Week 13 - Planning Instruction and Tech.pdf

PLANNING, INSTRUCTION, AND TECHNOLOGY CHAPTER 12  WHAT WILL WE LEARN? Planning Planning & Instruction in Teacher-centered Approach Planning & Instruction in Learner-centered Approach Technology & Education PLANNING, INSTRUCTION, AND TECHNOLOGY Planning Ins...

PLANNING, INSTRUCTION, AND TECHNOLOGY CHAPTER 12  WHAT WILL WE LEARN? Planning Planning & Instruction in Teacher-centered Approach Planning & Instruction in Learner-centered Approach Technology & Education PLANNING, INSTRUCTION, AND TECHNOLOGY Planning Instructional Time Frames Planning in Planning When people fail to plan, they plan to fail... 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. TIME FRAMES OF TEACHER PLANNING  Teacher's Tools & Flow for Lesson Planning:  Academic Calendar TIME FRAMES OF  Yearly Planning TEACHER  Semestral Planning PLANNING  Termly Planning  Weekly Planning  Daily Planning  Time Planning Tools & Components Frame Yearly Academic Calendar Curriculum Mapping/Syllabus Yearly Planning Template Semestral Semester I Topic & Assessment Planning Semester II Topic & Assessment Planning TIME FRAMES OF Termly Topics covered in Term 1, Term 2, Term 3, Term 4 Assessment Planning for each Term TEACHER Termly planning template PLANNING Weekly Topics & Activities for 5 days Weekly planning template Daily Day, date, time, duration Topic Lesson objective Detailed activity Skills and values practiced Resources & tools used Teaching method details Assessment details (if any assessment during the day) Grouping details (if there's collaborative work) TEACHER PLANNING EXAMPLE PLANNING, INSTRUCTION, AND TECHNOLOGY Teacher-Centered Lesson Planning and Instruction Evaluating Teacher-Centered Teacher-Centered Lesson Planning Instruction Teacher-Centered Direct Instructional Instruction Strategies  Statements about changes that teacher wishes to see in students’ performance.  What will students do? Behavioral  How will behavior be assessed? Objectives  What level of performance will be acceptable? TEACHER-CENTERED LESSON PLANNING What will students learn- skill, concept? Breaking down a complex task that students are to learn into its component parts: - Determine what skills or concepts the student needs to have to learn the task. Task Analysis - List any materials that will be required in order to perform the task, such as paper, pencil and calculator. - List all of the components of the task in the order in which they must be performed.  Bloom’s Taxonomy Instructional Taxonomies TEACHER-CENTERED INSTRUCTIONAL STRATEGIES DIRECT INSTRUCTION High teacher direction and control High teacher expectations of students’ progress Maximization of time on academic tasks Efforts by teacher to keep Negative affect to a minimum Premise: The best way to maximize time on academic tasks is to create a highly structured, academically oriented learning environment TEACHER-CENTERED INSTRUCTIONAL STRATEGIES ORIENTING/LECTURING In lectures, effective teachers... Establish a FRAMEWORK and ORIENT students to new material using advance organizers. Take the time to EXPLAIN and DEMONSTRATE new material. TEACHER-CENTERED INSTRUCTIONAL STRATEGIES ORIENTING/LECTURING Advance organizer Expository Comparative advance organizer advance organizer TEACHER-CENTERED INSTRUCTIONAL STRATEGIES QUESTIONS AND DISCUSSION  Use fact-based questions before thinking-based questions  Avoid yes/no and leading questions  Give students time to think  Ask clear, purposeful, brief, and sequenced questions  Monitor your response to students’ answers  Pose questions to whole class or individual students appropriately  Encourage students to ask questions TEACHER-CENTERED INSTRUCTIONAL STRATEGIES QUESTIONS 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. TEACHER-CENTERED INSTRUCTIONAL STRATEGIES MASTERY LEARNING 1. Specify the task 2. Design learning units based on instructional objectives 3. Plan instruction to include corrective feedback 4. Evaluate mastery level at the end of the unit/course TEACHER-CENTERED INSTRUCTIONAL STRATEGIES HOMEWORK Should teachers assign homework to elementary students? PLANNING, INSTRUCTION, AND TECHNOLOGY Learner-Centered Lesson Planning and Instruction Learner-Centered Evaluating Learner- Principles Centered Strategies Some Learner-Centered Instructional Strategies  LEARNER-CENTERED Several factors: 1. Cognitive and metacognitive factors 2. Motivational and instructional factors 3. Developmental and social factors 4. Individual difference factors 1# COGNITIVE AND METACOGNITIVE FACTORS Nature of the learning process: The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. Goals of the learning process: The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. Construction of knowledge: The successful learner can link new information with existing knowledge in meaningful ways.  1# COGNITIVE AND METACOGNITIVE FACTORS Strategic thinking: The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. Thinking about thinking: Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. Context of learning: Learning is influenced by environmental factors, including culture, technology, and instructional practices. #2. MOTIVATIONAL AND AFFECTIVE FACTORS Motivational and emotional influences on learning: What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests, and goals, and habits of thinking. Intrinsic motivation to learn: The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control. #2. MOTIVATIONAL AND AFFECTIVE FACTORS Effects of motivation on effort: Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.  #3. DEVELOPMENTAL AND SOCIAL FACTORS Developmental influence on learning: As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. Social influences on learning: Learning is influenced by social interactions, interpersonal relations, and communication with others.  #4. INDIVIDUAL DIFFERENCES FACTORS Individual differences in learning: Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. Learning and diversity: Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account. Standards and assessment: Setting appropriately high and challenging standards and assessing the learner and learning progress - including diagnostic, process, and outcome assessment - are integral parts of the learning process. LEARNER-CENTERED INSTRUCTIONAL STRATEGIES Problem-Based Essential Discovery Learning Questions Learning Students Students identify Questions that construct an real-life problems, reflect the most understanding of locate materials, important things their own; and address the issues; teacher that students teachers provide guides student should learn stimulating problem-solving activities ACTIVITIES Ingatlah ketika kalian mengikuti kelas Psikologi Kepribadian di semester lalu. Apa yang dipelajari? Bayangkan kalian menjadi dosen pengampu mata kuliah Psikologi Kepribadian. Tentukanlah : - Target capaian pembelajaran untuk mata kuliah tersebut berdasarkan Taksonomi Bloom (apa kemampuan yang diharapkan dari mahasiswa setelah lulus dari MK tersebut?) - Pilihlah salah satu topik di MK Psikologi Kepribadian, lalu buatlah lesson plan-nya! PILIHAN TOPIK Freud Frankl Adler May Jung McCrae-Costa Buss Klein Allport Horney Maslow Fromm Rogers Erikson Glasser Bandura Satir Skinner  PLANNING, INSTRUCTION, AND TECHNOLOGY Technology and Education The Technology Teaching, Learning, Revolution and the and Technology Internet Standards for Technology-Literate Students TECHNOLOGY AND CURRICULUM PLANNING Learning Goal for Students – NETS*S Resource for Planning Instructional Tools – Techniques – Software 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 STANDARDS FOR TECHNOLOGY- LITERATE STUDENTS – NETS*S Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving, and decision making Digital citizenship Technology operations and concepts TEACHING, LEARNING, AND TECHNOLOGY Evaluate which topics are worth understanding Think about what students should understand about a topic Pay attention to how students develop and demonstrate understanding Consider how students and teachers assess learning Reflect on how students and teachers can learn together REFLECTION & OBSERVATION Reflection: In your educational experiences, how have teachers used technology? How has it affected your learning? Explain.