan anticipating the interpretation the students might give and use those as the begining point of the discussion/lesson?
QURSTION 1: In what ways does the ACE model facilitate deep learning? Give specific examples.
QUESTION 2: What does it mean when a concept goes from conceptual form to physical form? Explain.
QUESTION 3: When teaching divergent and generative thinkers, can teachers use the same instruction for both types of learners to enhance deep thinking? Why or why not?
Question 4: Is one instructional design model better than another? Explain with support.
1) I have absolutely no artistic ability. Can the ACE model still be beneficial if it isn't very aesthetically appealing. Or does aesthetics have a lot to do with how well it will work?
2)The chapter states that your communication improves when you remove some of the elements you have added. How do you know what needs to be in it and what is just extra nonsense that will distract from the learning?
1. When will I have time to make these visual aids as a future teacher? Are they something I cam make at the end of my school day or will it take a lot more planning and preparing time?
2. Sometimes I feel that visual aids can make things too simple. What I mean by that is they can give a lot of information maybe you won't remember everything because it was just one brief thing you looked at. How can we use them in ways that can help with retaining information?
1. Does the ACE model cater to students with disabilities? If so how? 2. There are certain types of learning disabilities that make it hard for students to interpret visual information, what can we do to accommodate the students with these disabilities using this model?
1. After doing the activity in class it made me realize a lot more about using ACE in the classroom. Would you try and have your students work in the same order? Analyze, create, and evaluate? Or just let them do it however they want? 2. How will you get your students to realize that they are using this sort of strategy when they are doing their work?
1. When testing your visual on an audience, should you use people in the same age group as your main audience or use an older group to get criticism on it?
2. Are there certain subjects that are better to use the ACE model for than others? If so, what are they?
1. Does having the students create their own visuals help them to learn the information better than when you make the visuals and have them study them? Or does it depend on what subject the visual is about?
2. At what age should students be taught to make their own visuals? Are they effective in student learning?
1. When do you use the ACE design Instructional design model of visuals in a classroom? Is there a age more appropriate to use these for? If not how will the teacher know when to use it and when not to use it? Does it encourage young children to use deep thinking process why or why not?
2. Is it alsways teachers that use this kind of visual or can children create their own instructional design models? At what age is it appropriate to have students develope insturctional designs if it is appropriate for them to create it? Explain your answer.
Ashlee Rooks 1. In regards to Synectics strategies, if you concentrate on teaching your students these specific strategies, could it be a strong enough foundation for them to succeed at creating consistent ACE models on their own?
2. The ACE and PAT models seem effective for children who understand their concepts but how would you ever explain "synectics" and ACE models to children who aren't completely fluent in English? How would you explain to them to be "creative" in their investigations? Maybe use a buddy system but how would they communicate with a buddy who doesn't speak their language fluently?
1. How can ACE principles be used in lower grade students?
2. ACE includes three steps(analyze, create, and evaluate). For evaluating step, can a student evaluate themselves just with a rubric? How can we help them as a teacher?
1. Looking at the three main steps of the ACE Model brought me to the question of, how long do you think it would take you to complete one of these ACE designs? The three steps are all very important and involve lots of thought and time, but how much?
ReplyDelete2. ACE Model has the three steps, (Analyze, Create, and Evaluate). What types of subjects do you think you would use this for? Science, Math, Art, Etc. ?
1. Is the ACE model something that can be used for younger kids such as first or second grade or is this more of a model for upper grades?
ReplyDelete2. It's hard to not become overwhelmed with visuals how do you pick the right one without it taking away from the rest of the elements?
1. To effectively use the ACE method one would need to ask his/her self a serious of questions to come up with an effective visual aid, but how does one know how to answer the questions? How does one become skilled enough to appropriatley answer the questions without ones own biases getting in the way? And how do you stay away from people interpreting your visual aid in unexpected ways?
ReplyDelete2. Because society is not skilled in visual syntax, how does a teacher have time to adequately teach the process and allow enough time for application?
Megan Hilton
1. In talking about the creating part of ACE, the book talks about how it can be hard to start with a blank page. How much should a teacher be involved in helping a student start and how much should they just let them figure it out on their own?
ReplyDelete2. With the evaluation process, how many other people should you involve, or should you just look over it yourself?
1.This chapter talks about new ways of teaching with ACE and PAT. How effective will learning to be a student if the student is used to learning the traditional way?
ReplyDelete2.When student views and image does he/she memorize the image or does the image automatically transforms into text?
Without having much artistic abilities, how can I make effective and meaningful learning visuals?
ReplyDeleteEveryone interprets visual item in different ways so they can understand them. How do you avoid having your visual interpreted in a wrong way?
1. When using the ACE model, in the last phase which is Evaluation, the text talks about having at least 3 to 5 people(learners)test out the visual that you've created, to see if they come across any problems while using your visual. Are they suggesting that you should test it out on 3 to 5 students in the age level that you created it for? If so, would it be appropriate to test it out on some of the students in your class, before you use it for the whole class?
ReplyDelete2. I can see how it would be very effective to have feed back on all of your creative instructional designs to see if students actually learned from the visual and if they were able to follow and understand it. Is it really conceivable though to have the time to test every design and then figure out the results before using it in your classroom?
ReplyDelete1. With learning visuals I understand how you have to have that perfect balance between type, shape, color, depth, and space. But where do you start? How do you know you that there is a perfect balance between all?
ReplyDelete2. Regarding the evaluation process, if none of your subjects fully understand what you are trying to teach should you start the entire process over? If your visuals repeatedly aren't effective, as the teacher should you stop doing it?
1. This chapter talks about how it is a good idea to test your visual on a target audience. They suggest testing on up to five people. What if you have an even number of people that understand and don't understand your visual? How can you tell if its good or not?
ReplyDelete2. The chapter talks about how there is a fourth stage in the ACE model called synthesis. What if the three phases aren't capturing the core activities taking place? Is it ok to add the extra phase if you think its going to benefit the activity more?
1. I feel like the emphasis on visual learning and various types of learning styles is growing. Should you have your students assess or evaluate your visual aids/assignments? Could you do this for younger grades?
ReplyDelete2. In the classroom "traditional" learning is still taking place. Are there certain things that should just be done away with to make way for things like the ACE model?
1. Analyzing the purpose of visuals when use in the context of this chapter , can we use the same visual to decorate as well as represent?
ReplyDelete2. Do I need to previously give the students a criteria before analyzing a visual since the analysis will be kind of personal opinion, or do I plan anticipating the interpretation the students might give and use those as the begining point of the discussion/lesson?
QURSTION 1: In what ways does the ACE model facilitate deep learning? Give specific examples.
ReplyDeleteQUESTION 2: What does it mean when a concept goes from conceptual form to physical form? Explain.
QUESTION 3: When teaching divergent and generative thinkers, can teachers use the same instruction for both types of learners to enhance deep thinking? Why or why not?
Question 4: Is one instructional design model better than another? Explain with support.
1) I have absolutely no artistic ability. Can the ACE model still be beneficial if it isn't very aesthetically appealing. Or does aesthetics have a lot to do with how well it will work?
ReplyDelete2)The chapter states that your communication improves when you remove some of the elements you have added. How do you know what needs to be in it and what is just extra nonsense that will distract from the learning?
1. When will I have time to make these visual aids as a future teacher? Are they something I cam make at the end of my school day or will it take a lot more planning and preparing time?
ReplyDelete2. Sometimes I feel that visual aids can make things too simple. What I mean by that is they can give a lot of information maybe you won't remember everything because it was just one brief thing you looked at. How can we use them in ways that can help with retaining information?
1. Does the ACE model cater to students with disabilities? If so how?
ReplyDelete2. There are certain types of learning disabilities that make it hard for students to interpret visual information, what can we do to accommodate the students with these disabilities using this model?
1. After doing the activity in class it made me realize a lot more about using ACE in the classroom. Would you try and have your students work in the same order? Analyze, create, and evaluate? Or just let them do it however they want?
ReplyDelete2. How will you get your students to realize that they are using this sort of strategy when they are doing their work?
1. When testing your visual on an audience, should you use people in the same age group as your main audience or use an older group to get criticism on it?
ReplyDelete2. Are there certain subjects that are better to use the ACE model for than others? If so, what are they?
1. Does having the students create their own visuals help them to learn the information better than when you make the visuals and have them study them? Or does it depend on what subject the visual is about?
ReplyDelete2. At what age should students be taught to make their own visuals? Are they effective in student learning?
1. When do you use the ACE design Instructional design model of visuals in a classroom? Is there a age more appropriate to use these for? If not how will the teacher know when to use it and when not to use it? Does it encourage young children to use deep thinking process why or why not?
ReplyDelete2. Is it alsways teachers that use this kind of visual or can children create their own instructional design models? At what age is it appropriate to have students develope insturctional designs if it is appropriate for them to create it? Explain your answer.
Ashlee Rooks
ReplyDelete1. In regards to Synectics strategies, if you concentrate on teaching your students these specific strategies, could it be a strong enough foundation for them to succeed at creating consistent ACE models on their own?
2. The ACE and PAT models seem effective for children who understand their concepts but how would you ever explain "synectics" and ACE models to children who aren't completely fluent in English? How would you explain to them to be "creative" in their investigations? Maybe use a buddy system but how would they communicate with a buddy who doesn't speak their language fluently?
1.When would you use the ACE principles in a kindergarten class?
ReplyDelete2. How do you know when to weed out some design elements in your visual?
1. How can ACE principles be used in lower grade students?
ReplyDelete2. ACE includes three steps(analyze, create, and evaluate). For evaluating step, can a student evaluate themselves just with a rubric? How can we help them as a teacher?