design plan
DESCRIPTION
TRANSCRIPT
Be a teacher…Project of art class
http://www.ucnovel.com/leedew/story?p&BB_CATEID : leedew / PW : dl10wn12
INDEX
01 Storyline
02 Why we choose art?
03 Background theories
04 Design plan
01. Storyline
01. Storyline
Mr. kwon was sent to the one of rural elementary school, and became a teacher of 3 children.
His predecessor gave him the book that contains learning theories of Skinner & Bandura.
01. Storyline
Using this book, Mr. kwon designed art class plan.This art class has 6 steps.
Class started with motivation.
01. Storyline
In the situation of instruct-ing, students learn some-thing from not only teacher but also peers.
01. Storyline
And there are some efforts for learner to improve their self-efficacy.
01. Storyline
Finally, all learners can write their name with calligraphy. & Mr. Kwon was satisfied with class based on the strategy book.
02. Why we choose art?
02. Why we choose art?
Subject : Art
• Art is suitable for applying the components of Skinner’s program instruction (Active learner response, Immediate feedback).
• Art is suitable for applying the components of Bandura’s observational learning process.
• In learning Art learners experience “Modeling” many times.
02. Why we choose art?
Models of instruction : The direct method of art teaching
• This method is one of the art teaching method that appropriate to art domain of expression.
• We borrow this structure, and modify it to match our task’s pur-pose.
03. Background theories
Skinner's Programmed In-struction (Skinner, 1958)The components of Skinner's programmed Instruction include:• Behavioral objectives (Focus on objectives)• Small frames of instruction (Must be structured)• Self-pacing• Active learner response to inserted question• Immediate feedback (Teaching machine)
And aside from this,• Rewards and punishments• Responsibility for student learning rests squarely with the teacher• Lecture-based, highly structured
03. Background theories
So, we are four steps in design of the programmed instruction
• 1. To specify the goal of instruction: what is to be learned• 2. To identify the 'entry skills of the learners', i.e. what is
the current level of skills of the learners (-> separated measure that is suitable each student needed)• 3. To develop a series of steps that will get the students
form where they are to where they should be: instruction is programmed in small steps, i.e. successive approximations to the desired behavior (chaining)
• 4. To provide appropriate reinforcement• 3 + 4 = shaping
03. Background theories
Bandura's The Observational Learning (Bandura, 1963)
• Children see, children do.• We learn behavior through observation• Vicarious reinforcement: Learn through observing consequences of be-
haviors of others
There are four steps, too.• 1. Attentional processes• 2. Retention processes (Modeled demonstrations)• 3. Production processes (modeling, reinforcement occur)• 4. Incentive and motivational processes
But, modeling is differently occurring each student.
03. Background theories
Factors influencing modeling : impact tendency to imitate• 1. Characteristics of the models• 2. Characteristics of observers• 3. Reward consequences of behaviorAmong these factors, characteristics of observers include “Self-efficacy”.• Self-efficacy is including two aspects • : Self-reinforcement • / Belief in one’s ability
03. Background theories
This picture depicts three bi-direc-tional arrows. Likewise, in reality overt behavior, personal factors, environment are associated each other.
04. Design plan
04. Design plan
04. Design plan
04. Design plan
Teacher ask to learners at whenever a part of explanation is ended.
04. Design plan
Rewarding one stu-dent can motivate other students to work hard.
04. Design plan
04. Design plan
Anticipated & Self Reinforce-ment
There are some efforts for learner to improve their self-efficacy.
04. Design plan
04. Design plan
Success experience by endless effort & teacher’s encouragement
04. Design plan
Finally, Mr. Kwon’s Art class is completed success-fully.
Q&A
Any ques-tions?
THANK YOU