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TLPI – 2/26/07

TLPI – 2/26/07. Cognitive, Humanistic, and Behavioral Theories School environments Instructional objectives Lesson planning 5-step lesson plan format Into-Through-Beyond lesson plan format For next week. Cognitive, Humanistic, and Behavioral Views. School Environments.

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TLPI – 2/26/07

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  1. TLPI – 2/26/07 Cognitive, Humanistic, and Behavioral Theories School environments Instructional objectives Lesson planning 5-step lesson plan format Into-Through-Beyond lesson plan format For next week . . .

  2. Cognitive, Humanistic, and Behavioral Views

  3. School Environments

  4. Math and Science Lesson Plan Resources • Classroom Compass: Constructing Knowledge in the Classroom, Southwest Educational Development Laboratory http://www.sedl.org/scimath/compass/v01n03/welcome.html • GEMS, Lawrence Hall of Science, University of California, Berkeley http://www.lhsgems.org/ • NCTM Illuminations http://illuminations.nctm.org • Everyday Mathematics, University of Chicago http://everydaymath.uchicago.edu/educators/index.shtml

  5. Instructional Objectives • Teachers must have objectives, a clear and understandable plan for what students should know and be able to do at the end of a course of study; • their lessons must be designed to accomplish these objectives; • and their evaluation of students must tell them which objectives each student has actually mastered and can do by the end of the course (Mabry & Stake, 1994)

  6. “A teacher is like a wilderness guide with a troop of tenderfeet. If the teacher doesn’t have a map or a plan for getting the group where it needs to go, the whole group will surely be lost.” (Slavin, 2000)

  7. Behavioral Objectives • Objectives written by people with behavioral views focus on observable and measurable changes in the learner • Behavioral objectives use terms such as list, define, add, calculate.

  8. Cognitive Objectives • Cognitive objectives emphasize thinking and comprehension. • They are more likely to include words such as demonstrate understanding by, recognize, create, apply, judge.

  9. Affective (Emotional Response) Objectives

  10. Put another (simpler) way, • Every teacher should have a clear idea of where the class is going, • how it will get there, • and how to know whether it has arrived

  11. You don’t want to be like the biology teacher . . . • who spent most of the year teaching biochemistry (his strength) so his students knew all about the chemical makeup of DNA, red blood cells, chlorophyll, and starch, but little about zoology, botany, anatomy—topics usually central to high school biology—and had students dissect a frog, a cow’s eye, a sheep brain, and a fetal pig on successive days in the last week of the year in order to fit in the required laboratory exercises.

  12. Parts of an Instructional Objective

  13. Planning Lesson Objectives(the structure = condition-performance-criterion) • First, state the conditions under which learning will be assessed: • Given a 10-item test, students will be able to . . . • In an essay, a student will be able to . . . • Using a compass and protractor, a student will be able to . . .

  14. Next . . . • The second part of an objective is usually an action verb that indicates what the student will be able to do or perform: • List . . . • Interpret . . . • Explain . . . • Compare . . . • Design . . . • Evaluate . . .

  15. Like this . . . • Listthe characteristic of vertebrates (knowledge) • Interpret the graph of y = x – 3 (comprehension) • Explain why a balloon is larger on a hot day than on a cold day (application) • Comparethe periods of two pendulums of different length (analysis/analyze) • Designa scientific experiment (synthesis) • Evaluate whether solar or wind is a better renewable energy source (evaluation)

  16. Finally . . . • An instructional objective generally states the criterion for success: • . . . all 100 multiplication facts in 3 minutes • . . . at least 9 of 10 correctly • . . . with 80% accuracy • . . . within 0.1 g of its actual mass

  17. Instructional objectives should be specific and measurable

  18. Some Research on Instructional Objectives • While it would be a mistake to overplan or to adhere to an inflexible plan most experienced teachers create, use, and value objectives and assessments that are planned in advance. (Shalverson, 1987; Brown, 1988; Clark & Yinger, 1986). • Cooley and Leinhardt (1980) found that the strongest single factor predicting student reading and math scores was the degree to which students were actually taught the skills that were tested.

  19. Task Analysis(= breaking tasks into fundamental subskills) • Identify the prerequisite skills. • What should students know before you teach the lesson? • Identify the component skills. • In the actual lesson, what subskills must students be taught before they can achieve the larger objective? Each of these must be planned for, taught, and assessed during the lesson. • Plan how component skills will be assembled into the final skill. • Assemble the subskills back into the complete process being taught so students can understand and practice

  20. Lesson Planning • 2 types of lesson plans are needed for your thematic units • 5-step lesson plan (handout) • Into-Through-Beyond lesson plan • Let’s revisit your first attempts at lesson planning from last week • What clicked and what didn’t? • What have you learned to add/improve? • Create another (ungraded) lesson plan that integrates what you learned tonight. Select another standard in a grade level you teach or may teach.

  21. Some Lesson Planning Resources • Effective Lesson Planning for ELL http://coe.sdsu.edu/people/jmora/5StepELL/ • 5E Lesson Planning for science http://manzano.aps.edu/science/curriculum/planning.shtml#planningtools Educator’s Desk Reference http://www.eduref.org/cgi-bin/lessons.cgi/Science • University of Arizona Marine Discovery Lessons • http://marinediscovery.arizona.edu/lessons.html

  22. More Theme for Math/Science Units

  23. For next week and beyond . . . • Email your ideas for possible themes for your thematic units • Bring resources to work on thematic unit—web sites, textbooks, etc. Please don’t come empty handed • Turn in revisions of written assignments • Drop-dead date for FINAL revisions of assignments to date (LI, PPP, MS, PG, and ethnography) = March 19 (before your Spring Break) • Double-entry journal notes for • Moore, et al. • Cruikshank, et al.: Ch. 7 and 8 • Daniels & Bizar: Ch 3 & 4 • Planning Ahead: Begin Through Ebony Eyes • One page reflection and 3 questions due 3/19 • 3/19 class meets in Albrecht Auditorium: Visual and Performing Arts

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