Prerequisites and Preparation Design By Lan Weihong

Stage 1: ExperienceStage 1: Experience

• 1. First, work in groups of four and take turns to introduce how you design the warming up activities and the leading-in activities of a new lesson. Take notes while listening to others’ introduction.

Checking your notesChecking your notes

• Teaching Contents

• 1.

• 2. • 3.

• Warming up activities

• 1.

• 2.

• 3.

Checking your notesChecking your notes

• Teaching Contents

4.

5.

6.

• Preparation activities

4.

5.

6.

Stage 2: ExplorationStage 2: Exploration

Think by yourselves:

1. Why do we need to design preparation activities?

2. Can the activities you mentioned just now help you to reach the objectives? Why or why not?

3. What are the objectives of designing preparation activities?

Stage 3: ExchangeStage 3: Exchange

Please tell us your own answers.

Learning hierarchy ( 学习层级理论）

Gagné (1962,1968) Learning hierarGagné (1962,1968) Learning hierarchychy （学习层次理论）（学习层次理论）

• stimulus recognition →• response generation → • procedure following→ • use of terminology→• Discriminations → • concept formation→ • rule application→• problem solving

• ① 信号学习• ② 刺激反应学习• ③ 连锁学习• ④ 言语联结学习• ⑤ 辨别学习• ⑥ 概念学习• ⑦ 规则或原理学习• ⑧ 解决问题

Gagné’s instructional events Gagné’s instructional events

• 1. gaining attention (reception)( 引起注意→ 接受 );

• 2. informing learners of the objective (expectancy)( 告知学习者目标→期待 );

• 3. stimulating recall of prior learning (retrieval)( 激活相关的原有知识→ 复述 );

• 4. presenting the stimulus (selective perception)( 呈现刺激材料 →选择性知觉 );

• 5. providing learning guidance (semantic encoding)( 提供学习指导 →语义编码 )

6. eliciting performance (responding)( 引发学习行为 → 反应 ) ;

• 7. providing feedback (reinforcement)( 提供反馈 → 强化 ) ;

• 8. assessing performance (feedback)( 评估学习行为 → 反馈 );

• 9. enhancing retention and transfer (generalization)( 促进记忆与迁移→ 概括 , 概念化 ).

• The significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level and to provide a basis for the sequencing of instruction 。

（把学习分为层级的意义在于帮助老师认识到要促进每个层次的学习首先要创造哪些必备条件，以便为教学程序的安排提供依据） .

• By prerequisites, we refer to a recalled entity which is essential to the new capability being learned (essential prerequisites ) or may aid the new learning by making it easier or faster (supportive prerequisites) .

• Robert M. Gagné, (1991)

要达到以下学习目标，要达到以下学习目标，必须有哪些前提条件？必须有哪些前提条件？

1. Intellectual skill ( 掌握…）2. Verbal information （了解… )

3. Cognitive strategies ( 学会… )

4. Attitudes ( 形成…态度）

For verbal informationFor verbal information

Some intellectual skills which may have been learned in early years.

Prior learning of meaningful information

(rules, concepts, discriminations)( 规则、概念、辨别）

Robert M. Gagné, (1991) ：

• Essential and supportive prerequisites for five kinds of learning outcomes

Intellectual skill (Intellectual skill ( 智力技能）智力技能）

Essential prerequisites ----Simpler component of intellectual skills (rules, concepts, discriminations).

Supportive prerequisites ----Attitudes,

• cognitive strategies, verbal information.

Stage 4 Extension

1. Case analysis

Case 1

T: I went to the park last weekend. Where did you go?

Ss:….

学生自愿回答问题的人很少。能说出的内容也很有限。 Why?

• Case 2

T: Now let’s listen to tape.

Ss: (listen to the tape)

T: Next, let’s read the text in roles.

Ss ： （分角色朗读很困难）

Why?

2. What are the essential or supportive prerequisites for the students to understand the following new sentences?

Where did you go? What did you do?

What do you do at the weekend?

3. What are the essential or Supportive prerequisites of the following learning outcomes?

学生能用“ -ing” 描述正在发生的事情。 学生能用形容词比较级来比较事物的大

小、高低、长短和新旧。

3. Now study your preparation design again and identify prerequisites that should be completed to facilitate learning at each level. Try to improve your design with the help of what you have just learned.

4. Report how you have improved your preparation design and explained why.

Stage 5 EvaluationStage 5 Evaluation

1. What have you learned from this topic?

2. What else would you like to discuss about?