The Teaching Process

1. The Teaching Process

2. The Teaching Process • Problem/condition • Analyze • Design • Develop • Implement • Evaluate

3. Problem/Condition • A deficiency exists • Defined by: • Teacher • School • District • National Standard • Why is it a problem?

4. Analyze • What is the nature of the problem? • Who will have to solve the problem?

5. Design • How would an expert go about solving this problem? • What key mistakes and misconceptions would a novice have in solving the problem? • How can I help novice students learn how to solve this problem like an expert?

6. Design • Goal • Objectives • Learning Level

7. Design • Learning Goals: The purpose of a teaching unit. The first step in designing a teaching unit is to determine and articulate its purpose (i.e. to state its learning goal). Each teaching unit is designed to provide students with experiences that lead them to reach the unit’s goal.

8. Design • Objectives: the details of the learning goal Objectives define the goal in greater detail so that both its content and learning levels, which students must display to reach the goal, are spelled out. Each objective should specify a content so that you clearly know what subject matter topics students are to learn.

9. Design • Learning Domains: What do you really know? • Cognitive: If the intent of an objective is for students to be able to do something mentally, the learning falls within the cognitive domain. • Affective: If the intent of the objective is for students develop a particular attitude or feeling, the learning falls within the affective domain. • Psychomotor: If the intent of an objective is for students to develop some physical attribute or physical skill, the learning falls within the psychomotor domain.

10. Development • What kinds of activities will be required for each objective? • What materials will be needed for those activities? • How do I go about acquiring the materials and incorporating them into the activity? • What do I do if I can’t get the “ideal” materials?

11. Implementation • Put the developed plan into action.

12. Evaluation • Now we must determine how well our plan worked for achieving the goal: • Assess performance/achievement of each objective. • If objectives were not achieved, was it due to instructor or students? • What can be re-designed in order to achieve the objective? • Did the sum of the objectives constitute achievement of the goal?

13. Important Terminology • Assessment: The process of gathering information to make informed decisions. • Test: An instrument or systematic procedure for measuring a sample of behaviors by posing a set of questions in a uniform manner. • Measurement: Process of obtaining a numerical description of the degree to which an individual possesses a particular characteristic.

14. General Principles of Assessment • Why is the assessment being made? • What information is needed in order to make the decision? • How is that information best collected? • Be aware of a procedure’s limitations. • There is far more to a proper assessment than simply handing the examinee a piece of paper with questions on it.

15. The Four Categories of Assessment • Placement tests • Used to determine where the student is and provide information on student characteristics. • Information may come from placement tests, self reports, parent conferences, observations, transcript analysis, etc.

16. The Four Categories of Assessment • Formative Assessments (working assessment) • Used to monitor progress during instruction. • Primarily used to guide instructional activities, e.g. are students on task? Are they engaged? Is there confusion as to what to do? • Most often teacher made (e.g. direct observations, quizzes, questionnaires, open question sessions, etc.)

17. The Four Categories of Assessment • Diagnostic Assessments • Used to determine the causes of persistent learning problems. • Generally used when actions resulting from formative assessments are unsuccessful. • A highly structured and specialized procedure for diagnosing conditions: “do not attempt this at home.”

18. The Four Categories of Assessment • Summative Assessment • Typically used at the conclusion of an instructional unit to determine the achievement of the unit’s objectives. • Generally created by the instructor in paper-and-pencil format. • Mostly used for assigning grades, but are also useful for judging the appropriateness of the course objectives and effectiveness of instruction.

19. Interpreting Assessment Results • Norm Referenced Assessments (NRTs) • An assessment designed to provide a measure of performance that is interpreted based on the performance of an individual in relation to a group. • Example: “Pamela finished 5th in a field of 100 runners at the NAIA Cross Country Championship.”

20. Norm Referenced Distribution

21. Interpreting Assessment Results • Criterion Referenced Assessments (CRTs) • An assessment designed to provide a measure of performance that is interpreted based on the achievement of a pre-defined level of expectation. • Example: “Pamela must run 10 kilometers in 45 minutes or less.”

22. Interpreting Assessment Results • Another example; Police officer fitness standards ISP: • Vertical Jump: 14 inches • Sit-ups (one minute reps): 15 • Push-ups (one minute reps): 21 • 300 meter run: 77 seconds • 1.5 mile run: 17 minutes

23. Interpreting Assessment Results • Another example; Navy SEAL • 4 mile timed run (in boots): 30 minutes • 14 mile run: completion • 2 mile ocean swim with fins: 75 minutes • 50 meter underwater swim: pass/fail • push ups: 20X20 • sit ups: 20X25 • pull ups: 5X12 • dips: 20X15

24. NRTs vs. CRTsSimilarities • Both require specification of the achievement domain to be measured. • Both require a relevant and representative sample of test items. • Both use the same types of test items. • Both use same rules for item writing. • Both judged by same qualities (validity & reliability) • Both are useful in educational assessment.

25. NRTs vs. CRTsDifferences • NRT: large domain of tasks w/ a few items measuring each task. CRT: small domain of tasks w/ large number of items measuring each task. • NRT: Emphasizes discrimination among individuals in terms of relative performance. CRT: Emphasizes description of what learning tasks individuals can and cannot perform.

26. NRTs vs. CRTsDifferences • NRT: Favors items of average difficulty and typically omits very easy and very hard items. CRT: matches item difficulty to task at hand. • NRT: Interpretation requires a clearly defined comparison group (norm group). CRT: Interpretation requires a clearly defined set of performance standards .