What Makes a Great Content or Instructional Activity

Lesson Analysis On Pedagogy Paper
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Great instructional activity blends pedagogy and content to achieve the desired educational outcomes. This entails integrating the pedagogy, the subject matter, and the learners’ interests and needs in an increasingly engaging and coherent way. However, there are still questions about what constitutes a great instructional activity or content in pedagogy. This paper asserts that a great instructional activity should be based on the 4MAT model. It also incorporates educator and student assessments that characterize an outstanding instructional activity while connecting each activity to specific pedagogy readings.
Great Instructional Activity Demystified
An outstanding instructional activity may be based on Bernice McCarthy’s 4 Mode Application Techniques (4MAT) model. This eight-step teaching cycle derives from an individual’s brain hemispheres and learning styles. This model is congruent to contemporary learning standards where students are required to memorize information, leverage it in real-life situations, and demonstrate the creative application of learning. Concerning different learning styles, this model states that each student has unique interests and needs during learning, and perception of information differs from student to student. Regarding brain hemispheres, the 4MAT model states that the left and right hemispheres’ dominance varies from person to person. Therefore, an outstanding instructional activity should recognize these differences (Aliustaoglui & Tuna, 2022). This is congruent to modernity master narratives that characterize adult learning and development. Of the four modernist narratives, the most relevant to the 4MAT model include that students are autonomous and rational beings capable of taking action and that their assumptions and progress are desirable and attainable (Sandlin et al., 2011).
Outstanding Instructional Activity from Beginning to End
The first step of a great instructional activity based on the 4MAT model cycle should entail providing students with activities to create a relationship between concepts to be learned and real-life situations. The second step entails analyzing examples presented in the first step. The third ...