© 2008 mcgraw-hill higher education. all rights reserved. chapter 12 planning, instruction, and...

© 2008 McGraw-Hill Higher Education. All rights reserved.

CHAPTER 12

Planning, Instruction, and Technology


Planning

Instructional planning involves developing a systematic, organized

strategy for planning lessons. Planning will give instructors confidence, guide

content coverage, and help make good use of class time.


Planning

Organization Classroom Management Prevention Approach Confidence


Teacher-Centered Lesson Planning

What will students do?

How will behavior be assessed?

What level of performance will be acceptable?

Behavioral Objectives


Example Objectives

Given a sheet with 10 single digit math problems, the student will successfully solve a minimum of 7.

Condition: A sheet with 10 single digit addition problems

Behavior: to solve Criteria: a minimum of 7 out of 10



ABCD format of Armstrong and Savage Audience Behavior Conditions Degree of Competency


Identify ABCD

Each student will be able to define 8 of 10 items in the reading passage of the unit test


Task Analysis

Determine skills/concepts Necessary materials List individual components of task

Task analysis to teach a preschool child how to get dressed



Instructional Taxonomies

Cognitive Domain Affective

Domain

Psychomotor Domain


Examples from Cognitive Domain

Knowledge: Can list state capitals Comprehension: Describe, in your own

words, what an outcome is Application: Calculate the cost of the

ticket with a 10% discount Analysis: What was the motive for

depicting the character that way?


Examples from Cognitive Domain

Synthesis: Given these 3 words, create a slogan for a new toothpaste

Evaluation: Which essay has the most persuasive argument

• Of the following items, which would best assess a student’s ability to apply information?– Explain how resistors can be used to adjust

the intensity of a light bulb.– Identify weaknesses in the argument that all

nuclear testing should be banned– Present evidence to support the claim that

power plan emissions contribute to acid rain.– Explain why all rainbows have a similar shape

and arrangement of colors.

• Of the following items, which would best assess a student’s ability to synthesize information?– Explain how resistors can be used to adjust

the intensity of a light bulb.– Identify weaknesses in the argument that all

nuclear testing should be banned– Present evidence to support the claim that

power plan emissions contribute to acid rain.– Explain why all rainbows have a similar shape

and arrangement of colors.


Examples from the Affective Domain

Receiving: I’ll go and watch but I’m not going to participate

Responding: Applauds and whistles at the end of the play

Valuing: Wants to go back to see the play again


Examples from the Affective Domain

Organization: Joins the “friends of the academy” as a supporter of their plays

Value Characterizing: Continues to be a “friend of the academy” and leaves estate to them


Examples from the Psychomotor Domain

Reflex: sneezing, knee jerk Basic fundamental movements:

walking, eating Perceptual abilities: balancing on a

beam, skipping rope Physical abilities: push-ups, sit-ups


Examples from the Psychomotor Domain

Skilled Movement: playing a sport, hitting a ball

Nondiscussive communication: expressing emotions through body language

• Of the following objectives pertaining to reading a short story, which is most pertinent to the affective domain of Bloom’s hierarchy?– List main ideas– Identify the main characters– Value short story reading– Draw a picture representing the main idea

• Of the following objectives pertaining to reading a short story, which is most pertinent to the psychomotor domain of Bloom’s hierarchy?– List main ideas– Identify the main characters– Value short story reading– Draw a picture representing the main idea


In-Class Activity

Create six behavioral objectives (using the ABCD method) that are appropriate for the content of this chapter and for each level of Bloom’s taxonomy of the cognitive domain.


Teacher-Centered Instructional Strategies Direct Instruction

Direct Instruction

High teacher direction and control

High teacher expectations of students’ progress

Maximization of time on academic tasks


Teacher-Centered Instructional Strategies Orienting/Lecturing

In lectures, effective teachers . . .establish a framework and

ORIENT students to new material using advance organizers.

Take the time to EXPLAIN and DEMONSTRATE new material.


Teacher-Centered Instructional Strategies Questions and Discussion

• Use fact-based questions before thinking-based questions

• Avoid yes/no and leading questions

• Give students time to think

• Be clear, purposeful, and brief

• Monitor your response to students’ answers

• Pose questions to whole class or individual students appropriately

• Encourage students to ask questions


Teacher-Centered Instructional Strategies Questions and Discussion

Respond to each student’s learning needs while maintaining group’s interest.

Encourage overall classroom participation while retaining class enthusiasm.

Allow students to contribute while maintaining focus on the lesson.

• Of the following questions, which is the best example of a “leading question”?– What is your biggest concern regarding acid

rain?– What strategies can lead to the reduction of

acid rain?– What is the biggest cause of acid rain?– You do want to read more about acid rain,

don’t you?


Homework

Early 20th century: homework disciplined minds

1940s: reaction against homework 1950s: trend reversed due to Soviet

launching of Sputnik Mid 1960s: again reversed, too much

pressure


Homework (con’t)

Wildman (1968, p. 203): Whenever homework crowds out social

experience, outdoor recreation, and creative activities, it is not meeting the basic needs of children and adolescents

Mid-1980s: viewed more positively once again


What are some positive and negative aspects of homework?


Effects of Homework

High school scored 2/3 standard deviation higher on measures of achievement

Junior high scored ½ the magnitude of high school effect

Elementary, effect size was ¼ that of the high school level


Optimal Amount?


Homework and Disabilities

Completion and practice-type activities most helpful

Novel assignments less helpful Clear, structured assignments with

extra assistance/adaptations most helpful overall


In-Class Activity

Get into small groups and develop a lesson to teach students about Native Americans in Pennsylvania. Develop advance organizers, use the principles/strategies for lecturing on pp. 417, decide how you would use questioning/discussing (see pp. 418-419), incorporate mastery learning, and devise seatwork and homework for the lesson.


Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors

Successful Learners:• Are active and goal-directed• Link new information to existing information• Create a variety of thinking and reasoning strategies• Reflect on how they think and learn• Realize that learning is contextual• Create meaningful, coherent representations of

knowledge


In-Class Activity

Get into groups and choose one topic (e.g., photosynthesis, growing a plant). Then design a problem-based learning activity, essential questions, and discovery learning.


Learner-Centered Instructional Strategies

Students identify real-life problems,locate materials,and address the issues; teacher guides student

problem-solving

Students construct an understanding

of their own; teachers provide

stimulating activities

Questions that reflect the most important things

that students should learn

Problem-BasedLearning

Discovery Learning

EssentialQuestions

• Which of the following teachers is engaging students in problem-based learning?– Mr. Doolittle’s class is busy working with paints of the

primary colors. Students are excited because they have just figured out how to make green paint.

– Ms. Rowley has her students at the edge of their seats. Though she has a very important academic concept to communicate, she has been asking them very perplexing questions and they are excited to see where she is going with her efforts.

– Mr. MacNeil’s class is thoroughly engaged with newspapers, magazines, and the internet trying to answer the teacher’s question about how we should go about raising funds to allow for more computers in the school.

– As Mr. Whitehead watches students work with their paints, he offers suggestions that might aid them in reaching the objective of the activity, to understand that yellow and blue makes green.

• Which of the following teachers is utilizing essential questions?– Mr. Doolittle’s class is busy working with paints of the





• Which of the following teachers is utilizing guided discovery learning?– Mr. Doolittle’s class is busy working with paints of the






What do you think?

What seem to be the trade-off s between teacher-centered and learner-centered approaches to learning?

What has been your experience as a student with each kind of learning?

What has been positive and negative about these experiences?


Assignment

Planning Reaction Journal


The Technology Revolution

Teachers need adequate training and workable technology in order to transform classrooms.

The technology revolution:1983 < 50,000 computers in schools2002 > 6 million school computers


The Internet

The Internet system is worldwide and connects thousands of computer networks, providing an incredible array of information that students can access.

World Wide Web: A hypermedia information retrieval system that links a variety of Internet materials

Website: An individual’s location on the Internet

E-mail: Electronic mail

© 2008 mcgraw-hill higher education. all rights reserved. chapter 12 planning, instruction, and...

Documents

mcgrawhill higher education

dressed slide

technology slide

instructional planning

persuasive argument

planning lessons

unit test slide

cognitive domain knowledge