1 / 23

Designing and Planning Technology-Enhanced Instruction Chapter 2

This chapter focuses on effective instructional planning, including the design process, dynamic instructional design, and creating a positive learning environment. It also covers topics such as setting objectives, identifying learner characteristics, selecting appropriate technologies, and planning for summative evaluation.

tdaniel
Download Presentation

Designing and Planning Technology-Enhanced Instruction Chapter 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Designing and Planning Technology-Enhanced InstructionChapter 2 Teaching and Learning With Technology Judy Lever-Duffy, Jean B. McDonald

  2. Effective Learning Environment “A learning environment includes all conditions, circumstances, and influences that affect the learner’s development.” • Physical environment • Teaching and learning process • Strategies and technologies • Interaction • Assessment techniques • Requires systematic planning

  3. Instructional Planning System Design-Plan-Act (DPA) • Design: Design the instructional unit (Create your unit design) • Plan: Articulate specific lesson plans (Design your daily lessons) • Act: Develop an instructional action plan (Write the to-do lists)

  4. Dynamic Instructional Design (DID) Continually growth and adjustment based on data provided by ongoing feedback p. 49

  5. Step 1: Know the Learners • Developmental stages • Cultural or language backgrounds • Incoming skills and knowledge • Learning & cognitive styles, types of intelligence • Group similarities and differences and how they might affect the design

  6. Step 2: State Your Objectives • Use Performance Objectives • Use action verbs • Use Depth of Knowledge to target higher order thinking skills (not Bloom’s Taxonomy) http://dese.mo.gov/divimprove/sia/msip/DOK_presentation.pdf

  7. Performance Objectives Example: The student will be able toidentifylatitude and longitude lineson a map with 100 % accuracy. • Stem: The student will be able to • Target performance: …identify latitude and longitude lines… • Measurement conditions: …on a map… • Criterion for success: with 100% accuracy.

  8. Depth of Knowledge (DOK) • There are four levels of DOK • Recall • Skill/Concept • Strategic Thinking • Extended Thinking http://www.missouriartscouncil.org/html/documents/DOKlevels.pdf http://www.hermann.k12.mo.us/Curriculum/DOK/depth.of.knowledge.descriptors.pdf

  9. This diagram shows the four DOK levels, associated verbs and sample activities. A full sized chart can be found in the Chapter Two folder on Blackboard.

  10. Step 3: Establish the Learning Environment • Physical space • Well-lit reading areas • Warmer or cooler sections • Informal seating areas • Quiet or screened study areas • Classroom climate • Flexibility, cooperation, healthy competition, active learning • Attitudes • Teacher positive and encouraging • Students confident

  11. Step 4: Identify T & L Strategies • Teaching strategies • Methods used to assist students in achieving the objectives • Learning strategies • Techniques and activities students are required to engage in to master the content • Teaching and learning strategies are components of the Pedagogical Cycle

  12. Pedagogical Cycle p. 60

  13. Step 5: Identify & Select Technologies • “Instructional technologies are the tools used to enhance and support the teaching and learning strategies planned…” • “…technology’s primary role is in support of the strategies …select[ed]”

  14. Step 6: Plan Summative Evaluation • Evaluate effectiveness • Make appropriate revisions • Ultimate evaluation is students’ performance based on instructional objectives • Use student achievement and other feedback to make improvements in your instructional design

  15. p. 64-65

  16. 3e

  17. Lesson Planning • Lesson plan is the daily instructional guideline • Follows same basic organization as the instructional design • Lesson plan steps are • Readying the learners • Targeting specific objectives • Preparing the lesson

  18. p.70-71

  19. Lesson Plan (cont.) • STEP 3: PREPARE THE LESSON (cont.) EXAMPLES (cont.) • Technology/Media Preparation • Scan, print, and make copies of bank center forms. Enlarge one of each and laminate them. • Prepare money equivalence transparencies. • Create a chart of bank processes on a computer, print out, enlarge, and laminate. • Locate a suitable bank web site to share. • Assessment Preparation • Prepare and administer a quiz asking students to fill in each type of form and to compute their account balances.

  20. Instructional Action Planning • Articulate your lesson’s to-do list • Detail all preparations necessary for a successful lesson • The action planning steps are: • Identifying learner preparation activities • Getting classroom ready • Listing teaching-learning activities • Creating personal prompts • Listing support technologies • Listing feedback instruments • Detailing follow-up activities

  21. p. 72-73

  22. Action Planner (cont.) • TO-DO #5: LIST SUPPORT TECHNOLOGIES • Describe the things you need to do to ensure that the technologies you have selected are available and working. • What technologies and related materials need to be acquired for another source? From where? • What hardware or software adjustments need to be made? • Which technologies need to be checked to be sure they are functioning? • TO-DO #6: LIST FEEDBACK INSTRUMENTS • Describe the feedback instruments you need to have ready for this lesson. • What do you need for formative feedback? • What do you need for summative feedback? • TO-DO #7: DETAIL FOLLOW-UP ACTIVITIES • Given the feedback, describe the follow-up activities. • If the lesson was not successful, what remediation is planned? • If the lesson was successful, what reinforcement is planned? EXAMPLE Technology Checklist ___ Make sure the scanner is working. ___ Check the printer cartridge. ___ Get colored paper from the art room. ___ Get ink-jet transparency film from the office. ___ Install a software upgrade. ___ Print the home page of web sites on which to make notes. ___ Check the LCD display for all cables and to be sure it is working EXAMPLE Feedback Checklist ___ Rubric for assessing performance while at the bank center ___ Quiz on filling in forms and determining balances ___ Lesson objective test on terms and concepts ___ Student satisfaction questionnaire EXAMPLE Remediation: PowerPoint self-paced review of key terms followed by a quiz on key points; direct tutoring or peer mentoring if mastery is not demonstrated on quiz Reinforcement: Continued use of the bank center for a token-economy reward system

  23. Planning, Teaching, Learning and Technology • Design • Blueprint of overall unit • Plan • Narrows the planning to a specific objective and knowledge segment • Act • Lesson plan to-do list • Technology • Only after instructional planning complete • Make better or create new possibility

More Related