Educational Psychology

Developed by W. Huitt (1998)

Discuss the process of instructional planning and describe why it is an important teacher behavior. Compare and contrast goals and objectives....

Classroom Planning

There are three major questions involved in any planning process:

• Where am I going?

• Where am I now?

• How will I get there?

Goals & Objectives

Student Activities

Instructional Methods

Individual Differences

Prerequisite Skills

Strategies & Models Time

Evaluation Methods

Classroom Planning

Where am I going?

GoalsLong-term outcomes generally presented in broad, general terms

Classroom Planning

Where am I going?

Goals

• Become a competent educator

• Become a participating citizen in a democratic society

Classroom Planning

Where am I going?

Specific, short- and medium-term statements related to tasks that students should master after instruction

Objectives

Classroom Planning

Where am I going?

ObjectivesA clear, unambiguous description of educational intentions for students

Classroom Planning

Where am I going?

Objectives

• Write a well-written behavioral objective

• Compare and contrast democracy and dictatorship

Classroom Planning

Where am I going?

Criteria and instrumentation for measuring goals and objectives

Measurement of Results

Classroom Planning

Where am I going?

• 80% on multiple-choice testMeasurement

of Results• Well-written essay on

one article of the Bill of Rights

Classroom Planning

Where am I now?

• Aptitude

Student Characteristics

• Prior Knowledge• Study Habits• Academic Efficacy

• Cognitive Development

Classroom Planning

Where am I now?

• Teacher EfficacyTeacher Characteristics • Subject Knowledge

• Pedagogical Competence

Classroom Planning

Where am I now?

• Administrative SupportContext

Factors • Parental Support

• Community Support

Classroom Planning

How do I get there?

Long-term (Annual)Content overlap--do the objectives I intend to cover with students overlap with important outcome expectations and measures

• Objectives on the standardized test?

Classroom Planning

How do I get there?

Long-term (Annual)Content overlap--do the objectives I intend to cover with students overlap with important outcome expectations and measures

• Prerequisite skills needed for next academic or work experience

Classroom Planning

How do I get there?

Long-term (Annual)Content overlap--do the objectives I intend to cover with students overlap with important outcome expectations and measures

• Expectations of important stakeholders

Classroom Planning

How do I get there?

Long-term (Annual)• Task analysis

• Models of instruction

• Instructional methods and techniques

• Backwards Planning

Classroom Planning

How do I get there?

Medium-term (Units)

• Themes• Units

Classroom Planning

How do I get there?

Short-term (Individual Lessons)

• Student materials

• Teacher materials

• Teacher and student instructional events

Steps in the Planning Process

Frudden and Stow (1986) identified 8 steps in the planning process:

1. Establish goals and objectives

3. Establish allocated time

4. Identify strategies and models of teaching

2. Identify prerequisite skills

Steps in the Planning Process

Frudden and Stow (1986) identified 8 steps in the planning process:

6. Select instructional methods and techniques

7. Design student activities

8. Provide for variety & individual differences

5. Determine evaluation methods

Goals & Objectives

Student Activities

Instructional Methods

Individual Differences

Prerequisite Skills

Strategies & Models Time

Evaluation Methods

Recommended Book

Squires, D. (2004). Aligning and balancing the standards-based curriculum. Corwin Press.

http://books.google.com/books?id=cDh6CavlsZQC