CH 12 Planning, Instruction, and Technology.ppt
- 1. HUMAN RESOURCE UNIVERSITY Chapter 12: Planning, Instruction, and Technology MA .in TESOL Educational Psychology Mr. VATH Vary (017 47 111 7) Lecturer: Mr. VATH Vary Email: varyvath@gmail.com Tel: 017471117
- 2. Contents (2) Teacher- Centered Lesson Planning and Instruction (3) Learner- Centered Lesson Planning and Instruction (4) Technolog y and Education (1) Planning MR. VATH VARY
- 3. Learning Goals • Explain what is involved in classroom planning • Identify important forms of teacher-centered instruction. • Discuss important forms of learner-centered instruction. • Summarize how to effectively use technology to help children learn. MR. VATH VARY
- 4. Chapter Preview MR. VATH VARY
- 7. 1.1. Instructional Planning Instructional planning involves developing a systematic, organized strategy for planning lessons. Planning will: give instructors confidence, guide content coverage, help make good use of class time, help supervisors monitor teachers' adherence to the plan. If a teacher is absent, a substitute can follow the plan. MR. VATH VARY
- 8. Many planning strategies are organized around four elements (darling-Hammond & others, 2005): The learners The contexts The teacher ’s roles The nature of subject matter MR. VATH VARY
- 9. Con’t One effective planning strategy that many teachers use is “Backward design/mapping” from “goals to desired performances to activities and elements of scaffolding needed to support student progress” begin your planning by thinking about what goals you want your students to reach by the end of the school year and then map backward from that point. MR. VATH VARY
- 10. Con’t Linda Darling-Hammond and her colleagues (2005, pp. 185–186) described some important aspects of curriculum planning: Teachers must decide what is important to include, given their goals, and know how to make it accessible to a particular group of students. This requires thinking about how to give students a schema or conceptual map of the domain to be studied (National Research Council, 2000) as well as planning specific activities in light of students’ levels of readiness for various kinds of learning experiences. It also requires consideration of the kinds of information, demonstrations, models, inquiry opportunities, discussion, and practice students need over time to understand particular concepts and develop particular skills. . . . MR. VATH VARY
- 11. 1.2.Time Frames and Planning Robert Yinger (1980) identified five time spans of teacher planning: yearly planning, term planning, unit planning, weekly planning, and daily planning. Yinger also recommends that teachers attend to four areas when planning: goals, sources of information, the form of the plan, and criteria for the effectiveness of the planning. MR. VATH VARY Figure 1 Five Time Spans Of Teaching Planning And Their Occurrence Over The School Year
- 12. 2. Teacher-centered lesson planning and instruction Direct instruction Teacher- centered instructional strategies Evaluating teacher- centered instruction Teacher- centered lesson planning MR. VATH VARY
- 13. 2.1. TEACHER-CENTERED LESSON PLANNING Behavioral objectives Task analysis Bloom’s Taxonomy
- 14. 2.1. TEACHER-CENTERED LESSON PLANNING Behavioral objectives: are statements about changes that the teacher wishes to see in students’ performance. They should be very specific and often have three parts: Student’s behavior. Focus on what the student will learn or do (what will student do?) Conditions under which the behavior will occur. State how the behavior will be evaluated or tested (how will behavior be assessed?) Performance criteria. Determine what level of performance will be acceptable (what level of performance will be acceptable?) MR. VATH VARY
- 15. Cont Task Analysis: focuses on breaking down a complex task that students are to learn into its component parts It can proceed in three basic steps 1. Determine what skills or concepts the student needs to have to learn the task. 2. List any materials that will be required in order to perform the task, such as paper, pencil, and calculator. 3. List all of the components of the task in the order in which they must be performed. MR. VATH VARY
- 16. Instructional Taxonomies (p. 393-5) Cognitive domain Affective domain Psychomotor domain • Bloom’s Taxonomy classifies educational objectives into cognitive, affective, and psychomotor domains and is used by many teachers to create goals and objectives in lesson planning.
- 17. COGNITIVE DOMAINS MR. VATH VARY
- 19. AFFECTIVE DOMAINS MR. VATH VARY
- 20. PYSHCOMOTOR DOMAINS MR. VATH VARY
- 21. PYSHCOMOTOR DOMAINS MR. VATH VARY
- 22. 2.2. Direction Instruction Direct instruction: a structured, teacher-centered approach focused on academic activity; characterized by teacher direction and control, high teacher expectations for student progress, and efforts to keep negative affect to a minimum. Key features: High teacher direction and control High teacher expectations of students’progress Maximization of time on academic tasks; thus nonacademic materials (such as toys, games, and puzzles) is deemphasized MR. VATH VARY
- 23. 2.3. TEACHER-CENTERED INSTRUCTIONAL STRATEGIES Orienting; lecturing, explaining, and demonstrating; Questioning and discussing; mastery learning; seatwork; homework. MR. VATH VARY
- 24. Cont Orienting Establish a FRAMEWORK for a lesson and ORIENT students to new material using advance organizers. (1) review the previous day’s activities; (2) discuss the lesson’s objective; (3) provide clear, explicit instructions about the work to be done; and (4) give an overview of today’s lesson. Advance organizers: help students see the “big picture” of what is to come and how information is meaningfully connected MR. VATH VARY
- 25. Cont Advance organizers come in TWO forms: Expository advance organizers: provide students with new knowledge that will orient them to the upcoming lesson chapter-opening outline and learning goals description of the lesson’s theme and why it is important to study this topic Comparative advance organizers: introduce new material by connecting it with the students’ prior knowledge MR. VATH VARY
- 26. Cont Lecturing, Explaining, and Demonstrating in lectures, effective Ts take the time to EXPLAIN and DEMONSTRATE new material Guidelines and strategies for delivering an effective lecture: Present information and motivate students’ interest in a subject Introduce a topic before students read about it on their own, or give instructions on how to perform a task Summarize or synthesize information after a discussion or inquiry Provide alternative points of view or clarify issues in preparation for discussion Explain materials that students are having difficulty learning on their own MR. VATH VARY
- 27. Cont Questioning and Discussing Integrating questions and discussion is necessary but challenging Respond to each student’s learning needs while maintaining group’s interest; Allow students to contribute while maintaining focus on the lesson; Encourage overall classroom participation while retaining class enthusiasm. MR. VATH VARY
- 28. Cont Strategies for the Effective Use of Questions Use fact-based questions (what) as entrees into thinking- based questions (why or How) Avoid yes/no and leading questions Give students time to think (wait time) Ask clear, purposeful, brief, and sequenced questions Monitor how you respond to students’ answers (“Okay” or “Uh-huh”) Pose questions to whole class or individual students appropriately Encourage students to ask questions – “how or why” MR. VATH VARY
- 29. Cont • Mastery learning – involves learning one concept or topic thoroughly before moving on to a more difficult one. • A successful mastery learning approach involves these procedures: – Specify the task – Design learning units based on instructional objectives – Plan instruction to include corrective feedback (supplemental materials, tutoring, or small-group instruction.) – Evaluate mastery level at the end of the unit/course. MR. VATH VARY
- 30. Seat work • refers to the practice of having all or a majority of students work independently at their seats. • Teachers vary in how much they use seatwork as part of their instruction: – Use it every day / rarely use it Cont MR. VATH VARY
- 31. • Homework instructional decision involves how much and what type of homework to give students operations • Debate: what is good homework? – fosters a LOVE OF LEARNING and sharpens study skills. SHORT ASSIGNMENTS should be the goal; – should be an opportunity for students to engage in CREATIVE, EXPLORATORY activities (NOT: memorizing); – should be linked to the next day’s class activities, emphasizing that homework has meaning and is not just a plot to make them miserable; – should also have a clear focus. Cont MR. VATH VARY
- 32. • Should teachers assign homework to elementary school students? Discussion MR. VATH VARY
- 33. • Cooper's research indicates that homework: – has more positive effects when distributed over time, – particularly for math, reading, and English. – Middle school students benefit from one or two hours of homework a night, while high school students benefit from more. • Benefits of homework: – a valuable tool for increasing learning (make homework meaningful, monitor it, and give students feedback about it) – Parental involvement – Students learn to take responsibilities – High success rates Cont MR. VATH VARY
- 34. Suggestions for using Teacher-Centered Instruction: – Be an organized planner, create instructional objectives, and spend initial time orienting students to a lesson. – Have high expectations for students’ progress and ensure that students have adequate academic learning time. – Use lecturing, explaining, and demonstrating to benefit certain aspects of students’ learning. – Engage students in learning by developing good question-asking skills and getting them involved in class discussion. – Have students do meaningful seatwork or alternative work to allow individualized instruction with a particular student or a small group. – Give students meaningful homework to increase their academic learning time and involve parents in students’ learning. 2.4 EVALUATING TEACHER-CENTERED INSTRUCTION MR. VATH VARY
- 35. 2.4 EVALUATING TEACHER-CENTERED INSTRUCTION Benefits – the best strategy for teaching basic skills– involve clearly structured knowledge and skills (English, reading, math, and science). – Ts explicitly or directly teach grammar rules, reading vocabulary, math computations, and science facts. Drawbacks: – often leads to passive, rote learning – Producing overly structured and rigid classrooms, inadequate attention to students’ socioemotional development, external rather than internal motivation to learn – Too much reliance on paper-and- pencil tasks, few opportunities for real-world learning, – and too little collaborative learning in small groups. MR. VATH VARY
- 36. 3. LEARNER-CENTERED LESSON PLANNING AND INSTRUCTION 3.1. Learner- Centered Principles 3.3. Evaluating Learner-Centered Strategies 3.2. Some Learner- Centered Instructional Strategies MR. VATH VARY
- 37. 3.1. LEARNER-CENTERED PRINCIPLES • Learner-centered lesson planning and instruction move the focus away from the TEACHER and TOWARD the STUDENT • Learner-Centered Psychological Principles: A Framework for School Reform and Redesign (by Work Group of the American Psychological Association Board of Educational Affairs) emphasize the active, reflective nature of learning and learners. MR. VATH VARY
- 39. FIGURE 4 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
- 40. Problem-Based Learning • Students emphasizes real-life problems, locate materials, and address the issues; • Students identify issues they wish to explore, • and teachers act as guides, helping students monitor their problem- solving efforts. • A problem-based curriculum exposes students to authentic problems like those that crop up in everyday life. • focuses on small-group discussion rather than lecture MR. VATH VARY
- 41. • Essential questions: – are questions that engagingly reflect the heart of the curriculum – cause students to think, and motivate their curiosity and can be creative • For instance, in a lesson, – the initial question was "What flies?" Students explored various aspects of flight, such as birds, bees, fish, and space shuttles. – The initial question was followed by other questions, such as “How and why do things fly in nature?” “How does flight affect humans?” and “What is the future of flight?” Essential questions MR. VATH VARY
- 42. Discovery Learning • is learning in which students construct an understanding on their own. • aligns with Piaget's ideas that teaching prevents learning. • A research review found that guided discovery learning is superior to pure discovery learning and that constructivist learning is better supported by curricular focus than pure discovery. • Teachers modified discovery learning to be effective, leading to the development of guided discovery learning. • This approach encourages students to construct their understanding with teacher-guided questions and directions. Discovery Learning MR. VATH VARY
- 43. 3.3. EVALUATING LEARNER-CENTERED Strategies Benefits • 14 APA learner-centered principles: • encourage teachers to help students actively construct their understanding, • set goals and plan, think deeply and creatively, monitor their learning, solve real-world problems, develop more positive self-esteem • and control their emotions, be internally motivated, learn in a developmentally appropriate way, collaborate effectively with others • (including diverse others), evaluate their learner preferences, and meet challenging standards. Drawbacks: • focuses too much on the process of learning (such as creative and collaborative) and not enough on academic content; • is more appropriate for social sciences and humanities than science and math; • is not appropriate for beginning level of instruction when students have little or no knowledge about the topic; • and is more challenging to implement than most teachers envision. MR. VATH VARY
- 44. Strategies for Using Learner-Centered instruction 1. Become familiar with the learner-centered psychological principles and incorporate them in your lesson planning and teaching. 2. Focus on the whole child. 3. Use problem-based learning, essential questions, and guided discovery learning in your teaching. 4. Remember that the most effective teachers don’t use direct instruction or learner-centered instruction exclusively but instead use BOTH to make the classroom a positive learning environment for students. MR. VATH VARY
- 45. 4. TECHNOLOGY AND EDUCATION 4.1. Technology Revolution and Internet 4.3. Teaching, Learning, and Technology 4.2. Standards for Technology-Literate Students MR. VATH VARY
- 46. TECHNOLOGY AND EDUCATION • Technology's Role in Curriculum Planning: – serves as a learning goal for students to develop technology competencies. – serves as a resource for curriculum planning through extensive online materials. – enhances students' learning abilities through techniques like simulation and visualization in science and text analysis in literature. MR. VATH VARY
- 47. 4.1. The Technology Revolution and 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 • Graphics and PowerPoint Presentation MR. VATH VARY
- 48. 4.2. Standards for Technology-Literate Students – NETS*S • Schools must actively promote technological literacy in students to prepare them for future jobs. The International Society for Technology in Education (ISTE) has developed technology standards for students and educators, including: – Empowered Learner: Active use of technology to achieve learning goals. – Digital Citizen: Demonstrating responsibility and ethical use of technology. – Knowledge Constructor: Utilizing digital tools for knowledge construction and meaningful learning. – Innovative Designer: Using various technologies to solve problems and create creative solutions. – Computational Thinker: Developing strategies to create and test solutions using technology. – Creative Communicator: Effective communication and creative thinking in digital tool use. – Global Collaborator: Connecting with others locally and globally to enhance learning. MR. VATH VARY
- 49. Using Technology to Improve • Harvard University's Educational Technology Center focuses on using technology to enhance students' understanding. Martha Stone Wiske has been instrumental in incorporating technology into classrooms. Wiske et al. (2005) outline five aspects of understanding: – topics worth understanding, – what students should understand, – how students develop and demonstrate understanding, – how students and teachers assess understanding, and – how students and teachers learn together MR. VATH VARY
- 50. Technological Pedagogical Content Knowledge (TPCK • TPCK is a model developed by Koehler and Mishra that emphasizes the interconnectedness of technology, content knowledge, and pedagogy. • It suggests that a teacher's expertise in teaching a specific topic using technology differs from that of a technology expert, content knowledge expert, or pedagogical expert. MR. VATH VARY
- 51. Stages of Integrating Technology into Classroom Teaching • Stage 1: Teacher is aware of technology but hasn't used it. • Stage 2: Teacher is learning basic aspects but lacks confidence. • Stage 3: Teacher begins to understand how to use technology. • Stage 4: Teacher gains confidence in using the technology for specific tasks. • Stage 5: Teacher perceives technology as a tool for various instructional contexts. • Stage 6: Technology is used effectively across the curriculum to meet instructional objectives. MR. VATH VARY
- 52. 4.3. Teaching, Learning, and Technology • Evaluate which topics are worth understanding • Think about what students should understand about a topic • Pay attention to how students develop and demonstrate understanding • Consider how students and teachers assess learning (understanding) • Reflect on how students and teachers can learn together MR. VATH VARY