EDUC 5030

March 12, 2013

Overview of the Class

1. Review from last class: instrumental rationality & my corrections to your drafts

2. Teaching pre-service teachers to design inclusive instruction: A lesson planning template: Questions, keywords and -concepts

3. Your presentations –next time we meet, we will be listening to your presentations.

Reason / Rationality

• "What is rational is actual, and what is actual is rational.“ (Hegel -19th century)

• "The madman is not the man who has lost his reason. He is the man who has lost everything except his reason.“ (Chesterton, 20th century)

Instrumental Reason/Rationality

• Rationality, not as a belief in capabilities fo humans, but of organization and efficiency

• “A person acts with instrumental rationality when their action is oriented around: – Goals (outcomes, targets)– Means (plans, tools, templates)– Results (actual consequences)

• And when they rationally evaluateeach of these.”

Key Terms

• No Child Left Behind• High-stakes testing• Differentiation/differentiated instruction• Multiple intelligence• Constructivism• Culturally-relevant pedagogy

References and their Basic Content

• Tyler Rationale• Bloom’s Taxonomy• Gardner’s Multiple Intelligences• Mager’s structure for objectives• Madeline Hunter’s Lesson planning

outline

Tyler Rationale

• What educational purposes should the school seek to attain? objectives

• How can learning experiences be selected which are likely to be useful in attaining these objectives? experience

• How can learning experiences be organized for effective instruction? Organizing experiences to maximize their effect.

• How can the effectiveness of learning experiences be evaluated? Evaluating students and evaluating/revising teaching.

Mager model

objectives should be specific and measurable, and specified three parts to an objective as follows:1. It should have a measurable verb (an action

verb)2. It should include a specification of what is

given the learner3. It should contain a specification of criteria for

success or competency

Gardner’s Multiple Intelligences

• Spatial: visualize and navigate spaces• Linguistic: words and languages, dates, names• Logical-mathematical: underlying causal principles• Bodily-kinesthetic: motions, handling objects • Musical: sing, play, compose, pitch• Interpersonal: extroverted, attuned to others• Intrapersonal: introspection, knowledge of self • Naturalistic: knowledge of nature, plants, etc.

Madeline Hunter’s Lesson Planning1. Anticipatory Set: activate prior knowledge, experience, focus attention2. Objective/Purpose: what students will be able to do at the end; the

broad goal/curriculum standard related to the discipline3. Instructional Input: What knowledge will you communicate to the

students4. Modeling: How will you show/demonstrate the skill or competence or

product or process 5. Checking for Understanding examine the student's what’s needed for

the stated objective6. Guided Practice: monitor and direct students by the instructor as they

practice the whole task7. Independent Practice: work at desk or at home to practice the

material/skill without teacher supervision.)

Presentations

• 25%: This presentation should be on the topic and position identified and outlined in the one page draft. It should be 10 minutes long (I ‐will time you), but this does not include set up or Q and A afterwards

• Use different modes and methods: PowerPoint with relevant images/text, short YouTube presentation, quick questions to class, debate, etc.

Pointers

• You can prepare a text to read, but you should practice is so that you are not simply “reading”

• Time yourself when you practice the text• Write simply: short sentences, simple words,

etc. Speaking needs to be simpler than text.• If you use powerpoint or another file (e.g.

handout, images), prepare these in adance. Put files on a USB stick or online to download them before you present (preferably both).

Category C- C/C+ B-/B B+/A- A/A+

Comprehension and application of one or more themes and examples

Little understanding of the topic and its relation to course themes or egs. is demonstrated and applied

Understanding of the topic and its relation to course themes or egs. is somewhat demonstrated and applied

Understanding of the topic and its relation to course themes or egs. is clearly understood and applied

Deep understanding of the topic and its relation to course themes or egs. is understood and applied

Analytic/ synthesis abilities and depth of arguments presented

Little evidence of analysis and synthesis of material are demonstrated and arguments are not clearly presented

Some evidence of analysis and synthesis of material are demonstrated and some arguments are presented

Strong evidence of analysis and synthesis of material are demonstrated and well developed arguments are presented

Exceptional evidence of analysis and synthesis of material are demonstrated and strong arguments are presented

Time Management Poor use of time Time used adequately

Time used well Outstanding use of time

Presentation Skills Little use of skills and materials to engage audience

Uses skills and materials to some degree to engage audience

Uses skills and materials effectively to engage audience

Uses skills and materials highly effectively to engage the audience