Understanding Your Classroom

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Understanding Your ClassroomChapter 3. Content, Learners, andContext

Disusun oleh:

1. Hutomo Atman Maulana2. Wella Pusvita Sari

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INSTRUCTIONAL DESIGN

Dosen pengampu:Prof. Dr. Rusdi, M.Sc

MAGISTER PENDIDIKAN IPAPROGRAM PASCASARJANA

UNIVERSITAS JAMBI


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What This Chapter is AboutWe characterize need assessment as a means to learnmore about your classroom in three ways:

Identify the full range ofcontent to be learned by yourstudents

Learn more about your student

Increase awareness of the context of the classroom

setting

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What Content is to be learned? The word content is placed within quotes here to

signal the full range of content to be learned inlessons, unit, and curriculum

Ro understand the full range of content to be learnedwe provide five ways to view it:

1. Learning standard

2. Learning taxonomies3. Learning dimensions

4. Task analysis

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Learning standardsWhat does it mean for K-4 student to be literate in

science?

Professional organizations have developed standardthat characterize science as inquiry or actualinvestigation

The way to learn science is to actively participate in

science practices and to learn facts, concepts, andtheories through focused discovery

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Learning taxonomiesAnother way to view learning is by characterizing the

primary capability to be learned.

Three types of learning have been analyzed andrepresented: cognitive (thinking), affective (valuingand apreciating), and psychomotor (physicalmovement)

In a taxonomy, learning is represented by differentlevels, one learns at one level before advancing to thenext level, and mastery of higher level depends on theability to learn at the lower level

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Cognitive Affective Psychomotor

Evaluation Characterization by valueor value set

Nondiscursivecommunication

Synthesis Organization Skilled movements

Analysis Valuing Physical activities

Application Responding Perceptual

Comprehension Receiving Basic fundamental

movement

Knowledge Reflex movement


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Cognitive learning taxonomy The organizing principle for the cognitive learning

taxonomy is the degree of complexity of thinking processes.

Each taxonomy use an organizing principle that describeshow learning level are determined and how each level isrelated to the others.

If student learning involves the recall of new information,then the cognitive level of learning is knowledge. As one

moves up the taxonomy, the complexity of thinking growsmore challenging.

For example, to comprehend new knowledge, the nextcognitive level, one must able to recall, recognize, acquire,

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Affective learning taxonomy The affective taxonomy is organized according to the

degree of personal internalization of new idea or issue

Here a persons attitude shifts from general awarenessof an issue to an attitude that consistently guide onesbehavior

To achieve the valuing of an issue, for example, a

student must first pay attention to the topic, listen,and suspend judgement (receiving)

To begin to appreciate an issue, the student needs torespond to the issue by spending time with and

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Psychomotor learning taxonomy The psychomotor taxonomy is organized bydegree of

physical coordination required in task.

Any hands-on activities may require specialized skillsthat should be included in your learning outcomes,and assessment is usually demonstrated, eitherthrough observation of a performance, such as danceor gymnastic, or in product, such as a sculpture.

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Combining taxonomies Some learning task, such as writing a paper or

developing a science fair project, may require the useof all three taxonomies.

Once you know that student learning involves one ormore learning types, you can sequence lessons in unitsroughly according to the taxonomy

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Intellectualskill

Identifying the diagonal of a rectangle

Demonstrating use of objective case of pronoun following a preposition

Cognitivestrategy

Using an image link to learn a foreign equivalent to an English word

Rearranging a verbally stated problem by working backward

Verbalinformation

Listing the event of instruction

Attitude Choosing running as a regular form of exercise

Motor skill Jumping the rope

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Laerning Outcomes Learning outcomes is a broad category that includes

learning goal and learning objective.

Determining learning outcomes is necessary beforemake dicisions on assessment and teaching strategies.

Learning Outcome Instructional Use

Learning goals Broad learning outcomes for curriculum

and units

Learning focus Overall learning purpose for lessons

Learning objectives Specific learning specified by learningtypes, learning dimensions, and/or statestandard

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Tools to determine learning outcomes

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State Standard

Learning Taxonomies

Learning Dimension

Facet of Understanding


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State standard State standards are organized in different ways, so you

need to be familiar with the standards that apply toyour school.

Individual school vary in terms of how teachers meetthese state standards, which are assessed by statetesting

Having access to these standards can help youprioritize standard in your classroom.

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Learning taxonomies Student learning, as expressed by the lessons overall

learning focus and/or specific learning objectives,may include one or more levels of the cognitive,afective, and psychomotor taxonomies.

Identifying learning level for each of your learningobjective can help you choose appropriateassessments.

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Learning dimensions

Each of these dimensions challenges the teacher towrite appropiate goals, learning focus, and objectivesfor instructions, as some aspects of these learningdimensions may not be served well by performance

objectives.

Dimension

Literacy

Arts

Design

Social learningDiversity and multiculturalism

Moral development

Creativity

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Facets of understanding Using the illustrative verbs for the learning

taxonomies helps to specify what you mean bylearning verbal information, cognitive strategies, orintellectual skills, but what about understanding? Arethere illustrative verbs that help here? Yes, but thechoice of verb, such as recognize, know, orcomprehend, present a new set of interpretative

problems.

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Facet of UnderstandingCan explain

Can apply

Can empathize

Can interpretHaveperspective

Have self-knowledge

The different facets help teachers design assessmentand teaching that support student understanding.

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Can explain Explanation is one facet of understanding in which

student are asked to explain what fact mean.

Assessment involves more than answers; its includesexplanations and support for these explanations.

Teaching for understanding use themes and problemsto provide the central organizing structure in lessons

and units.

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Can interpret Interpretation enhance student understanding beyond

explanation

Most information is not value-free, meaning that notall people will see information in the same way.

To interpret could involve telling story that depictswhat knoeledge mean, based on students experience.

Teaching uses activities in which studenr develop theirown interpretations through picture, stories, or rolesexamples.

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Can applyWith Understanding outcome, student demonstrate

a grasp of concepts, perspectives, and ideas in order touse this knowledge on a problem of interest.

Application allows students to demonstrate theirunderstanding

A challenge for teachers is not only giving studentchallenging problem but also allowing student the

freedom to apply what they know. Teaching decisions involve the choice of relevant

problem, authentic to extent that they are appropriateto childrens developmental need and classroom

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Have perspective Gaining perspective help student develop the capacity

to see and voice different view points.

Evidence for this learning involves student activity inwhich student experience different point of viewthrough listening, writing, speaking, or some othertype of performance.

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Can empatize Building empathy or the ability to understand

someones feelings and point of view requires directhuman experience rather than a mere description of

how to appreciate others

Student can develop these experience with peers, butsometimes building empathy with new acquaintancesmay further improve students empathetic capacitiesin classroom and the community

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Have self-knowledge Helping student develop self knowledge is not always a

learning outcomes

Allowing student time to reflect and includingreflectivity as part of and assessment plan giveteachers information on how self-knowledge isdeveloping in a student.

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Lesson plan components The following lesson plan format combines many

feature of lesson plans. We organize the lesson planinto categories too illustrate specific function, which

include following:

1. Title

2. Identification

3. Learning focus4. Teaching and assessment overview

5. Teaching procedures

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Descriptive title of lesson Describe the lesson with a litle that captures the

essence of the lesson

The title could include words that describe bothstudent learning and teaching approach

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Identification section The identification section identifies you, your

cooperating teacher, and the school where you areteaching.

This information will be helpful to other who ightreview your lessons.

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Learning focus section The learning focus is the most important section of

the lesson plan

Without a clear focus for student learning, yoursubsequent decision making will be activities that mayhave nothing to do with your intended learningoutcome

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Subject and student learning The subject line record the content area(s) you are

teaching.

With related lessons found in units, identifying thesubject will connect the lessons plans.

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Time estimates Estimating the time needed for lesson comes with

experience

You may plan more activity than you have time for, oryour teaching could be interupted by some event

Having a suplementary activity, then, is useful in thiscase, particularly until you become used to

improvising and adjusting on the spot

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Overview section This brief section records the learning material you

will need, the spesific learning objectives that supportthe student learning focus of the lesson, and an

overview of the teaching and assessment startegiesused in the lesson

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Materials List the materials you need.

A list act as checklist to ensure that you haveeverything you need and may alert you to preparationsyou need to make before class

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Objective Keeping the learning focus in mind, list all specific

objectives of what student will know, understanding,value, or be able to do in lesson.

When you list learning objectives, identify the type orlevel of learning.

Match the learning objective with the one or more

state standard, if this is required in your school.

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Teaching and assessment overview This subsection is not usually found in lesson plan

formats.

A brief statement of these strategies helps you andothers see your overall teaching and assessmentapproach and help you judge if your decision aareappropriate to your learning focus and specificlearning objectives

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Teaching section This is the heart of the lesson plan, the procedures you

will use in teaching.

The teaching section list procedures for instructionand activity, which may be teacher directed, studentfocused, or a mix of the two

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Introduction procedure The beginning of teaching ussually involves an

opening activity, which is designed to gain studentsattention and ready them for instruction

Gaining student attention is useful purpose to anopening activity, as the time can be used to review aprevious lesson or focus students attention on a newtopic.

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Instructional procedureYour opening activity should lead directly to learning

new topics and may stimulate students curiosity orpoint out major ideas to be elaborated on

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Transition guidelines Instructional procedures can include guidelines for

critical procedures, implementation, or transitionbetween activity or lessons.

This section can suggest ways to help studentunderstand the meaning behind an opening activityreview prevoius learning, or ask question to promptstudent attention

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Classrom management Classroom management includes everything you need

to organize students, space, time and materials so thatlearning can take place.

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Teacher inquiry procedures In action research or any formal teacher inquiry, you

will gathering data

The purpose for this section is to remind yo to collectstudent work so that it can be assessed for studentlearning and incorporated in your teacher research.

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Closure procedures Identifying ways to end the lesson provides a time for

reviewing student performance, clarifying conceptualproblem, or briefing student on what is due for the

next time

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Post-teaching section The post-teaching section is filled out after teaching

The purpose of this section is to reflect on yourteaching, comment on what happened, and determinewhat change need to be made next time the lesson istaught.

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Reflection In our lesson plan format, we have listed suggested

questions to reflect on after a lesson is taught.

The important question are:

1. Did your student learn, and how do you know?

2.What do you know about the differences in howyour student know the content?

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ModificationsWhat changes do you need to make in this lesson?

Making these change notes increase the value of yourlesson plan for the next time you or someone else usesit.

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EXPLORING ASSESSMENT OPTIONAssessment provides teachers with information about

student learning

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Exploring assessmentWithout assessment, how will you know that your

students are learning?

Assessment can be used for different purpose, themost important one of wich is addressed in thischaptes namely, to assess student learning.

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Why assessment before teaching?We address assessment before teaching strategies,

because you need to determine the purpose ofassessment before you purpose a teaching method to

support the desired learning.

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Views of assessment The terms assessment and evaluation are sometimes

used interchangeably.

Assessment cover a wide rang of ways to learn aboutstudents.

Traditionally, assessment has been viewed asevaluation, although assessment can provide moreinformation about student than just grades.

Assessment becomes evaluation when judgment aremade, judgments that determine, pass, or certify

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Purposes for assessmentAssessment in the classroom can serve four different

purposes:

1. Placement

2. Diagnostic

3. Formative

4. Summative assessment

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How assessment is used in the classroom

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Assessment Purpose Assessment Tools

Placement:What do student know, and where

should they be placed for instruction?

Pretesting, aptitude test, observations

Diagnostic:What areas are student havingdifficulty with?

Published tests, observation

Formative:

What learning progress are studentmaking?

Observation, work sheets, quizzes,

practice, draft paper, speeches,discussion, group activity

Summative:What grades have students earned?

Test, project, paper, science fairprojects, portofolios, performances


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Assessment tools Traditionally, assessment has been viewed as testing,

with test being the principal way that students areevaluated.

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Selected Responses(Students choose from

choice)

Constructed Responses(students provide their

own responses)

Performance(students demonstrate

their learning)

Multiple choice

MatchingTru-false

Short answer and essays

Interviews with studentsSelf -assessment

Projects

Portofolios


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Matching learning outcomes with

assessment toolsA rubric is an assessment tool used to evaluate a range

of student performance across several categories ofperformance.

If learning performance requires interpretation,development of a rubric can be a useful exercise to beclear on what constitutes an overall performance, aswell as the range of performance across the categories

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Categories of performance Rubric take time to develop because one has to first

identify the categories of performance and thendescribe the different level of performance in each

category For example, having students write up a case study

may require the following categories to assess studentperformance:

1. Background 4. Recommendations

2. Problem 5. Writing

3. Response 6. Format

Documents

Understanding Your Classroom