© 2009 McGraw-Hill Higher Education. All rights reserved. CHAPTER 12 Planning, Instruction, and Technology

© 2009 McGraw-Hill Higher Education. All rights reserved.

CHAPTER 12

Planning, Instruction, and Technology


Learning Goals

1. Explain what is involved in classroom planning.

2. Identify important forms of teacher-centered instruction.

3. Discuss important forms of learner-centered instruction.

4. Summarize how to effectively use technology to help children learn.



Planning

Time Framesand Planning

Instructional Planning


Planning

Instructional planning involves developing a systematic, organized

strategy for planning lessons. Planning will give instructors confidence, guide

content coverage, and help make good use of class time.


Time Frames of Teacher Planning



Teacher-Centered Lesson Planning and

Instruction

EvaluatingTeacher-Centered

Instruction

Teacher-Centered Lesson Planning

DirectInstruction

Teacher-CenteredInstructional

Strategies



What will students do?

How will behavior be assessed?

What level of performance will be acceptable?

Behavioral Objectives



Instructional Taxonomies

Cognitive Domain Affective

Domain

Psychomotor Domain








Teacher-Centered Instructional Strategies Direct Instruction

Direct Instruction High teacher direction and control

High teacher expectations of students’ progress

Maximization of time on academic tasks


Teacher-Centered Instructional Strategies Orienting/Lecturing

In lectures, effective teachers . . .Establish a framework and

ORIENT students to new material using advance organizers.

Take the time to EXPLAIN and DEMONSTRATE new material.


Teacher-Centered Instructional Strategies Questions and Discussion

Use fact-based questions before thinking-based questions

Avoid yes/no and leading questions

Give students time to think

Ask clear, purposeful, brief, and sequenced questions

Monitor your response to students’ answers

Pose questions to whole class or individual students appropriately

Encourage students to ask questions


Teacher-Centered Instructional Strategies Questions and Discussion

Respond to each student’s learning needs while maintaining group’s interest.

Encourage overall classroom participation while retaining class enthusiasm.

Allow students to contribute while maintaining focus on the lesson.


Teacher-Centered Instructional Strategies Mastery Learning

1. Specify the task

2. Design learning units based on instructional objectives

3. Plan instruction to include corrective feedback

4. Evaluate mastery level at the end of the unit/course


Enter the DebateShould teachers assign homework to

elementary students?

YES NO



Evaluating Learner-Centered Strategies

Learner-CenteredPrinciples

Some Learner-CenteredInstructional Strategies

Learner-Centered Lesson Planning and

Instruction


Nature of the learning process: The learning of

complex subject matter is most effective when it is an

intentional process of constructing meaning from

information and experience.

Goals of the learning process: The successful

learner, over time and with support and instructional

guidance, can create meaningful, coherent

representations of knowledge.

Construction of knowledge: The successful

learner can link new information with existing knowledge

in meaningful ways.

Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors


Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors

Strategic thinking: The successful learner can create

and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.

Thinking about thinking: Higher order strategies for

selecting and monitoring mental operations facilitate creative and critical thinking.

Context of learning: Learning is influenced by

environmental factors, including culture, technology, and instructional practices.


Learner-Centered Psychological PrinciplesMotivational and Affective Factors

Motivational and emotional influences on

learning: What and how much is learned is influenced by

the learner’s motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests, and goals, and habits of thinking.

Intrinsic motivation to learn: The learner’s

creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control.


Learner-Centered Psychological PrinciplesMotivational and Affective Factors

Effects of motivation on effort: Acquisition of

complex knowledge and skills requires extended learner effort

and guided practice. Without learners’ motivation to learn, the

willingness to exert this effort is unlikely without coercion.


Learner-Centered Psychological PrinciplesDevelopmental and Social Factors

Developmental influence on learning: As

individuals develop, they encounter different opportunities and

experience different constraints for learning. Learning is most

effective when differential development within and across

physical, intellectual, emotional, and social domains is taken

into account.

Social influences on learning: Learning is influenced

by social interactions, interpersonal relations, and

communication with others.


Learner-Centered Psychological PrinciplesIndividual Differences Factors

Individual differences in learning: Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.

Learning and diversity: Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account.

Standards and assessment: Setting appropriately high and challenging standards and assessing the learner and learning progress - including diagnostic, process, and outcome assessment - are integral parts of the learning process.


Learner-Centered Instructional Strategies

Students identify real-life problems,locate materials,and address the issues; teacher guides student

problem-solving

Students construct an understanding

of their own; teachers provide

stimulating activities

Questions that reflect the most important things

that students should learn

Problem-BasedLearning

Discovery Learning

EssentialQuestions



Standards for Technology-Literate

Students

Teaching, Learning, and Technology

Technology and Education

The Technology Revolution and the

Internet


Technology and Curriculum Planning

Learning Goal for Students – NETS*S Resource for Planning Instructional Tools

Techniques Software


The Internet

The Internet system is worldwide and connects thousands of computer networks, providing an incredible array of information that students can access.

World Wide Web: A hypermedia information retrieval system that links a variety of Internet materials

Website: An individual’s location on the Internet

E-mail: Electronic mail


Standards for Technology-Literate Students – NETS*S

Creativity and innovation Communication and collaboration Research and information fluency

Critical thinking, problem solving, and decision making

Digital citizenship Technology operations

and concepts


Teaching, Learning, and Technology

Evaluate which topics are worth understanding

Think about what students should understand about a topic

Pay attention to how students develop and demonstrate understanding

Consider how students and teachers assess learning

Reflect on how students and teachers can learn together


Crack the CaseThe Big Debate

1. What are the issues in this case?

2. Where should Mrs. Rumer go from here?

3. How can she take a curriculum that has been taught in a teacher-centered manner and convert it to a learner-centered curriculum? Should she? Why or why not?

4. How can she incorporate technology into the curriculum so that the computers don’t become mere electronic flash cards?


Reflection & ObservationReflection: In your educational experiences,

how have teachers used technology?

How has it affected your learning? Explain.

Documents

© 2009 McGraw-Hill Higher Education. All rights reserved. CHAPTER 12 Planning, Instruction, and Technology