KNOWLEDGE OF INSTRUCTIONAL DESIGN AND PLANNING ex.pdf · KNOWLEDGE OF INSTRUCTIONAL DESIGN AND PLANNING ... • concept maps/graphic organizers ... Other types of assessments include

6 f T c e P r o f e S S i o n a L e d u c a T i o n

fTce ProfeSSionaL educaTion

C O M P E T E N C Y 1KNOWLEDGE OF INSTRUCTIONAL DESIGN AND PLANNING

ASSESSMENTS are taken constantly in a classroom. Teachers use them as check-points for understanding, to see if there are roadblocks to success, and to give students an opportunity to see where they feel comfortable and where they are still lacking understanding. Th ere are many types of assessments that we will cover in this section. Two of the most traditional are formative and summative assessments. You will use formative assessments all the time; they are merely checkpoints along the way to test for understanding. Summative assessments are cumulative, and often more formal.

Examples of formative assessments could include the following:

• self-refl ections/peer refl ections

•pre-tests

• concept maps/graphic organizers

• giving students a chance to turn in a draft prior to grading

• classroom work

• listening in on partner work

•homework

Be sure to assess your students all the time so you can assess where your students are and what you need to do to prepare them for the summative assessments.

Examples of summative assessments could include the following:

•quizzes and tests

• running records for assessing early readers

• state tests

•projects

•papers

Choose appropriate methods, strategies, and evaluation instruments (e.g., formative assessment, summative assessment) for assessing and monitoring student performance levels, needs, and learning

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ASSESSMENT: the process of collecting, quantifying, and qualifying student performance

Examples of formative assessments could include the following: • self-refl ections/peer

refl ections• pre-tests• concept maps/graphic

organizers• giving students a chance

to turn in a draft prior to grading

• classroom work• listening in on partner

work• homework

Examples of summative assessments could include the following:• quizzes and tests• running records for

assessing early readers• state tests• projects• papers

inSTrucTionaL deSiGn and PLanninG

T e a c h e r c e r T i f i c a T i o n S T u d y G u i d e 7

Teachers must look at assessments as not just learning about student progress, but teacher eff ectiveness as well. For instance, if the whole class fails a test, the teacher should go back and re-work her method of delivery!

Other types of assessments include portfolio assessments and open-ended assess-ments. A portfolio assessment is a collection of student work. Teachers often use portfolios with very young children, children who are working through the writing process, or children who cannot take traditional summative assessments. Portfolios show growth over a long period of time.

Students can also assess themselves and each other in a portfolio. Self-refl ections and peer evaluations give students a chance to acknowledge the challenges they face, the successes they’ve earned, and also talk about how their peers can help them to further their understanding. Taking ownership over creating a portfolio gives the student a chance to practice critical thinking. Scoring portfolios can be a bit unreliable however, because the rubrics are usually subjective.

Open-ended assessments are assessments that require students to explain their answer, and often there is more than one answer. Th ese types of assessments encourage critical thinking, analysis and evaluation, all higher aspects of Bloom’s taxonomy. Th ese questions can be used in all subjects. For example, a math ques-tion may require a student to write a paragraph explaining her process, not just what the answer is.

Finally, it’s important to understand the diff erence between norm-referenced, criterion-referenced, and performance-based assessments. A NORM-REFERENCED

TEST measures a test taker’s performance against another peer’s performance. How do other students of this age perform with this skill? A CRITERION-REFERENCED

TEST measures the performance of a child’s skill acquisition. Has the child learned what she set out to learn? A PERFORMANCE BASED ASSESSMENT is found most commonly in standardized exams, and breaks the skill down into various levels of profi ciency. How well has the child learned the information?

Remember that not all students will be able to take each summative assessment; you may need to off er alternatives. Some students with IEP’s may need extended time, may need someone to read the questions to them, or may require a small group setting. In the more high stakes yearly testing, there are more options. For example, students who have signifi cant cognitive disabilities and have been recog-nized by the district, may be given the Florida Alternate Assessment instead of the Florida Comprehensive Assessment Test (FCAT), which is the test taken by most students. Alternatively, students who need extra aid but are still eligible to take the FCAT, may be given extra time, read alouds, or a small group setting to help them manage their particular challenges. Keep in mind that all accommodations will be given through a formal IEP process, where you will meet with the family and administration to determine the best course for the student.

NORM-REFERENCED TESTS (NRT): used to classify student learners for homogenous groupings based on ability levels or basic skills into a ranking category

CRITERION-REFERENCED ASSESSMENTS: examines specifi c student learning goals and performance compared to a norm group of student learners

PERFORMANCE-BASED ASSESSMENTS: used in a number of state testing programs to measure the learning outcomes of individual students in subject content areas


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You will be expected to create differentiated instruction with your class, which means fi nding the instructional practice that matches your students’ unique learning styles. When creating your instructional practices, it is important to refer to Bloom’s Taxonomy, which recognizes the various levels of understanding rang-ing from basic recall to higher level of understanding. Ideally, you want to bring your students as high on the taxonomy as they can handle, depending on age and ability.

create

evaluate

analyze

apply

understand

remember

Bloom’s Taxonomy: The New VersionUsing a variety of instructional practices, materials, and technologies will help your students foster critical, creative and refl ective thinking. But what does this mean? Let’s look some examples of each one.

instructional Practices: Involve students in lessons authentic to their interests. For example, write letters that will get sent to actual recipients, create cartoons, involve students in mock economies, mock trials, or art projects that help make a concept more tangible. Be careful not to create work that has no purpose to the instructional objective. All instructional practices should have a goal in mind that matches a standard. For instance, if you assign an art project to aid in understanding life in a specifi c historical time period, how can you ensure that they remember the concepts? Adding a self-refl ective piece can often give students a chance to discuss what they learned from the project and tie the concepts together.

Select a variety of instructional practices, materials, and technologies that foster critical, creative, and refl ective thinking aligned with state-adopted standards at the appropriate level of rigor

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DIFFERENTIATED INSTRUCTION: fi nding the instructional practice that matches your students’ unique learning styles

Bloom’s Taxonomy recog-nizes the various levels of understanding ranging from basic recall to higher level of understanding.


T e a c h e r c e r T i f i c a T i o n S T u d y G u i d e 9

Materials: Don’t be afraid to get creative. Instead of index cards, use large posterboard that students can step on or hop over for kinesthetic activities. Manipulatives, such as coins, letters, and magnets are useful in kinesthetic learn-ing as well. To promote intra-personal learning, self-refl ections, and teacher/student conferences are excellent. Additionally, use the class to help each other. Partner activities such as peer editing, think-pair-share, and literature circles will engage students and teach them how to work with others.

Technologies: If used correctly (and not too heavily relied upon), technology can aid students in understanding. SMART Boards©, iPads©, PowerPoints, and the Internet provide endless opportunities for student engagement. For example, students must know how to diff erentiate good online research from weak research, so teaching them how to create web searches is key. Creating class websites and blogs can hone writing and design skills, while still focusing on standards.

When you think about “a variety of skills and competencies” think communi-cation. How well and in how many ways can your students communicate? A student who can write well, speak well, read well, and manage numbers will be on the right track. However, working in groups, working alone, staying organized and following directions are also key skills. Include learning experiences through-out your lessons that give students a chance to learn and demonstrate a variety of skills.

If you give students new information, and then allow traditional practice through worksheets, partner work, or homework, complete the unit with a project that brings the concept to life and allows students authentic engagement. For instance, at the end of a novel like “To Kill a Mockingbird,” invite students to take roles in a mock trial, with students who write opening and closing statements and questions and witnesses who create witness statements. Or invite guest speakers and ask students to prepare questions or lead dialogue. Or, students can connect a concept to their own life; drawing topographical maps of their neighborhood or write letters to the school board or local government about an issue they’ve been studying. Use technology to create a class blog that teaches a concept to readers, or helps other children learn new information by sharing memory devices the students created.

Determine and apply learning experiences and activities that require students to demonstrate a variety of applicable skills and competencies

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Some of your activities may not be as complicated as those stated above, but are still important for developing a variety of skills. Simpler activities may include creating three dimensional models, engaging in a debate, or working in pairs to discuss concepts.

Your fi rst step should be to identify your students. What do they need? Are there any special needs students in your class who require certain types of instruction? Students with IEP’s will have unique academic needs, but you may also have stu-dents who are English Language Learners (ELL) students, students with physical disabilities, attention issues, or gifted or talented students. Other students, who are not specifi cally labeled, may learn better through kinesthetic activities, visual or musical aids. Howard Gardner, famous for “MULTIPLE INTELLIGENCES” listed these as the basic unique student learning needs: linguistic, logical-mathematical, musical, kinesthetic, spatial, interpersonal, intrapersonal, and naturalistic. Keep these in mind as you design instruction.

Measurable objectives are those you fi nd in the state standards, and in any sum-mative assessment. See skill 1.1 for more detail on formative and summative assessments. Use your benchmark testing to identify performance levels, which should help you decide what instructional resources to use.

Basic instructional resources include you as a direct instructor, textbooks, work-books, the Internet, worksheets, and read-aloud stories that teach lessons. More cutting edge instructional resources include manipulatives, partner discussion, songs, and art projects. Use your benchmark data, your measureable objectives, and the unique needs of your students to decide which instructional resources will be the best fi t for the concept you are teaching.

Th ere a few common and well known learning theories that provide the backbone of instructional design. It’s important to be familiar with these theorists so you can apply it to your planning. Two of the most famous theorists are outlined below:

Identify instructional resources based on measurable objectives, individual student learning needs, and performance levels

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MULTIPLE INTELLIGENCES: the basic unique student learning needs: linguistic, logical-mathematical, musical, kinesthetic, spatial, interpersonal, intrapersonal, and naturalistic

Apply learning theories to instructional design and planningSKiLL1.5


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Lev S. Vygotsky (mid 1900’s), Vygotsky examined how social interaction takes place in learning. His zone of proximal development discusses that a child learns in three phases. In the fi rst zone is independent work, which is what a student can do on his own. Th e second zone, the ZONE OF PROXIMAL DEVELOPMENT, is the zone that matters the most. It is the one where the instructor is aiding the student to move him toward a higher level of thinking. Th ese social interactions help him to have stronger potential for cognitive development; “the range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone” (http://www.instructionaldesign.org/theories/social-development.html). Th e third zone are the ideas that a child does not yet understand.

John dewey (early 1900’s), is another well-known theorist who discussed the THEORY OF EXPERIENCE. Th is theory argued that humans learn from experiences, and that past experiences infl uence how someone reacts and relates with new situations. Educators may call this background schema.

To apply theories of Vygotsky and Dewey, include lessons that incorporate a student’s background knowledge, coach him through the zone of proximal development, and encourage him to take his background knowledge and apply it to new concepts.

Once you analyze your date from your pre-assessments, you’ll be able to set goals for your students, helping them to focus on what challenges them. Your class may face challenges as a group, so you can create units that wrap around the issue that is impeding the success of your students. You may set short term objectives for a primary grade that look like this: “By the end of the unit on money, students will be able to identify quarter, nickel, dime and penny, explain their worth, and add at least two pieces of money to determine the sum.” Short term objectives should be specifi c to the task and use words such as “explain, analyze, examine, and com-prehend.” Be aware of students who have IEP’s (individualized education plans) and when creating their objectives, be cognizant that their rigor may be diff erent from their peers, but still remain challenging.

Long-term instructional goals may be more abstract and deal with long term concepts, such as “students will identify the letters of the alphabet through visual and auditory exercises, and will be able to connect and comprehend the sounds to the appropriate letter, 85% of the time.” Note the use of words such as “identify,

ZONE OF PROXIMAL DEVELOPMENT: the instructor is aiding the student to move him toward a higher level of thinking

THEORY OF EXPERIENCE: This theory argued that humans learn from experiences, and that past experiences infl uence how someone reacts and relates with new situations. educators may call this background schema.

Determine long-term instructional goals and short-term objectives appropriate to student learning needs and performance levels aligned with state-adopted standards at the appropriate level of rigor

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connect, and comprehend.” Refer to Bloom’s taxonomy in skill 1.2 for further discussion.

You may achieve these goals through small group instruction such as guided read-ing or guided math. Th ese programs encourage groups created based on skill, so that instruction can focus on exactly what is needed for movement toward higher comprehension. Older students can participate in creating and working toward their own academic goals, which will authenticate the process for them. A bul-letin board that gives students the opportunity to move a symbol each time they progress is a useful visual, and can also create opportunities for motivation and class teamwork.

A teacher’s fi rst job is to master the content. However, your students will not hear you teach until you have established a strong relationship with them. Often you may fi nd your classroom fi lled with students who have varying backgrounds, and your preparation to teach these students will aff ect their success.

Gloria Ladson-Billings coined the term “CULTURALLY RESPONSIVE TEACHING.” She defi nes it as, “students must experience academic success. Students must develop and/or maintain cultural competence, and students must develop a critical consciousness through which they challenge the status quo of the current social order” (Ladson-Billings, 1995, p. 160). Basically, it means connecting a student’s home culture with their education, and not expecting the same education to fi t every student.

A culturally responsive classroom begins with the tone of the teacher. Learn about the cultures your students bring to the classroom. Include literature and visuals that celebrate those cultures. Create bulletin boards that celebrate various groups and individuals. Use photos, timelines, and historical artifacts as details.

Additionally, consider these culturally responsive practices:

•Acknowledge and examine a wide range of ethnic groups, not just the famous few individuals who are always covered.

•Learn and use new methods of communication in the classroom. For example, encourage storytelling or participatory dialogue (back and forth or call-response) as a way to review familiar information.

Select and use culturally (regional, socio-economic, and home language) responsive instructional materials and practices in planning

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CULTURALLY RESPONSIVE TEACHING: connecting a student’s home culture with their education, and not expecting the same education to fi t every student

A culturally responsive classroom begins with the tone of the teacher.



•Act as a facilitator; encourage dialogue, listen, and give students a chance to make their own self-to-text connections.

•Understand students may speak diff erently, use diff erent slang or language you may consider disrespectful. Allow it when appropriate, but encourage the use of formal English in formal evaluations, written or verbal.

•Use music, drama, motion, fi ction, and autobiography as well as cooperative learning and storytelling to reach as many of your students as you can.

•Build a community; give students chance to help each other through activities such as group learning, peer editing and peer tutoring.

In order to activate student’s prior knowledge, or BACKGROUND SCHEMA, encourage activities that help a student to re-familiarize himself with what he already knows.

1. Use graphic organizers. One option that is useful for both younger and older students, is the KWL chart.

A KWL chart is split into three columns and looks like this:

What I Know (K) What I Want to Know (W) What I Learned (L)

Fill out the fi rst two columns before beginning the lesson, and complete the last part when you are fi nished teaching the new information. Another option is a fl ow chart.

2. Use pre-tests and post-tests to see what students know prior to a new concept.

3. Create an interactive bulletin board where students can post facts and ques-tions about lessons and concepts.

Additionally, create connections between lessons so there is coherence from one to the next. It will help your students connect to the new knowledge.

4. Transition between lessons by assigning self-refl ections, journal entries or use drawings for younger children.

Select lessons and concepts that are sequences to activate prior knowledge and ensure coherence among the lessons

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5. Complete a read-aloud before beginning a new lesson and ask students to make predictions based on knowledge they have learned from previous lessons.

A strong teacher will know where her students are in various stages of develop-ment so she can plan her lessons to match her students’ abilities. Being familiar with educational philosophers such as Jean Piaget, will give you a foundation to plan your lessons. Jean Piaget believes that children go through four stages of cognitive development:

Sensorimotor period (0-2): children develop object permanence

Preoperational period (2-7): concepts represented through words and pictures; children exhibit pretend play and are egocentric

concrete operational period (7-11): children think logically about concrete concepts. Egocentrism begins to disappear.

formal operational period (11-adulthood): process of thinking abstractly, processing these thoughts and moving toward more complicated reasoning skills.

Understanding the theories of Lev Vygotsky and John Dewey (see skill 1.5), will aid the instructor in understanding the social and academic development of her students.

Create lessons that allow for the zone of proximal development to take place; give each student a chance to be coached through her challenges. Remember that diff erentiated instruction, which is instruction that meets each child where she is, will help a student become more confi dent in the material and help her reach her academic goal faster than if there is a “one size fi ts all” plan for the class. See skill 1.2 for more on the useful nature of diff erentiated instruction.

Identify patterns of physical, social, and academic development to differentiate instructional design for student mastery

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Sensorimotor period (0-2): children develop object permanence

Preoperational period (2-7): concepts represented through words and pictures; children exhibit pretend play and are egocentric

Concrete operational period (7-11): children think logically about concrete con-cepts. Egocentrism begins to disappear.

Formal operational period (11-adulthood): process of thinking abstractly, processing these thoughts and moving toward more complicated reasoning skills.



Students learn at diff erent paces and have diff erent strengths and challenges. Your job is to give students as many opportunities to take in new information, while simultaneously trying to strengthen weaker areas. Begin by collecting data. Th e good news is you are not alone in determining appropriate intervention strategies. Often, schools already have programs in place.

BENCHMARK TESTING will give you an accurate look of where he struggles. Next, choose intervention strategies. Options could include:

•read-aloud: Some students succeed better when material is read to them instead of having to read silently.

•Small group instruction: Often a guided reading group that is specifi -cally guided toward a certain skill can help the child feel more comfortable in asking questions.

•response to intervention (rTi): Th is is a school-wide model that will intervene where a child needs it, and it is often intensive. Th e three tiers are as follows:

– Primary intervention (all are screened to fi nd out who needs additional support)

– Strategic Intervention (supplemental intervention)

– Additional intensive intervention (Intensive interventions)

• In a response to intervention model, a student moves through various inter-ventions, and if she needs more support she moves into the next tier.

•after school help: Some schools off er “clubs” which help students reach their academic goals

•Specialized reading programs: Some schools off er specifi c reading programs, which take place during the school day. Th ese programs can be computer based or one-to-one based and focus on skills such as PHONICS or comprehension. System44 and Read180 are examples of literacy intervention programs

•Gain additional parent support. Always discuss a child’s issues with a parent. Th ey may be able to off er insight, or may want to hire an independent tutor to help their child.

Determine and apply appropriate intervention strategies based on individual student needs and data

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PHONICS: the connection between sounds and the letters on a page



C O M P E T E N C Y 2KNOWLEDGE OF APPROPRIATE STUDENT-CENTERED ACTIVITIES

In any learning environment, you have to use the assets to the best of your ability. If you are in a face-to-face setting, begin by surveying your classroom to see how you can best use your space. Is this room set up for small group tables? Can you arrange the desks in a cooperative setting? Can you create a cozy reading corner or math center? Put your own desk in a place where you can see your students, and give the students a place to put their own things and be autonomous in their own piece of the classroom. Use the Socratic Method when managing class dialogue; move the conversation along with another question and resist giving answers to open ended questions. Handle errors by turning the question back around to the class.

If you are an online instructor, your classroom will look diff erently. You will man-age online discussions, emails, and may have access to technologies such as Skype, FaceTime or Blackboard Collaborate. Give your students the attention they need by holding offi ce hours where you are available on email or by phone. Supervise online student discussions by giving students room to express themselves but stepping in when necessary. Send weekly email updates to keep students on track. If you’re teaching an online class, you may be in charge of many more students than you would be if you had a physical classroom. Holding virtual classes in online spaces such as “Second Life” can bring the class together and encourage community. Often online classes struggle with creating a sense of togetherness, since there isn’t any time for the back and forth dialogue available in a traditional classroom. But if you are aware of these drawbacks, you make a concerted eff ort to use the online space in the best way possible, prioritizing group and whole class discussion, but also assigning individual tasks so students have the opportunity to work at their own pace. Online classes lend themselves to self-starters, so as an educator, recognize that your students may not need much hand holding in terms of completing assignments, so that you can focus on other priorities.

Select and use appropriate techniques for organizing, allocating, and managing the resources of time, space, and attention in a variety of learning environments (e.g., face-to-face, virtual)

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KNOWLEDGE OF INSTRUCTIONAL DESIGN AND PLANNING ex.pdf · KNOWLEDGE OF INSTRUCTIONAL DESIGN AND PLANNING ... • concept maps/graphic organizers ... Other types of assessments include