CHAPTER 12

1. CHAPTER 12 Planning, Instruction, and Technology

2. Planning Instructional planning involves developing a systematic,organized strategy for planning lessons. Planning will give instructors confidence, guide content coverage, and help make good use of class time.

3. Planning • Organization • Classroom Management • Prevention Approach • Confidence

4. Teacher-Centered Lesson Planning Behavioral Objectives What will students do? How will behavior be assessed? What level of performance will be acceptable?

5. Example Objectives • Given a sheet with 10 single digit math problems, the student will successfully solve a minimum of 7. • Condition: A sheet with 10 single digit addition problems • Behavior: to solve • Criteria: a minimum of 7 out of 10

6. Teacher-Centered Lesson Planning • ABCD format of Armstrong and Savage • Audience • Behavior • Conditions • Degree of Competency

7. Identify ABCD • Each student will be able to define 8 of 10 items in the reading passage of the unit test

8. Task Analysis • Determine skills/concepts • Necessary materials • List individual components of task • Task analysis to teach a preschool child how to get dressed

9. Teacher-Centered Lesson Planning Instructional Taxonomies Cognitive Domain Affective Domain Psychomotor Domain

10. Teacher-Centered Lesson Planning

11. Examples from Cognitive Domain • Knowledge: Can list state capitals • Comprehension: Describe, in your own words, what an outcome is • Application: Calculate the cost of the ticket with a 10% discount • Analysis: What was the motive for depicting the character that way?

12. Examples from Cognitive Domain • Synthesis: Given these 3 words, create a slogan for a new toothpaste • Evaluation: Which essay has the most persuasive argument

13. Of the following items, which would best assess a student’s ability to apply information? • Explain how resistors can be used to adjust the intensity of a light bulb. • Identify weaknesses in the argument that all nuclear testing should be banned • Present evidence to support the claim that power plan emissions contribute to acid rain. • Explain why all rainbows have a similar shape and arrangement of colors.

14. Of the following items, which would best assess a student’s ability to synthesize information? • Explain how resistors can be used to adjust the intensity of a light bulb. • Identify weaknesses in the argument that all nuclear testing should be banned • Present evidence to support the claim that power plan emissions contribute to acid rain. • Explain why all rainbows have a similar shape and arrangement of colors.

15. Teacher-Centered Lesson Planning

16. Examples from the Affective Domain • Receiving: I’ll go and watch but I’m not going to participate • Responding: Applauds and whistles at the end of the play • Valuing: Wants to go back to see the play again

17. Examples from the Affective Domain • Organization: Joins the “friends of the academy” as a supporter of their plays • Value Characterizing: Continues to be a “friend of the academy” and leaves estate to them

18. Teacher-Centered Lesson Planning

19. Examples from the Psychomotor Domain • Reflex: sneezing, knee jerk • Basic fundamental movements: walking, eating • Perceptual abilities: balancing on a beam, skipping rope • Physical abilities: push-ups, sit-ups

20. Examples from the Psychomotor Domain • Skilled Movement: playing a sport, hitting a ball • Nondiscussive communication: expressing emotions through body language

21. Of the following objectives pertaining to reading a short story, which is most pertinent to the affective domain of Bloom’s hierarchy? • List main ideas • Identify the main characters • Value short story reading • Draw a picture representing the main idea

22. Of the following objectives pertaining to reading a short story, which is most pertinent to the psychomotor domain of Bloom’s hierarchy? • List main ideas • Identify the main characters • Value short story reading • Draw a picture representing the main idea

23. In-Class Activity • Create six behavioral objectives (using the ABCD method) that are appropriate for the content of this chapter and for each level of Bloom’s taxonomy of the cognitive domain.

24. Teacher-Centered Instructional Strategies Direct Instruction Direct Instruction High teacher direction and control High teacher expectations of students’ progress Maximization of time on academic tasks

25. Teacher-Centered Instructional StrategiesOrienting/Lecturing In lectures, effective teachers . . . establish a framework and ORIENT students to new material using advance organizers. Take the time toEXPLAIN and DEMONSTRATE new material.

26. Teacher-Centered Instructional StrategiesQuestions and Discussion • Use fact-based questions before thinking-based questions • Avoid yes/no and leading questions • Give students time to think • Be clear, purposeful, and brief • Monitor your response to students’ answers • Pose questions to whole class or individual students appropriately • Encourage students to ask questions

27. Teacher-Centered Instructional StrategiesQuestions and Discussion Respond to each student’s learning needs while maintaining group’s interest. Allow students to contribute while maintaining focus on the lesson. Encourage overall classroom participation while retaining class enthusiasm.

28. Of the following questions, which is the best example of a “leading question”? • What is your biggest concern regarding acid rain? • What strategies can lead to the reduction of acid rain? • What is the biggest cause of acid rain? • You do want to read more about acid rain, don’t you?

29. Homework • Early 20th century: homework disciplined minds • 1940s: reaction against homework • 1950s: trend reversed due to Soviet launching of Sputnik • Mid 1960s: again reversed, too much pressure

30. Homework (con’t) • Wildman (1968, p. 203): • Whenever homework crowds out social experience, outdoor recreation, and creative activities, it is not meeting the basic needs of children and adolescents • Mid-1980s: viewed more positively once again

31. What are some positive and negative aspects of homework?

32. Effects of Homework • High school scored 2/3 standard deviation higher on measures of achievement • Junior high scored ½ the magnitude of high school effect • Elementary, effect size was ¼ that of the high school level

33. Optimal Amount?

34. Homework and Disabilities • Completion and practice-type activities most helpful • Novel assignments less helpful • Clear, structured assignments with extra assistance/adaptations most helpful overall

35. In-Class Activity • Get into small groups and develop a lesson to teach students about Native Americans in Pennsylvania. Develop advance organizers, use the principles/strategies for lecturing on pp. 417, decide how you would use questioning/discussing (see pp. 418-419), incorporate mastery learning, and devise seatwork and homework for the lesson.

36. Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors • Successful Learners: • Are active and goal-directed • Link new information to existing information • Create a variety of thinking and reasoning strategies • Reflect on how they think and learn • Realize that learning is contextual • Create meaningful, coherent representations of knowledge

37. In-Class Activity • Get into groups and choose one topic (e.g., photosynthesis, growing a plant). Then design a problem-based learning activity, essential questions, and discovery learning.

38. Learner-Centered Instructional Strategies Students identify real-life problems, locate materials, and address the issues; teacher guides student problem-solving Problem-Based Learning Questions that reflect the most important things that students should learn Essential Questions Students construct an understanding of their own; teachers provide stimulating activities Discovery Learning

39. Which of the following teachers is engaging students in problem-based learning? • Mr. Doolittle’s class is busy working with paints of the primary colors. Students are excited because they have just figured out how to make green paint. • Ms. Rowley has her students at the edge of their seats. Though she has a very important academic concept to communicate, she has been asking them very perplexing questions and they are excited to see where she is going with her efforts. • Mr. MacNeil’s class is thoroughly engaged with newspapers, magazines, and the internet trying to answer the teacher’s question about how we should go about raising funds to allow for more computers in the school. • As Mr. Whitehead watches students work with their paints, he offers suggestions that might aid them in reaching the objective of the activity, to understand that yellow and blue makes green.

40. Which of the following teachers is utilizing essential questions? • Mr. Doolittle’s class is busy working with paints of the primary colors. Students are excited because they have just figured out how to make green paint. • Ms. Rowley has her students at the edge of their seats. Though she has a very important academic concept to communicate, she has been asking them very perplexing questions and they are excited to see where she is going with her efforts. • Mr. MacNeil’s class is thoroughly engaged with newspapers, magazines, and the internet trying to answer the teacher’s question about how we should go about raising funds to allow for more computers in the school. • As Mr. Whitehead watches students work with their paints, he offers suggestions that might aid them in reaching the objective of the activity, to understand that yellow and blue makes green.

41. Which of the following teachers is utilizing guided discovery learning? • Mr. Doolittle’s class is busy working with paints of the primary colors. Students are excited because they have just figured out how to make green paint. • Ms. Rowley has her students at the edge of their seats. Though she has a very important academic concept to communicate, she has been asking them very perplexing questions and they are excited to see where she is going with her efforts. • Mr. MacNeil’s class is thoroughly engaged with newspapers, magazines, and the internet trying to answer the teacher’s question about how we should go about raising funds to allow for more computers in the school. • As Mr. Whitehead watches students work with their paints, he offers suggestions that might aid them in reaching the objective of the activity, to understand that yellow and blue makes green.

42. What do you think? • What seem to be the trade-off s between teacher-centered and learner-centered approaches to learning? • What has been your experience as a student with each kind of learning? • What has been positive and negative about these experiences?

43. Assignment • Planning Reaction Journal

44. The Technology Revolution Teachers need adequate training and workable technology in order to transform classrooms. The technology revolution: 1983 < 50,000 computers in schools 2002 > 6 million school computers

45. The Internet The Internet system is worldwide and connects thousands of computer networks, providing an incredible array of information that students can access. World Wide Web: A hypermedia information retrieval system that links a variety of Internet materials Website: An individual’s location on the Internet E-mail: Electronic mail