Instructional Theory Into Practice ITIP

1. Instructional Theory Into PracticeITIP Presented by Leslie Thompson Based on Madeline Hunter

2. CLASSROOM RESPONSIBILITIES Instructional Skills

3. ESSENTIAL ELEMENTS OF INSTRUCTION

4. SELECTING THE OBJECTIVE AT THE CURRENT LEVEL OF DIFFICULTY

5. BLOOMS TAXONOMY • Higher Levels • Analysis • Synthesis • Evaluation • Lower Levels • Knowledge • Comprehension • Application

6. LOWER LEVELS • 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

7. HIGHER LEVELS (HOTS) • 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

8. TASK ANALYSIS • 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

9. Why? • Identify necessary learnings • Eliminate unnecessary learnings • Narrow down a long term objective into daily teaching objectives • Organize learnings • Serve as a diagnostic tool

10. 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. Final Objective SWBAT find the area of a square, a rectangle, and a parallelogram.

11. INHERENT SUB-LEARNINGS • 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.

12. INSTRUCTIONAL OBJECTIVE • 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)

13. TEACHING TO THE OBJECTIVE

14. TEACH TOTHE 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.)

15. TEACHER ACTIONS • 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

16. CLARIFY OBJECTIVE • 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. Shows specific action Shows specific action

17. Teaching to the Objective Activity

18. MONITOR THE LEARNERS AND ADJUST THE TEACHING

19. 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

20. Process • Elicit overt behavior • Check for understanding • Choral • Sample • Signal • Interpret the behavior • Act on the interpretation • Proceed Reteach • Practice Quit

21. CHECKING FOR UNDERSTANDING • 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 • 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)

22. RATIONALE • 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

23. USE THE PRINCIPLES OF LEARNING

24. ACTIVE PARTICIPATION Consistent involvement of the minds of the learners with the learning(s)

25. AMOUNT OF 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

26. GOAL OF TEACHER • Engage the minds of the students • Provide activities that are relevant to the objective • Engage the learners continually throughout the lesson

27. SOLVE THE DILEMMAS • 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?

28. ANTICIPATORY SET An opportunity for the students to focus on the learning by bringing to mind that which they already know about the objective.

29. RATIONALE • Involve all students • Gauge prior knowledge about the objective • Bridge previous lesson

30. AN EFFECTIVE SET • Congruent with objective • Bridges prior knowledge or experiences to the learning • Involves the learner’s mind

31. WHEN TO USE • 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

32. ANTICIPATORY SETS • Recalling Experiences • Using Pictures • Asking Questions • Role Playing • Modeling • Journal Writing • Brainstorming • Visualizing

33. DESIGNING A SET • 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?

34. CLOSURE • An activity placed anywhere in the lesson in which the students have an opportunity to consolidate what has been learned • Done by the students

35. Closure Worksheet

36. MEANING • Usefulness in life • Visual organizers • Translation • Personalization

37. MODELING Demonstrating a behavior to increase the probability that it will be learned and remembered

38. MOTIVATION 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

39. VARIABLES • 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

40. ADDITONAL 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

41. Motivation Activity

42. PRACTICE • 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?

43. TRANSFER • 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

44. Question?