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教学设计. I nstructional D esign (ID). 教学设计:回答 3 问题. What is instructional design? Why design? How to design a good lesson?. 培训目标. At the end of this session, the participants WILL BE ABLE TO … tell one another what instructional design is in your own words.

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slide1

教学设计

Instructional Design (ID)

slide2
教学设计:回答 3 问题
  • What is instructional design?
  • Why design?
  • How to design a good lesson?
slide3
培训目标
  • At the end of this session, the participants WILL BE ABLE TO…
  • tell one another what instructional design is in your own words.
  • saythe major elements of a design
  • useABCD model to improve on a lesson plan.
  • design activities appropriate to the objectives.
id what
ID: What

规划、开发、评价与管理教学,确保学习效果的过程。(Kemp, J.E. 1998)

id 3 major focus
ID: 3 major focus
  • Begins with lesson objectives
  • Activities lead to the achieving of objectives
  • Ends with a check on the objectives
id 3 components
ID: 3 components
  • Objective design
  • Activity design
  • Assessment design
why id

Why ID

Read and fill in the blanks

id why
ID: Why
  • Instruction is successful, or effective, to the degree that it accomplishes what it sets out to accomplish.
teaching objectives
Teaching objectives

An objective is a statement not of what the instructor plans to put into the lesson but of what the learner ought to get out of the lesson. Heinich, R. et al. 1993

travel metaphor where how arrived
Travel metaphor:where/how/ arrived
  • For the teacher, where to lead the learners
  • For learners, to know where to go
  • The teacher and learners travel together, to the same destination.
  • Teaching and learning are GOAL-ORIENTED activities.
3 characters of an objective
3 characters of an objective
  • Identify the performance
  • The conditions
  • The criterion of acceptable performance

More often we use a 4 factor guide. (四因素法)

how a procedure
How: a procedure
  • Decide on teaching objectives
  • Write them down in the format of ABCD (四因素法)
  • Inform learners of them
  • Design a quick way to check if they are reached
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ABCD 四因素法

Audience 主体

Behavior 行为

C ondition 条件

D egree 程度

slide14
i.e.
  • Who (A)
  • Will do what (B)
  • Under what conditions (C)
  • To what degree (D)
abcd considerations
ABCD: considerations
  • A = students’ needs, level
  • B = students’ action (verbs)
  • C = activities
  • D = realistic goals
check id
Check: ID?

In your own words, tell each other.

check 3 components
Check: 3 components

_______ design

_______ design

_______ design

what s wrong with this
What’s wrong with this

Teach a few useful new words and expressions appeared in this unit.

point of view
Point of view
  • Remember: An objective is a statement not of what the instructor plans to put into the lesson but of what the learner ought to get out of the lesson. (Heinich, R. et al. 1993)
  • Change from what the TEACHER does to what the STUDENTS can do.
revision
Revision
  • Teach a few useful new words and expressions appeared in this unit.
  • The students will be able to use the new words and expressions appeared in this unit to make new sentences.
what s wrong with this1
What’s wrong with this
  • Students will read the passage to get the detailed information and the main idea by skimming and scanning.
process vs product
Process vs product
  • An objective is concerned with end product. Read the passage is a process.
  • Chang the process to product.
revision1
Revision
  • Students will read the passage to get the detailed information and the main idea by skimming and scanning.
  • The students will get the detailed information and the main idea of the passage by skimming and scanning.
what s wrong with this2
What’s wrong with this

master useful new words and expressions appeared in this period.

mental vs action verbs
Mental vs action verbs
  • Mental verbs cannot be checked easily; the action cannot be directly observed.
  • Change mental verbs to behavioral verbs.
revision2
Revision
  • master useful new words and expressions appeared in this period.
  • The students will be able to classify the newly learned words and expression into categories.
more mental verbs
More mental verbs
  • Memorize
  • Want
  • Think
  • Like
  • Believe
  • Smell
  • Need
  • Understand
samples analysis

Samples analysis

Real samples

PEP textbooks

sample 1
Sample 1
  • Students will get the main idea and the detailed information by listening.
  • Comment: need behavioral verbs to show the results of listening, a mental verbs.
revision3
Revision
  • Students will get the main idea and the detailed information by listening.
  • The students (A) will be able to get both (D) the main idea and the detailed information by ticking (B) the right answers through careful listening (C).
sample 2
Sample 2
  • Master the language points and useful expressions
  • Comment: need behavioral verbs to show the result of mastery, a mental verb.
revision4
Revision
  • Master the language points and useful expressions
  • The students (A) will be able to match (B) correctly (D) the meanings through the newly learned (C) useful expressions with their English meanings.
sample 3
Sample 3
  • Students will speak out the topic after discussing.
  • Comment: speak out is ambiguous. It can mean to speak loudly. Maybe, report to the class, summary your group’s points, etc.
revision5
Revision
  • Students will speak out the topic after discussing.
  • The students (A) will be able to report (B) the points of group discussion (C) to the class with clear logic and organization.
sample 4
Sample 4
  • Explanation of words & expressions & practice using them
  • Comment: who explains? Need to change it to the students’ behavior. Practice is a process, we need the results of practice, e.g. use them fluently in sentences, fill in the blanks correctly.
revision6
Revision
  • Explanation of words & expressions & practice using them
  • The students (A) will be able to substitute (B) the words and expression with their synonyms by using (C) them appropriately (D) in sentences.
a summary
A Summary
  • What we teach  what they can do
  • Mental verbs  behavioral verbs
  • Process  product
practice time
Practice time
  • Knowing how to do it right does mean you can actually do it right.
  • It needs practice, i.e. hands-on experience.
  • Now, we have some samples of lesson plans. See if they are all right or need some revision work.