Designing and Planning Technology Enhanced Instruction

1. Designing and Planning Technology Enhanced Instruction Chapter 2 Lever-Duffy EDMD 3300, Fall 2004

2. What is the Learning Environment? • The learning environment includes all conditions that impact the learner • Physical space and its characteristics can impact learning • Dunn and Dunn’s research suggests different aspects of the physical space appeal to different learning styles

3. What is the Learning Environment? • Non physical aspects of the learning environment include: • Teaching strategies selected by teachers • Technologies selected to support instruction • Plan for interaction among students • Assessment strategies • Attitude and role of the teacher in the learning process

4. Why Is Planning Important? • To build the best possible learning environment, all aspects of it must be planned • A systems approach to planning calls for a step-by-step process that designs, creates, evaluates and revises all aspects of instruction • The Design-Plan-Act! (D-P-A) system ensures all necessary steps are addressed

5. Instructional Planning • The DESIGN Phase • The Design phase allows the teacher to take a strategic look at the delivery of instruction • In this phase, the broad steps necessary are considered and refined • An instructional design model is often used in this phase to ensure no steps are missed • The Dynamic Instructional Design (DID) model will assist you in creating your design

6. The DID Model Figure 2.2, p. 39Lever-Duffy

7. Formative Feedback Responsive Adjustments DID Model Clarification

8. The DID Model • Know the Learner • To identify the instruction necessary, you must first know the people you are teaching • You should consider: • Physical and cognitive developmental stage • Cultural and language differences • Incoming skills and current knowledge base • Personal characteristics (learning styles, dominant intelligences, etc) • Group characteristics and dynamics

9. The DID Model State your Objectives • Performance objectives state what the student will be able to DO at the conclusion of instruction • Performance objectives have 4 components: • The Stem • The Target Performance • The Measurement Conditions • The Criterion for Success • Example:The student will be able toidentify the subject and verbin a sentence written on the boardwith 95% accuracy.

10. ABC’s of Objectives Objective components can also be illustrated: • Audience • Behavior • Condition • Degree • Example:Given a calculator and scratch paperThe student will be able tomultiply simple fractions (reducing the answer to simplest terms), answering 9/10 exercises correctly.

11. The DID Model • Objectives should address different levels of thinking • Blooms Taxonomy offers a guide for six levels of cognition • Knowledge – Recall of facts • Comprehension – Interpreting facts • Application – Apply information to new situations • Analysis – Recognizing components within data • Synthesis – Creating new ideas for the data provided • Evaluation – Making thoughtful value judgments

12. The DID Model • Establish the Learning Environment • Adjust the physical space to support learners • Encourage and support a positive climate that includes a feeling of safety, confidence, and positive attitude • Prepare to keep learners active and engaged • Prepare well organized and articulated lesson plans

13. The DID Model • Identify Teaching and Learning Strategies • Decide upon the methods that are most likely to help the stated objectives • Utilize the steps of the Pedagogical Cycle to help determine strategies • The steps of the Pedagogical Cycle include • Providing pre-organizers • Using motivators • Bridging to past knowledge • Sharing objectives and expectations

14. The DID Model • Identify Teaching and Learning Strategies • The steps of the Pedagogical Cycle also include • Introducing new knowledge via varied teaching methods • Reinforcing knowledge • Providing practice experiences • Offering a culminating review

15. ProvidePreorganizer CulminatingReview UseMotivators ProvidePractice Bridge PriorKnowledge ReinforceKnowledge ShareObjectives Introduce NewKnowledge Pedagogical Cycle Adapted from Figure 2.4 p. 50 Lever-Duffy

16. The DID Model • Identify and Select Support Technologies • Determine which technology tools will build the desired learning environment • Examine technology options • Evaluate appropriateness of the technologies under consideration • Experiment with the technologies selected

17. The DID Model • Evaluate and Revise the Design • You have already adjusted continually throughout the DID model in response to formative feedback • Summative feedback is the evaluation that occurs at the end of the process • Using the feedback from this final evaluation, revise the design to make it even better

18. Instructional Planning • The PLAN Phase • Once you have completed your design, it is now time to PLAN your lessons • Lesson Plans provide day-to-day snapshot of what will happen in the classroom • Each component of the lesson plan grows out from a component of the design so they will parallel each other

19. Instructional Planning • The PLAN Phase • The essential components of the Lesson Plan include • Readying the Learners • Target specific daily objectives • Prepare the lesson • Prepare the classroom • Detail the steps of the Pedagogical Cycle • Identify technologies and materials • Check for success

20. Instructional Planning • The ACT Phase • Once you have completed your lesson plan, it is now time to take ACT to get ready to teach • The Instructional Action Plan (IAP) is your lesson’s To-Do list • The IAP will detail everything you need to do in order to carry out your planned lesson successfully

21. Instructional Planning • The ACT Phase • The Instructional Action Plan includes • Identifying learner preparation activities • Getting the classroom ready • Preparing all teaching and learning materials • Creating your personal prompts • Practice with your support technologies • Preparing your formative and summative feedback tools • Preparing follow-up activities

22. Planning for Technology in Teaching & Learning • Remember… • Technology is a tool that supports your design and your plans • Technology should make it possible to something done before better or make it possible to do something that wasn’t previously possible • Many technologies are available, choose wisely and well

23. Connect! • Journal Entry: Sept 7, 2004 • Reflect on class so far, what evidence of the DID model do you see in practice? Be specific in the things that you identify. • How can you apply the DID model to your Group Tutorial Assignments? Be specific in your suggestions.