helping teachers plan for instruction

HELPING TEACHERS PLAN FOR INSTRUCTION:

HELPING TEACHERS PLAN FOR INSTRUCTION

Belief::

Belief: All teachers, no matter how long they have taught, can develop new skills and improve old ones. … As more becomes known about instruction continuously develop. The supervisor’s function is to assist teachers in becoming familiar with newer approaches to instruction and in developing and improving instructional skills

Simplified Model of Instruction:

Simplified Model of Instruction Planning is the first stage of a continuum, followed by the implementation or presentation stage and then the evaluation stage. PLANNING PRESENTAATION ( strategies) EVALUATION

CLASSROOM PLANING: A SIX-POINT PROGRAM (competencies):

CLASSROOM PLANING: A SIX-POINT PROGRAM (competencies) Skill in following a systematic approach to instructional design Skill in following a model of instruction Skill in writing instructional goals and objectives Skill in applying taxonomies of instructional objectives Skill in describing and analyzing learning task Skill in organizing instructional plan

FOLLOWING A SYSTEMATIC APPROACH TO INSTRUCTIONAL DESIGN :

FOLLOWING A SYSTEMATIC APPROACH TO INSTRUCTIONAL DESIGN Guided by four questions What do you wish to achieve? What resources do you have and need to achieve your objective. How will you go about achieving your objectives? How well have you accomplished your objective?

The Process of systematic planning entails the following steps::

The Process of systematic planning entails the following steps:

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Taking stock of the present program.  The teacher reviews the present program , analyzes what has been covered in the past, examines the current goals and objectives. 2. Specifying the goals of instruction. The teacher decides on the general purposes of the program. The goals provide a sense of direction for subsequent instruction and help the teacher define the specific objectives.

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3. Specifying the objectives of instruction.  One of the most important phases of systematic design is the specification of objectives, The specific outcomes of instruction. The objectives state what the learner is expected to learn, to accomplish, or to do, under what conditions, and with what degree of mastery. They serve as the source of evaluation process.

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4. Designing an evaluation plan. Determine the following whether : a. The presentations have been successful b. students have mastered the content c. students have reached the objectives set out at the beginning.  The teacher may choose from a variety of quantitative and qualitative evaluation techniques to learn how well students have achieved.

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5. Describing and analyzing the learning tasks. The teacher must know what skills the learners must bring to the tasks to achieve the objectives. She /he must analyze the tasks and decide whether they are appropriate for the particular group of learners who will be confronted with the material. The teacher must call on his or her knowledge of learning theory and decide what types or conditions of learning are involved in the pursuit of the tasks.

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6. Designing instructional procedures. Techniques of instruction must be compatible with the teacher’s own abilities and personality. 7. Implementing the instructional Procedures. At this stage, the design moves from thinking and planning to the actual process of instruction interaction

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8. Implementing the evaluation plan. We must discover whether students are successful not only for traditional purposes of evalution but also for the purpose of modifying the instructional proceess. The teacher uses feedback from evaluation in making revisions in the design and modifying the program. If the objective are inappropriate for any reason, they must be redisigned.

Following a model of Instruction:

Following a model of Instruction Model of Instruction – Sequence of steps A model is a pattern that provides a logical progression from one step to the next. 1. Simplified Model of Instruction PLANNING PRESENTAATION ( strategies) EVALUATION

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Four – part model ( General Model of Instruction) by: Robert J. Kibler, Donald J. Cegala, David T. Miles Larry L. Barker W. James Popham and Eva L. Baker (Goal-Referenced Instructional Model) Formulation of Objectives Preassessment EVALUATION IMPLEMENTATION OF instructions

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Five-part model of instruction  Formulation or specification of the goal and objectives of instruction. Formulation of Objectives Preassessment EVALUATION IMPLEMENTATION OF instructions Formulation of Goals

Combination of four-part and five –part model of instruction:

Combination of four-part and five –part model of instruction Analysis of Needs of learners Analysis of Nature of Discipline Analysis of Needs of society Formulation of Behavioral Objectives Preassessment Selection of Instructional Procedures or Strategies Selection and organization Of content and materials Evaluation of Objectives Cognitive Affective Psychomotor

Alternative Systematic Model:

Alternative Systematic Model Taking stock of he Present system Designing and analyzing learning task Specifying goal of instruction Designing instructional procedures Designing an evaluation plan Implementing the evaluation plan Specifying objectives of instruction Implementing instructional procedures

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If supervisors are going to help the teachers work with models of instruction , They should try out various models for themselves to see how they work in actual process of instructional design. After analyzing models of instruction, supervisor should help teachers become acquainted with various ones, assist them in selecting models compatible with their own needs and encourage them to try their own hands at creating a model.

WRITING INSTRUCTIONAL GOALS AND OBJECTIVES:

WRITING INSTRUCTIONAL GOALS AND OBJECTIVES Instructional Goals are general statements hoped-for learning on the part of the students. Goal Statements contain such language as: The student should become aware of… The students should be familiar with… The student should gain an understanding of… The student should develop an appreciation for… Cannot be evaluated Are not observable May or may not be discover whether the student has indeed developed an appreciation

Goals provide the teacher with a general sense of direction.:

Goals provide the teacher with a general sense of direction. Statements of goals of instructions are cast into the form of expectations on the part of the learner. Nonbehavioral: Should understand learn know’ appreciate recognize Example: The pupils should learn the nines multiplication table

Instructional Objectives:

Instructional Objectives Instructional Objectives, alternately known as behavioral or performance objectives, state clearly expected behavior on the part of the learner Can usually observed and measured

Characteristics of Behavioral Objectives:

Characteristics of Behavioral Objectives Expected behavior on the part of the learner. > what will the student actually do to show that he or she has learned the materials? 2. Conditions under which the learning takes place. A complete behavioral objectives stipulates the situational elements in which the learner works to fulfill the objectives. Example: Given a pencil, ruler, paper and compass, the student will construct an isosceles triangle in five minutes.

3. Level of Mastery:

3. Level of Mastery The teacher should determine what quality of performance to expect of the learner. The teacher needs to specify the standard of performance - may be expressed in the form of time to complete a task, number of correct responses, number of errors permitted or percentage of the correct demonstrations of behavior

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Example: Given a pencil, ruler, paper and compass, the student will construct an isosceles triangle in five minutes . ( time ) On this test of twenty-five items the student will achieve a score at least twenty( 80%) in ten minutes. (time element and percentage)

Components of Behavioral Objectives.:

Components of Behavioral Objectives. The expected or terminal behavior. The condition under which the behavior takes place. The level of mastery that the learner is expected to demonstrate.

Applying Taxonomies of Instructional Objectives:

Applying Taxonomies of Instructional Objectives

The Bloom Taxonomy:

The Bloom Taxonomy 1. Knowledge The student will name four impressionist painter. The student will give the number of the short form used for filling his or her federal income tax statement 2. Comprehension - The student will explain what is meant by impressionism, citing the chief characteristics of this school of painting. - The student will tell the difference between an exemption and a deduction as applied to the federal income tax.

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3. Application From a series of reprints of classical and modern paintings and applying characteristics studied in class, the student will select those that are the works of impressionist painters. Given a set of data, the student will correctly calculate the tax due the federal government by using the appropriate tax table. 4. Analysis - The student will examine reprints of one painting of an impressionist painter and one painting of non impressionist painter and contrast the differences in the style.

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-Given a completed 1040 tax form, the student will determine whether there are any errors in filling out the form and whether the tax due has been calculated correctly. 5. Synthesis - The student will write a biography of an impressionist painter. -The student will fill out a 1040A tax form by using data furnished by the teacher.

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6. Evaluation - The student will examine a reprint of painting by a lesser-known impressionist and evaluate the quality of the work, applying characteristics studied in this unit. - From the background data about a fictitious taxpayer and a completed income tax return, the student will evaluate the deductions taken by the taxpayer and decide whether he or she was entitled to all deductions claimed. The student will give reasons for all decisions.

The Krathwohl Taxonomy:

The Krathwohl Taxonomy Affective Domain Receiving Responding Valuing Organization Characterization by value or value complex

Receiving:

Receiving The student will demonstrate in conversation an awareness of impressionistic art that he or she encounters in daily life. Responding The student will choose and read a book on impressionism.

Valuing:

Valuing The student will express an appreciation for the contributions of the impressionists to our aesthetic life. The student ill decide whether he or she likes impressionist painting and what the characteristics are that cause him or her to like it or dislike it. Organization

Characterization by value or value complex:

Characterization by value or value complex The student will express a positive predisposition toward the fine arts as an enrichment for our lives.

The Simpson Taxonomy Psychomotor Domain:

The Simpson Taxonomy Psychomotor Domain Perception Set Guided Response Mechanism Complex overt response Adaptation Origination set Preparing Learning Habituating Performing Modifying Creating Anita J. Harrow can be considered as interpreting

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1. Perception The student will perceive the visual impact(blurred effect, dots) of Impressionist painting. 2. Set The student will demonstrate how to hold a paintbrush. 3. Guided Response The student will imitate the teacher’s demonstration of mixing watercolors.

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4. Mechanism The student will mix watercolors to prepare the shades he or she will use in copying a reprint of a classical landscape or seascape. 5. Complex Overt Response * The student will copy a reprint of classical landscape or seascape. 6. Adaptation * The student will paint a second copy of the same reprint of a classical landscape or seascape, converting it to impressionist style

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7. Organization * The student will do an original painting in watercolor or in oils impressionist style.

Describing And Analyzing Learning Tasks:

Describing And Analyzing Learning Tasks TASK DESCRIPTION- Is a determination of the steps or sequence in which a learning task is study. TASK ANALYSIS- is the identification of the characteristics of the learner, the types of the learning involved, and the conditions or constraints imposed.

TASK DESCRIPTION:

TASK DESCRIPTION To accomplish the tasks correctly the learner must follow a particular or fixed sequence of steps. Example: Making a peanut butter and jelly sandwich

TASK ANALYSIS:

TASK ANALYSIS Task Analysis Follow task description. After the steps of the task have been determined, the teacher examines the nature of the task, seeking answers to such questions as these: What is the background of the learners who will encounter the task? Do they have the necessary prerequisite skills for beginning study of the topic? What skills do learners actually need to be successful in mastering the content?

Eight Types of Learning:

Eight Types of Learning Signal Learning- This us classical conditioning By: Ivan Pavlov: A dog to salivate at the ringing of a bell. 2. Stimulus-response learning – ( Operant conditioning) relevant to the development of motor learning of animals and young children. Gagn é for him reinforcement of the desired response is an important featrue.

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3. Chaining- Gagn é limited chaining to motor learning and described it as connecting a series of stimulus –response links. Example: Stimulus Response Sight of person bleeding Desire to stop the bleeding Pad and strip of cloth or Place pad over artery that is bleeding: Put cloth Piece of cloth alone if no over pad and around limb between wound and body; tie cloth pad available over pad. Stick Slip Stick under the cloth next to the limb and turn stick, tightening cloth until bleeding stops. Bleeding Stopped Note time tourniquet applied and take person to doctor.

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4. Verbal Association. Similar to chaining but differs in that it applies to verbal learning. Verbal association involves the connecting of series of verbal link- a verbal chain. examples: Naming of objects and memorization of passages. 5. Discrimination learning. Example: Discriminate among rectangles, square and triangle.

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6. Concept Learning- Concepts are abstractions- some more abstract than others- which require the medium of language for their learning. Example: Honesty 7. Rule learning- A rule is a chain of concepts. The learner puts together the relationship between concepts and formulates a rule or principle. Example: Yellow + Blue= Green Litmus paper turns red when dipped to acid. 8. Problem Solving- is the development of the ability to think. It is the process of reasoning.

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A Model of Thinking Skills: Basic Processes By : B arbara Z. Presseiesen CAUSION- establishing cause and effect assessment”: *Predictions * Inferences * judgment * Evaluations 2. Transformations- relating known to unknown characteristics, creating meanings. * Analogy * Metaphors * Logical inductions

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3. Relationships- Detecting Regular operations Parts and whole, patterns Analysis and Synthesis Sequences and order Logical Deductions 4. Classification- Determining Common Qualities Similarities and Differences Grouping and sorting, comparisons Either/ or distinctions 5. Qualifications Units of basic identity * Problem/ task recognition Definitions, facts

Organizing Instructional Plans:

Organizing Instructional Plans To begin to organize plan , the teacher looks at the: 1. content: a. knowledge b. Skills c. Affective outcomes 2. Break that content into its principal topics.

Units Plan:

Units Plan A unit is a segment of an instructional program. The units must be put into sequence Functional Format Goals 5. Resources 2. Objectives 6. Ealuation 3. Preassessment 4. Instructioanal Procedures

Lesson plan:

Lesson plan The unit serves as a basis for day-to-day planning. It is from the unit that the teacher derives daily lesson plans. “ A lesson plan need not be lengthy. The supervisor must remember that planning is a Continuing activity of teachers and the demands on teachers’ time are many. Each Lesson plan should include at least the following elements:

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1. Objectives of the particular lesson Plan. Not all objectives can necessarily be accomplished in in one day’s time. … The teacher must make a plan for every class very day does not mean that each plan must be totally new; It may legitimately be a revised plan based on the accomplishments of the preceding day. 2. Instructional Procedures and resources. The teacher will select from the unit plan those procedures pertinent to the particular day’s activities and will use those resources applicable for that day.

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3. Evaluation The teacher should employ some evaluation techniques no matter how simple, to reveal whether the day’s lesson has “ gone over.”