Chapter five explores the qualities of verbs needed for effective learning and the learning tasks they employ. Two sets of categorized verbs were presented along with criteria for proper usage of each set of verbs. The CIPP model was introduced as context, input, process, and product. The CIPP model relates to the seven steps of planning and to the four types of learning tasks from last week’s reading assignment (57). The Bible teaches that there is power in words, life and death power to be exact. Chapter five is titled The Power of Action: The Verb’s the Thing, it seems that the author believes the same thing the Bible teaches. Verbs communicate more to the learner than what I realized prior to reading this chapter. It is the difference
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“Tough verbs demand considered actions, verbs that challenge a learner to stretch and grow. Design, edit, decide, select, write, distinguish x from y, illustrate, organize, solve, resolve, and realign are examples of tough verbs. The verbs put learning to action immediately as the material is presented. Productive verbs produce for the learners—verbs such as list, design, compose, write, prepare, reorganize, select, develop, diagram, illustrate etc. These verbs produce, and the products are indicators of the learning that is taking place. With productive words at work, assessment of learning is immediate (52). The verb “discuss” does not result in a “product” of learning and therefore is avoided. A discussion can go on for hours and result in no clear evidence learning took place. In conclusion, the verbs selected as the engines of a learning task must fit who, the particular group of learners for whom the task is being designed. The concern for the appropriate verb signals respect for the learners (55). Verbiage for learning tasks varying from say a design for seniors as opposed to High School Seniors. Going back to the beginning of this summary, this reading assignment takes me back to the word of God and the importance, power and impact words have. What a great reminder to teach and learn in a method that motivates, promotes and empowers effective
“Tough verbs demand considered actions, verbs that challenge a learner to stretch and grow. Design, edit, decide, select, write, distinguish x from y, illustrate, organize, solve, resolve, and realign are examples of tough verbs. The verbs put learning to action immediately as the material is presented. Productive verbs produce for the learners—verbs such as list, design, compose, write, prepare, reorganize, select, develop, diagram, illustrate etc. These verbs produce, and the products are indicators of the learning that is taking place. With productive words at work, assessment of learning is immediate (52). The verb “discuss” does not result in a “product” of learning and therefore is avoided. A discussion can go on for hours and result in no clear evidence learning took place. In conclusion, the verbs selected as the engines of a learning task must fit who, the particular group of learners for whom the task is being designed. The concern for the appropriate verb signals respect for the learners (55). Verbiage for learning tasks varying from say a design for seniors as opposed to High School Seniors. Going back to the beginning of this summary, this reading assignment takes me back to the word of God and the importance, power and impact words have. What a great reminder to teach and learn in a method that motivates, promotes and empowers effective