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© 2009 McGraw-Hill Higher Education. All rights reserved.
CHAPTER 12
Planning, Instruction, and Technology
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learning Goals
1. Explain what is involved in classroom planning.
2. Identify important forms of teacher-centered instruction.
3. Discuss important forms of learner-centered instruction.
4. Summarize how to effectively use technology to help children learn.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Planning, Instruction, and Technology
Planning
Time Framesand Planning
Instructional Planning
© 2009 McGraw-Hill Higher Education. All rights reserved.
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.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Planning, Instruction, and Technology
Teacher-Centered Lesson Planning and
Instruction
EvaluatingTeacher-Centered
Instruction
Teacher-Centered Lesson Planning
DirectInstruction
Teacher-CenteredInstructional
Strategies
© 2009 McGraw-Hill Higher Education. All rights reserved.
Teacher-Centered Lesson Planning
What will students do?
How will behavior be assessed?
What level of performance will be acceptable?
Behavioral Objectives
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Teacher-Centered Lesson Planning
Instructional Taxonomies
Cognitive Domain Affective
Domain
Psychomotor Domain
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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
© 2009 McGraw-Hill Higher Education. All rights reserved.
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.
© 2009 McGraw-Hill Higher Education. All rights reserved.
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
Ask clear, purposeful, brief, and sequenced questions
Monitor your response to students’ answers
Pose questions to whole class or individual students appropriately
Encourage students to ask questions
© 2009 McGraw-Hill Higher Education. All rights reserved.
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.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Teacher-Centered Instructional Strategies Mastery Learning
1. Specify the task
2. Design learning units based on instructional objectives
3. Plan instruction to include corrective feedback
4. Evaluate mastery level at the end of the unit/course
© 2009 McGraw-Hill Higher Education. All rights reserved.
Enter the DebateShould teachers assign homework to
elementary students?
YES NO
© 2009 McGraw-Hill Higher Education. All rights reserved.
Planning, Instruction, and Technology
Evaluating Learner-Centered Strategies
Learner-CenteredPrinciples
Some Learner-CenteredInstructional Strategies
Learner-Centered Lesson Planning and
Instruction
© 2009 McGraw-Hill Higher Education. All rights reserved.
Nature of the learning process: The learning of
complex subject matter is most effective when it is an
intentional process of constructing meaning from
information and experience.
Goals of the learning process: The successful
learner, over time and with support and instructional
guidance, can create meaningful, coherent
representations of knowledge.
Construction of knowledge: The successful
learner can link new information with existing knowledge
in meaningful ways.
Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors
Strategic thinking: The successful learner can create
and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
Thinking about thinking: Higher order strategies for
selecting and monitoring mental operations facilitate creative and critical thinking.
Context of learning: Learning is influenced by
environmental factors, including culture, technology, and instructional practices.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learner-Centered Psychological PrinciplesMotivational and Affective Factors
Motivational and emotional influences on
learning: What and how much is learned is influenced by
the learner’s motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests, and goals, and habits of thinking.
Intrinsic motivation to learn: The learner’s
creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learner-Centered Psychological PrinciplesMotivational and Affective Factors
Effects of motivation on effort: Acquisition of
complex knowledge and skills requires extended learner effort
and guided practice. Without learners’ motivation to learn, the
willingness to exert this effort is unlikely without coercion.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learner-Centered Psychological PrinciplesDevelopmental and Social Factors
Developmental influence on learning: As
individuals develop, they encounter different opportunities and
experience different constraints for learning. Learning is most
effective when differential development within and across
physical, intellectual, emotional, and social domains is taken
into account.
Social influences on learning: Learning is influenced
by social interactions, interpersonal relations, and
communication with others.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learner-Centered Psychological PrinciplesIndividual Differences Factors
Individual differences in learning: Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
Learning and diversity: Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.
Standards and assessment: Setting appropriately high and challenging standards and assessing the learner and learning progress - including diagnostic, process, and outcome assessment - are integral parts of the learning process.
© 2009 McGraw-Hill Higher Education. All rights reserved.
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
© 2009 McGraw-Hill Higher Education. All rights reserved.
Planning, Instruction, and Technology
Standards for Technology-Literate
Students
Teaching, Learning, and Technology
Technology and Education
The Technology Revolution and the
Internet
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Technology and Curriculum Planning
Learning Goal for Students – NETS*S Resource for Planning Instructional Tools
Techniques Software
© 2009 McGraw-Hill Higher Education. All rights reserved.
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
© 2009 McGraw-Hill Higher Education. All rights reserved.
Standards for Technology-Literate Students – NETS*S
Creativity and innovation Communication and collaboration Research and information fluency
Critical thinking, problem solving, and decision making
Digital citizenship Technology operations
and concepts
© 2009 McGraw-Hill Higher Education. All rights reserved.
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
Reflect on how students and teachers can learn together
© 2009 McGraw-Hill Higher Education. All rights reserved.
Crack the CaseThe Big Debate
1. What are the issues in this case?
2. Where should Mrs. Rumer go from here?
3. How can she take a curriculum that has been taught in a teacher-centered manner and convert it to a learner-centered curriculum? Should she? Why or why not?
4. How can she incorporate technology into the curriculum so that the computers don’t become mere electronic flash cards?