Peralta Instructional Design

10/12/2012

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THE LESSON PLAN

Prof. Arnold B. Peralta

October 12, 2012

Objectives:

Analyze the factors that needs to be considered in designing an instructional design

Formulate objectives for a selected unit of instruction

Specify the content, learning activities, and resources which will best achieve each particular objective

Select the appropriate method and tool to measure students achievement of specified objective

1. Situational Analysis

Institutional/curricular goals

Learner characteristics

Instructional resources

Constraints

2. Learning Objectives

KSA

Student competencies

Terminal (end)

Intermediate (unit/lesson)

Where are we now?

What is our direction?

Elements and Steps of Instructional Design

3. Learning Activities

Selection and organization of

Content

Learning activities

Resources and

instructional media

4. Student Evaluation

Purposes and types of

evaluation

Methods/tools of evaluation

Qualities of a good tool

The test blue print

Details of test administration

Which approach

is suitable?

How are we

doing?


Elements of instructional design

1. SITUATIONAL ANALYSIS

Learners characteristics

Institutional and curricular objectives




- are specifications of the desired

learning outcomes or competencies

expected of the learners as a result of a

learning experience at specific intervals

and/or at the end of a subject.

- curricular objectives vs learning

objectives

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- key element of instructional design

- selection of content and learning activities

- selection of assessment methods and tools

- emphasizes importance of congruence

among these elements: objectives, content,

learning activities, and assessment methods

Learning Objectives

Qualities of learning objectives

Domains of learning

Guidelines in formulating objectives

Learning Objectives


C (clear)

R (relevant)

A (attainable)

A (adequate)

M (measurable)

Learning Objectives


Domains of learning

Cognitive

Psychomotor

Affective

Outcomes of learning

Cognitive outcomes

Knowledge

Declarative

Procedural

Conceptual

Critical thinking

Creative thinking

Decision making

Problem solving

Skills Interpersonal

Communication

Clinical

Attitudes and values

Sana, Erlyn. 2011

Taxonomy of the Cognitive

Domain of Learning (Anderson, 2001)

Remember

Understand

Apply

Analyze

Create

Evaluate

Sana, Erlyn. 2011

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Taxonomy of the Cognitive

Domain of Learning (Anderson, 2001)

Remember

Understand

Apply

Analyze

Create

Evaluate

HOTS

Sana, Erlyn. 2011

Learning Objectives


Domains of learning

Guidelines in formulating objectives

Guidelines:

Derive your learning objectives from the knowledge, skills, and attitudes defined in

the professional responsibilities that are

within the purpose and scope of your

subject or unit.

Guidelines:

Start with an action verb.

Observable

Approximate as closely as possible the intellectual abilities, practical skills, or

attitudes expected of the students

Avoid vague terms

Guidelines:

Use only one learning outcome at a time.

Guidelines:

Specify the condition under which the students performance will be tested.

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Guidelines:

Specify the standard or minimum acceptable level or degree of performance

unless they are clearly implied as in a

written test when the passing grade has

been established or the standards are

already incorporated in the evaluation.

Exercise::::

How does one determine terminal student competencies?

If it is not feasible to use the conditions and

performance of the professional competency as the

final level of simulation for students during the course,

then back down from the conditions and performance

of the professional level in small steps, considering

the feasibility of each alternative before backing down

another step

Exercise::::


Select as high a level of simulation as is feasible for

evaluating terminal student competence. Be realistic

about the:

(a.) time required to observe student performance

(b.) need for a representative and equivalent set of

test stimuli for comparing the performance of all

students fairly

Exercise::::


Remember that the highest level of simulation is selected for purposes of evaluating terminal student

competencies. You can always use a still higher level

of simulation for student practice during the course

itself (e.g., have students practice with real patients,

but evaluate them on the basis of a representative set

of case studies)


Selection and organization of

Content

Learning activities

Resources and

instructional media



evaluation



The test blue print


Which approach

is suitable?

How are we

doing?


Selection and Organization of

content and learning

Use the dimensions of scope, sequence, and integration

Aspects of

content

BSN Curriculum Nursing course

Scope Core subjects

Organizing

strands

All essential knowledge or content needed to

achieve student competencies in a subject, unit,

or lesson

Sequence Sequencing

designs

Ways of sequencing content

Integration Vertical

Horizontal

Vertical relationships among parts of a subject in a particular sequence (simple vs complex)

Horizontal relationships among parts in a subject within one sequence (among the simple

ones vs among the complex ones)

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CONCEPT MAPS

Graphic means of depicting relationships among ideas or concepts

Requires consideration of the objectives and the level of the learners, analysis of

the content as to hierarchy of concepts

and areas of integration.

CONCEPT MAPS

Steps: Write down the major concepts about a topic or

content.

Identify the general, intermediate, and specific concepts

Illustrate these concepts through a concept map Represent with a circle, square, or rectangle general

concepts on top and specific ones at the bottom

Draw lines between related concepts

Label lines with linking words to indicate how concepts are related

Review and revise as needed

Examples:

Chain map

Spider map

Hierarchy map

Eclectic maps showing relationships among concepts

Examples:

HIERARCHY MAP

SPIDER MAP

CHAIN MAP

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Understanding the learning process

Learning is a result of the interaction between the learner and his environment

The job of the teacher is to create the external events to maximize learning



The phases of learning

(Gagne, 1974)TimeMotivation

Apprehending

Acquisition

Retention

Recall

Generalization

Performance

Feedback

Sana, Erlyn. 2011

The phases & processes of learning (Gagne, 1974)

TimeMotivation

Apprehending

Acquisition

Retention

Recall

Generalization

Performance

Feedback

Expectancy

Attention

Coding

Storage

Retrieval

Transfer

Responding

Reinforcement

Sana, Erlyn. 2011

EXPECTANCY ATTENTION:

SELECTIVE

PERCEPTION

CODING:

STORAGE

ENTRY

MEMORY

STORAGE

RETRIEVALTRANSFERRESPONDING

REINFORCEMENT

E

N

V

I

R

O

N

E

M

T

Establish motivation Direct attentionPromote acquisition of

knowledge

Enhance

retention

Stimulate recall of

information

Promote transfer

of learning

Elicit

performance

Provide feedback

PROCESS OF LEARNING AND INSTRUCTIONAL PURPOSES

(Adapted from Gagne 1974 and 1977), SANA 2010


content and learning Adult learning principles

Assumptions:

As individuals mature:

Learning Principle:

Learning is facilitated when:

1. They find themselves more active

and self-directed.

1. The learner is actively involved.

2. They accumulate experiences

through the years that give them

something to contribute and share.

2. What is to be learned is related to

the learners previous experiences.

3. They want to learn things that will

help them to cope with real-life

concerns and problems.

3. The learner sees purpose or

meaning in what is to be learned.

4. They give attention to the kind of

learning that has direct and immediate

application to real-life situations.

4. The learner is able to apply what

has been learned to actual-life

situations.

Sana, Erlyn. 2011

Selection and organization of learning activities

What the learning objective requires?

What the learning process and principles call for?

Introduction

Development

Consolidation



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Instructional purposes

(a.) activating motivation

Principles involved:

Learning is facilitated when the students are motivated Attention will be captured

Learn faster and more thoroughly

Meaningful to them

They can relate to their experiences, futures, values, and interests

Student motivations are of various kinds and come from different sources: incentives, task mastery, and achievement

(a.) activating motivation

Design implications:

Relate the present lesson to the students experiences or to previous and future

learning

Inform of the students of the learning objectives and their performance

Allow student participation

(b.) directing attention


Principles in motivation also applicable

Students are more likely to learn if their attention is attracted by relatively novel situations (Davis

et al. 1974)

2 ways: general alerting function (enhance the learners readiness to receive stimulation through changes in

sounds, light, and other stimuli) and selective perception (makes use of what is known about the learners interests or prior knowledge)

(b.) directing attention


Introductions that will catch the learners attention

Current event

Anecdote or case study

Presenting short drama

Or asking a provoking question

(c.) promoting acquisition


Students are more likely to learn something new if they have all the

prerequisites

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They are more likely to learn when: Presentation is clear and structures

Instructors messages are open to the students inspection

Theoretical information is made sufficiently concrete and presented in both verbal and visual forms

They are presented a model performance to watch and imitate



They are more likely to learn when: They take an active part in appropriate

learning activities geared toward the achievement of the lessons objectives

They are given adequate opportunities for practice

They actively process information, solve problems, or practice skills

Students learn at various rates



Determine if the learners have the prerequisite knowledge, skills, or attitudes for the present lesson or stimulate recall

Materials should presented in an organized form Provide students participatory, experiential, and

self-directed activities

Provide adequate exercises or practice sessions for behaviors to be learned

Provide opportunities for collaborative or group learning

(d.) enhancing transfer of

learning

Principle involved:

Facilitated when opportunities to use learners newly acquired knowledge and skills in numerous situations are provided

(d.) enhancing transfer of

learning


Provide a variety of learning tasks and contexts which learning should occur

Provide opportunities for the learners to apply the learning in as many new

situations as possible

(e.) eliciting performance and

providing feedback


Learning is facilitated when the student knows how ell he is doing during the

course of a lesson

Feedback increases the speed of learning

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(e.) eliciting performance and

providing feedback


Provide opportunities for the learners to show evidence of what was learned

through some kind of performance and

inform him concerning the degree by

which his performance has met the

standards

The phases, processes and

instructional events of learning

Phases Processes Instructional Events

(Briggs ,1981)

Motivation Expectancy Gaining attention

Apprehension Attention Informing the learning of the objective

Acquisition Coding Stimulating recall of prerequisites

Retention Storage Presenting the stimulus material

Recall Retrieval Providing learning guidance

Generalization Transfer Eliciting performance

Performance Responding Providing feedback

Feedback Reinforcement Assessing performance

Enhancing retention and transfer




What the instructional situation will permit? Learning context or resources such as time,

audiovisual aids and materials that influence the degree of learner autonomy possible or instructional support needed in the instructional events or activities that facilitate learning


content and learning Generative(student

generates)

Supplantive

(Instructor

supplies)

High

Wide range

High

Ample

Low

Few

Low

Limited

Learners prior knowledge

Learners cognitive strategies

Learners motivation

Instructional time

Factors affecting the degree of instructional support

(Adapted from Smith and Ragan 1999)




What the instructional situation will permit?

Instructional function



Instructional functions and

their corresponding activities

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Constraints


KSA


Terminal (end)


Where are we now?




Selection and organization

of

Content

Learning activities

Resources and

instructional media



evaluation



The test blue print


Which approach is

suitable?

How are we doing?


How are we doing? Evaluation of student learning

Determining whether the students are achieving or have achieved the objectives

of the lesson, unit, or subject

Identifying

Collecting

And analyzing the necessary data


What decisions need to be made?

Determining common mistakes or

gaps in knowledge and skills of the

students during the period of

instruction

DIAGNOSTIC EVALUATION OR

FORMATIVE EVALUATION

At the end of instruction, the

teacher needs to know the extent

of the students achievement of the objectives as a basis for the

certification of the students performance in the form of grades

SUMMATIVE EVALUATION

IDENTIFYING COLLECTING ANALYZING

Areas of evaluation

Domains of

learning

Methods or tools of

evaluation

Qualities

Preparation

Administration

Methods or tools of

evaluation

Qualities

Preparation

Administration

Assessment of student learning


What types of data need to be collected? Areas for evaluation

Cognitive domain (in which knowledge of content or subject matter and problem-solving abilities are to be rated

Psychomotor domain (in which actual performance of technical, interpersonal, and communication skills are to be rated)

Affective domain (in which the students attitudes and values are to be rated)

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How will the data be collected? Methods and tools of evaluation

Requires understanding of at least two of the most important qualities of a good tool

VALIDITY

RELIABILITY


VALIDITY accurately measures what it is measuring

There are appropriate methods and tools for measuring attainment of the objectives in each of the three domains of learning

VALIDITY

RELIABILITY


RELIABILITY those being measured yield consistent or similar results when: A test is given twice at different times Equivalent or parallel forms of a test administered at about the

same time

Odd- and even- numbered items of a test administered at one time are scored as separate tests

VALIDITY

RELIABILITY

VALID?

RELIABLE?

VALID?

RELIABLE?

VALID?

RELIABLE?

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Test blueprint

Table of specifications or test plans

Ensures that the test will measure a representative sample of the learning

outcomes or subject matter to be

measured

Ensure content validity


How will the test be administered?

Provide a physical and psychological environment that is conducive to the optimum

performance of students taking the test

Reducing to the minimum effects of irrelevant factors on the test scores





Constraints


KSA


Terminal (end)


Where are we now?




Selection and organization

of

Content

Learning activities

Resources and

instructional media



evaluation



The test blue print


Which approach is

suitable?

How are we doing?


10 commandments on effective teaching

on the 21st century

by: Leonardo Leonidas MD

1. Thou shalt not stress out your students by being strict, not smiling, or not looking at their eyes during your interactive talk.

2. Thou shalt break a 60 minute talk into five 10 minutes active interaction with one idea. Tell a joke or a personal story relevant to the topic on the break time after each 10 minute module.

3. Thou shalt avoid giving a talk between one to two in the afternoon. A sleepy brain cant learn effectively.

4. Thou shalt use more caricatures or cartoons in your talk or power point. Reduce text to less than 30 words in a powerpoint. Cartoons are remembered better than texts. Better still do it without a powerpoint.

5. Thou shalt engage the students to ask questions, even stupid ones.

6. Thou shalt remind students to recall the main points of your talk within the hour, then another recall within 24 hours, and again in three days.


on the 21st century


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7. Thou shalt make mental hooks or association of your main ideas to another related idea or something that most of the students might have personal experience.

8. Thou shalt remind students to sleep eight hours before any examination. Avoid cramming or all night-stand review.

9. Thou shalt encourage collaboration with each student, teacher, researchers, or business people.


on the 21st century


10. Thou shalt get the e-mails of all students for

follow-up, comments, updates, and outcome

studies of your effectiveness. Learn how to use

Facebook, Twitter, Blogs, make an Apple or

Android application, or a website.


on the 21st century


THANK YOU!!!

References:

Sana, E. 2010. Teaching and Learning in the Health Sciences. University of the

Philippines Press

Segall, A. 1975. Systematic Course Design for the Health Fields. John Wiley

and Sons, Inc.

Competency-Based BSN Curriculum SKA, 2006. UP College of Nursing

Peralta Instructional Design

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