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Instructional Theory Into Practice
ITIPPresented by Leslie Thompson
Based on Madeline Hunter
Knowledge of Child Growth and
Development
Knowledge of Content
Human Relation
SkillsKnowledge and Use of Materials
Planning Skills
Classroom Management
Skills
CLASSROOM RESPONSIBILITIES
Instructional Skills
Teach to the Objective
Use the Principles of Learning
Teacher as Decision Maker
ESSENTIAL ELEMENTS OF INSTRUCTION
SELECTING THE OBJECTIVE AT THE CURRENT LEVEL OF
DIFFICULTY
Lower Levels
◦ Knowledge
◦ Comprehension
◦ Application
Higher Levels
◦ Analysis
◦ Synthesis
◦ Evaluation
BLOOMS TAXONOMY
Knowledge- the remembering of previously learned material
Comprehension- the understanding of material or information and the ability to grasp its meaning
Application- the ability to use learned materials in new, not previously encountered situations
LOWER LEVELS
Analysis- the ability to break down material into its component parts and identify the relationship of the parts to each other and to the whole
Synthesis- the putting together of elements and parts to form a whole
Evaluation- the ability to judge the value of material for a given purpose
HIGHER LEVELS (HOTS)
The process of identifying essential sub-learnings which lead to a final objective
Process:◦ Select the topic◦ Clarify the topic◦ Identify the essential sub-learnings
Brainstorm delete
◦ Sequence the essential sub-learnings
TASK ANALYSIS
Identify necessary learnings
Eliminate unnecessary learnings
Narrow down a long term objective into daily teaching objectives
Organize learnings
Serve as a diagnostic tool
Why?
Final ObjectiveSWBAT find the area of a
square, a rectangle, and a parallelogram.
Enabling Objectives
◦ SWBAT identify a perpendicular, parallel, and intersecting lines.
◦ SWBAT identify a polygon as a quadrilateral, triangle, etc.
◦ SWBAT find the perimeter of regular and irregular polygons.
Students will be able to (SWBAT) add fractions with unlike denominators.
SWBAT write a paragraph.
SWBAT measure the length of an object in both English and metric measure.
INHERENT SUB-LEARNINGS
A statement describing what it is that is to be learned, the thought process involved, and what the learner will do to demonstrate that he or she has acquired the learning
◦ Learning: the content to be learned
◦ Behavior- an activity the students do to show the learning has been accomplished
◦ Condition- the circumstances under which the learner must perform (materials, time)
INSTRUCTIONAL OBJECTIVE
TEACHING TO THE OBJECTIVE
A series of teacher actions that when kept congruent, help the learners in accomplishing the intended outcome
(Congruency refers to the one-to-one match between the teacher’s actions and the objectives.)
TEACH TOTHE OBJECTIVE
Provide information- content and knowledge used explain the learning
Ask questions-seek information; tool for diagnosis, bring back to learning
Design activities- what students will do
Respond to the efforts of the learners- use of feedback to maintain focus on the objective
TEACHER ACTIONS
CLARIFY OBJECTIVE
Shows specific action Shows specific action
Not Clear: The student will understand the reasons for the Civil War.
Clear: The students will list in writing three major differences between the North and South which led to the Civil War.
Not Clear: The student will know the three states of matter.
Clear: If given examples of solids, liquids, and gasses the student will correctly identify them with 100% accuracy.
Teaching to the Objective Activity
MONITOR THE LEARNERS AND ADJUST THE
TEACHING
A process which allows the teacher to check the level of understanding of the students in order to make appropriate changes in the instruction
MONITOR THE LEARNERS AND ADJUST THE TEACHING
Elicit overt behavior
Check for understanding◦ Choral◦ Sample◦ Signal
Interpret the behavior
Act on the interpretation◦ Proceed Reteach◦ Practice Quit
Process
Signal Response◦ Teacher poses a question
or statement and student signals the answer (flashcards, slates, clickers)
Sampling◦ Teacher poses a question
or statement to the group and randomly asks several students (most able, average, and least able to answer)
Choral Response◦ Teacher poses a question
or statement to the entire group and elicits a simultaneous verbal response from all students
Composite Response◦ Teacher poses a question
or statement to the group and calls on different members of the group to contribute a part of the answer
CHECKING FOR UNDERSTANDING
Allows the teacher to adjust the teaching by determining if:◦ Is it appropriate to proceed◦ Is more practice needed◦ Needs to be retaught◦ Is it time to quit and return to the lesson later
Allows for Repetition
Part of Guided Practice
RATIONALE
USE THE PRINCIPLES OF LEARNING
Consistent involvement of the minds of the learners with the learning(s)
ACTIVE PARTICIPATION
Overt- involvement is both observable and measurable by the teacher
Covert- involvement is a mental process and is neither observable nor measurable by the teacher
AMOUNT OF ACTIVE PARTICIPATION
◦ Engage the minds of the students
◦ Provide activities that are relevant to the objective
◦ Engage the learners continually throughout the lesson
GOAL OF TEACHER
You are in a high school class. The teacher has his students giving oral reports, one at a time. What can the teacher do to maximize the involvement of the students at their seats?
You are in a middle school classroom where you notice that one student is constantly blurting out answers to questions, thereby not giving other students an opportunity. What might the teacher do to dignify the student and maximize the involvement of the others?
SOLVE THE DILEMMAS
An opportunity for the students to focus on the learning by bringing to mind that which they already know about the objective.
ANTICIPATORY SET
Involve all students
Gauge prior knowledge about the objective
Bridge previous lesson
RATIONALE
Congruent with objective
Bridges prior knowledge or experiences to the learning
Involves the learner’s mind
AN EFFECTIVE SET
Beginning of the lesson
After an interruption
When moving to another part of the task analysis for the lesson
At the end of a lesson to prepare for the next day
WHEN TO USE
Modeling
Journal Writing
Brainstorming
Visualizing
Recalling Experiences
Using Pictures
Asking Questions
Role Playing
ANTICIPATORY SETS
Be as specific as possible, describe what the lessons about.
What experiences, feelings or prior knowledge do the students already have that is similar to the new learnings?
What will the students do to transfer their experiences, feelings, or prior knowledge to the new learnings?
DESIGNING A SET
An activity placed anywhere in the lesson in which the students have an opportunity to consolidate what has been learned
Done by the students
CLOSURE
Closure Worksheet
Usefulness in life
Visual organizers
Translation
Personalization
MEANING
Demonstrating a behavior to increase the probability that it will be learned and remembered
MODELING
The act of maintaining focus on a given task
Intrinsic- accomplishing the task is reward enough
Extrinsic- external variables are needed to accomplish the task
MOTIVATION
Success- the student’s perception of growth and accomplishment, which is related to the teacher’s control of the difficulty level in the instruction
Knowledge of Results- the feedback provided to students throughout the learning process. Should be immediate and specific
VARIABLES
Interest- stimulate and maintain by using novelty in presentation and integrating the students into the instruction
Feeling Tone- the climate established for the learning
Level of Concern- moderate stress, anxiety, or tension to promote learning
ADDITONAL VARIABLES
Motivation Activity
Repeated correct performance of material or a skill in order to increase the probability of remembering it◦ How much practice is needed?
◦ How long for each practice session?
◦ How often should practice occur?
PRACTICE
The process of past learning or experience influencing the acquisition of new learning◦ Positive- where old learning or past experiences
help the new learning◦ Negative- where old learning or past experiences
interferes with the new learning
TRANSFER
Question?