Designing and Planning Technology Enhanced Instruction

Chapter 2

Lever-Duffy

EDMD 3300, Fall 2004

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

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

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

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

KNOW THE LEARNER

ESTABLISH THE

LEARNING ENVIRONMENT

STATE YOUR

OBJECTIVES

IDENTIFY AND

SELECT TECHNOLOGIES

SUMMATIVE EVAULATION

IDENTIFY TEACHING AND

LEARNING STRATEGIES

The DID Model

Figure 2.2, p. 39Lever-Duffy

DID Model Clarification

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

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 to identify the subject and verb in a sentence written on the board with 95% accuracy.

ABC’s of ObjectivesObjective components can also be illustrated:

• Audience

• Behavior

• Condition

• Degree Example: Given a calculator and scratch paper

The student will be able to multiply simple fractions (reducing the answer to simplest terms), answering 9/10 exercises correctly.

The DID Model Objectives should address different levels

of thinking Blooms Taxonomy offers a guide for six

levels of cognition1. Knowledge – Recall of facts2. Comprehension – Interpreting facts3. Application – Apply information to new situations4. Analysis – Recognizing components within data5. Synthesis – Creating new ideas for the data

provided6. Evaluation – Making thoughtful value judgments

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

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

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

Pedagogical Cycle

ProvidePreorganizer

UseMotivators

Bridge PriorKnowledge

ShareObjectives

Introduce NewKnowledge

ReinforceKnowledge

ProvidePractice

CulminatingReview

Adapted from Figure 2.4 p. 50Lever-Duffy

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

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

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

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

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

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

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

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.