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Planning the Instruction

Planning the Instruction. Chapter 5 EDU 380-600. Planning the Instruction.

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Planning the Instruction

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  1. Planning the Instruction Chapter 5 EDU 380-600

  2. Planning the Instruction • Last week we covered the importance of designing a curriculum based on national, state, and local standards. We learned the difference between goals and objectives and that we need to include multiple hierarchies (cognitive, affective, and psychomotor domains). • This week we will be building skills on lesson plan development (including setting learning objectives and lesson plan formats), based on those standards from last week. Interdisciplinary thematic units are great ways to integrate curriculum.

  3. Direct and Indirect Instruction • Direct Instruction (direct teaching, teacher-centered, expository teaching) • Delivery Mode (Lecture, Demonstration, teacher planned discussions) • Indirect Instruction (student-centered, social-interactive approach) • Access Mode (Cooperative learning or investigative projects) working with students and providing access to students for obtaining information These can be combined for maximum effectiveness

  4. Learning Modalities • Visual Modality – student prefers to learn by seeing • Auditory Modality – student prefers to learn by listening • Kinesthetic Modality – student prefers to learn by being physically involved Remember that a student’s modality preference is not always his/her modality strength.

  5. Learning Styles • Imaginative Learner – concrete and reflective • Analytic Learner – abstract and reflective • Common Sense Learner – abstract and active (hands-on) • Dynamic Learner – concrete and active To be most effective, the teacher must use multiple approaches to his/her teaching.

  6. Gardner’s Multiple Intelligences • Bodily/kinesthetic • Existentialist • Interpersonal • Intrapersonal • Logical/Mathematical • Naturalist • Verbal/linguistic • Visual/spatial Look at the MI Teaching Model that ETP uses…how is it different?

  7. The Learning Experiences Ladder • Direct Experiences • Simulated Experiences • Vicarious Experiences • Visual Experiences • Verbal Experiences

  8. Basic Elements in a Lesson Plan(compare these with the EPT lesson plan format) • Descriptive Course Data • Goals and Objectives • What should students be able to do as a result of the lesson activities? • Rationale • Procedure • Lesson Introduction, Lesson Development, Lesson Conclusion, Timetable • Assignments and Assignment Reminders • Assignment (what is to be done) vs. Procedure (how to do it) • Materials and Equipment • Assessment of Student Learning • Formative – how well students are learning • Summative – how well student have learned

  9. Weekly Checklist Feb. 22-28 • Read Chapter 5 • Personal Learning Strategy: Looking at title and subtitles in the chapter will help organize note taking. • Exercise 5.1 shows a lesson that was not successful. Take a look at it and see if you can decide why the lesson failed. • Participate in Threaded Discussion D (Feb. 23-27) • Your high school lesson plan (in the content-specific form for art and P.E. and the ETP format for music) is due Feb. 28th. • Music majors will meet Tuesday, Feb. 28th at Central High School band room at 12:15 p.m. to observe a high school band lesson.

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