Educational Psychology Developed by W. Huitt (1998) Discuss the process of instructional planning...
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Transcript of Educational Psychology Developed by W. Huitt (1998) Discuss the process of instructional planning...
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