Instructional design framework v2 mr loomingyaw
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This document provides guidance for designing a unit of learning at Mayflower Secondary School. It outlines key elements to consider such as learning outcomes, content, learner characteristics, pedagogical approaches, use of digital media, learning experiences, and assessment strategies. Questions are provided under each element to help instructors make decisions around content, pedagogy, technology, and assessment using frameworks like TPACK and PETALS. The goal is to design coherent instruction that allows for reflection, exploration, and connection-making to monitor and evaluate student learning.
Instructional design framework v2 mr loomingyaw
- 1. Property of Mayflower Secondary School ©2014 INSTRUCTIONAL DESIGN FOR A UNIT OF LEARNING IN MAYFLOWER SECONDARY SCHOOL
- 2. Property of Mayflower Secondary School ©2014 Guiding questions for Design elements Element Alignment to TPACK and PETALS* Guiding questions Learning demands and content (WHAT) Content Knowledge (CK) Content in PETALS What are the learning outcomes and intentions outlined in the syllabus for the unit? What are the disciplinary ways of knowing and competencies we should focus on for this unit? What are the values that can be illustrated in this unit? What are the subject-specific academic skills that we should focus on e.g. text interpretation skills, mind-mapping skills, design protocols? Learner characteristics (WHO) Pedagogical Content Knowledge (PCK) Are my students ready to learn the content of this unit? Do they have the prior knowledge required? How can we cater to different learning styles among our students in our lessons? Pedagogical considerations and choice (HOW) Pedagogical Knowledge (PK) Pedagogy and Tone in PETALS Which pedagogical approaches are more suitable to promote self-directed and collaborative learning among students in this unit? Are we familiar with these pedagogical approaches? Choice of digital media(HOW) Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) What specialized software (e.g. Google earth, simulations etc) can students tap on for this unit? Which digital media tools can we use to enable students to create/recreate knowledge and participate in collaborative learning? What online communities / special interest groups could students participate to gain and innovate ideas? Are we familiar with these tools and where can we get help to learn to use the tools effectively? What are the necessary pedagogical knowledge needed for the appropriate use of the chosen technologies? What forms of learning assessment should the technology be coupled with? What are some possible cyberwellness issues that need to be addressed? Choice of learning experiences / approach(HOW) Technological Pedagogical Content Knowledge (TPACK) and Experiences in PETALS How can we synthesize the considerations and choices above into a coherent instructional plan for the unit? Do the activities allow for reflection, exploration and connection-making? What are theassessment for learning strategies we will use to monitor the students’ learning in the course of the unit? What are the assessment of learning activities we will use to provide a summary of the students’ learning at the end of the unit? Choice of activities to elicit evidence of learning (SO) Technological Pedagogical Content Knowledge (TPACK) and Assessment in PETALS * PETALS™ framework comprises five dimensions of engaged learning. These five dimensions are Pedagogy, Experience of Learning, Tone of Environment, Assessment and Learning Content. Each dimension addresses a different aspect of learning and teaching, which, put together, would greatly enhance learning. The skill with which teachers draw on the PETALS™ dimensions to guide their lesson planning and teaching will influence the level of student engagement in learning.
- 3. Property of Mayflower Secondary School ©2014 Glossary of terms 1. Disciplinary ways of knowing: It is recognized that each discipline has what is called a body of knowledge–content knowledge that is specific to that domain of study. Within each discipline there also lies the notion of knowing about the discipline (conceptual knowledge) and knowing how or procedural knowledge related to the discipline. 2. Values: Refers to MF values, Singapore core values, global values and subject specific values e.g. persistence in science, empathy in humanities etc. 3. Pedagogical approaches: Pedagogy refers to a set of strategies teachers use to manage their instruction so that students learn and understand concepts and content, and develop skills (Banilower, Boyd, Pasley& Weiss, 2006). Some days we may stand at the front of the class and take our students through a lecture; on other days, we may present them with a challenging question, and invite them to discuss the issues as a class or in small groups. When used appropriately, the strategies help us to stretch students’ thinking, correct misconceptions or encourage them in their learning. Some commonly-used models of teaching are (1) Lecture/Presentation; (2) Direct Instruction; (3) Concept Teaching; (4)Cooperative Learning; (5) Problem-Based Learning; (6) Classroom Discussion. Each model is based on a theoretical basis or philosophy, which provides the rationale and support for its use. The six models listed above are based on the theories and philosophies propounded by educational psychologists such as Jean Piaget, Jerome Bruner, Howard Gardner, and John Dewey. The use of each model is supported by different strategies. For instance, in classroom discussion, some strategies include questioning, wait time and checking for understanding.Collectively, the instructional models and strategies may be referred to as ‘pedagogy’. To make learning rich and meaningful, most teachers usually select and use a range of strategies. Over time, teachers equip themselves with a repertoire of strategies and are able to make informed decisions on how to select which strategy works best in teaching a specific lesson to students with different needs. 4. Learning styles: An individual's natural or habitual pattern of acquiring and processing information in learning situations 5. Digital media: Digitized content that can be transmitted over the internet or computer networks. This can include text, audio, video, and graphics. This means that news from a TV network, newspaper, magazine, etc. that is presented on a Web site or blog can fall into this category. 6. Online community: A virtual community that exists online and whose members enable its existence through taking part in membership ritual. An online community can take the form of an information system where anyone can post content, such as a Bulletin board system or one where only a restricted number of people can initiate posts, such as Weblogs 7. Connection-making: Act of relating concepts/skills learnt in one arena or subject or topic to another. 8. Assessment for learning strategies: Tools employed by teachers to elicit the evidence of learning during the instructional process to make decisions about the next steps in instruction e.g. Think-Pair-Share, Exit Ticket, Questioning, Jigsaw