Instructional Theory Into Practice

ITIPPresented by Leslie Thompson

Based on Madeline Hunter

Knowledge of Child Growth and

Development

Knowledge of Content

Human Relation Skills

Knowledge and Use of Materials

Planning Skills

Classroom Management

Skills

CLASSROOM RESPONSIBILITIES

Instructional Skills

Select the Objective at the Correct Level of Difficulty

Teach to the Objective

Monitor the Learners and Adjust the Teaching

Use the Principles of Learning

Teacher as Decision Maker

ESSENTIAL ELEMENTS OF INSTRUCTION

SELECTING THE OBJECTIVE AT THE CURRENT LEVEL OF

DIFFICULTY

Lower Levels

◦ Knowledge

◦ Comprehension

◦ Application

Higher Levels

◦ Analysis

◦ Synthesis

◦ Evaluation

BLOOMS TAXONOMY

Knowledge- the remembering of previously learned material

Comprehension- the understanding of material or information and the ability to grasp its meaning

Application- the ability to use learned materials in new, not previously encountered situations

LOWER LEVELS

Analysis- the ability to break down material into its component parts and identify the relationship of the parts to each other and to the whole

Synthesis- the putting together of elements and parts to form a whole

Evaluation- the ability to judge the value of material for a given purpose

HIGHER LEVELS (HOTS)

The process of identifying essential sub-learnings which lead to a final objective

Process:◦ Select the topic◦ Clarify the topic◦ Identify the essential sub-learnings

Brainstorm delete

◦ Sequence the essential sub-learnings

TASK ANALYSIS

Identify necessary learnings

Eliminate unnecessary learnings

Narrow down a long term objective into daily teaching objectives

Organize learnings

Serve as a diagnostic tool

Why?

Final ObjectiveSWBAT find the area of a

square, a rectangle, and a parallelogram.

Enabling Objectives

◦ SWBAT identify a perpendicular, parallel, and intersecting lines.

◦ SWBAT identify a polygon as a quadrilateral, triangle, etc.

◦ SWBAT find the perimeter of regular and irregular polygons.

Students will be able to (SWBAT) add fractions with unlike denominators.

SWBAT write a paragraph.

SWBAT measure the length of an object in both English and metric measure.

INHERENT SUB-LEARNINGS

A statement describing what it is that is to be learned, the thought process involved, and what the learner will do to demonstrate that he or she has acquired the learning

◦ Learning: the content to be learned

◦ Behavior- an activity the students do to show the learning has been accomplished

◦ Condition- the circumstances under which the learner must perform (materials, time)

INSTRUCTIONAL OBJECTIVE

TEACHING TO THE OBJECTIVE

A series of teacher actions that when kept congruent, help the learners in accomplishing the intended outcome

(Congruency refers to the one-to-one match between the teacher’s actions and the objectives.)

TEACH TOTHE OBJECTIVE

Provide information- content and knowledge used explain the learning

Ask questions-seek information; tool for diagnosis, bring back to learning

Design activities- what students will do

Respond to the efforts of the learners- use of feedback to maintain focus on the objective

TEACHER ACTIONS

CLARIFY OBJECTIVE

Shows specific action Shows specific action

Not Clear: The student will understand the reasons for the Civil War.

Clear: The students will list in writing three major differences between the North and South which led to the Civil War.

Not Clear: The student will know the three states of matter.

Clear: If given examples of solids, liquids, and gasses the student will correctly identify them with 100% accuracy.

Teaching to the Objective Activity

MONITOR THE LEARNERS AND ADJUST THE TEACHING

A process which allows the teacher to check the level of understanding of the students in order to make appropriate changes in the instruction

MONITOR THE LEARNERS AND ADJUST THE TEACHING

Elicit overt behavior

Check for understanding◦ Choral◦ Sample◦ Signal

Interpret the behavior

Act on the interpretation◦ Proceed Reteach◦ Practice Quit

Process

Signal Response◦ Teacher poses a question

or statement and student signals the answer (flashcards, slates, clickers)

Sampling◦ Teacher poses a question

or statement to the group and randomly asks several students (most able, average, and least able to answer)

Choral Response◦ Teacher poses a question

or statement to the entire group and elicits a simultaneous verbal response from all students

Composite Response◦ Teacher poses a question

or statement to the group and calls on different members of the group to contribute a part of the answer

CHECKING FOR UNDERSTANDING

Allows the teacher to adjust the teaching by determining if:◦ Is it appropriate to proceed◦ Is more practice needed◦ Needs to be retaught◦ Is it time to quit and return to the lesson later

Allows for Repetition

Part of Guided Practice

RATIONALE

USE THE PRINCIPLES OF LEARNING

Consistent involvement of the minds of the learners with the learning(s)

ACTIVE PARTICIPATION

Overt- involvement is both observable and measurable by the teacher

Covert- involvement is a mental process and is neither observable nor measurable by the teacher

AMOUNT OF ACTIVE PARTICIPATION

◦ Engage the minds of the students

◦ Provide activities that are relevant to the objective

◦ Engage the learners continually throughout the lesson

GOAL OF TEACHER

You are in a high school class. The teacher has his students giving oral reports, one at a time. What can the teacher do to maximize the involvement of the students at their seats?

You are in a middle school classroom where you notice that one student is constantly blurting out answers to questions, thereby not giving other students an opportunity. What might the teacher do to dignify the student and maximize the involvement of the others?

SOLVE THE DILEMMAS

An opportunity for the students to focus on the learning by bringing to mind that which they already know about the objective.

ANTICIPATORY SET

Involve all students

Gauge prior knowledge about the objective

Bridge previous lesson

RATIONALE

Congruent with objective

Bridges prior knowledge or experiences to the learning

Involves the learner’s mind

AN EFFECTIVE SET

Beginning of the lesson

After an interruption

When moving to another part of the task analysis for the lesson

At the end of a lesson to prepare for the next day

WHEN TO USE

Modeling

Journal Writing

Brainstorming

Visualizing

Recalling Experiences

Using Pictures

Asking Questions

Role Playing

ANTICIPATORY SETS

Be as specific as possible, describe what the lessons about.

What experiences, feelings or prior knowledge do the students already have that is similar to the new learnings?

What will the students do to transfer their experiences, feelings, or prior knowledge to the new learnings?

DESIGNING A SET

An activity placed anywhere in the lesson in which the students have an opportunity to consolidate what has been learned

Done by the students

CLOSURE

Closure Worksheet

Usefulness in life

Visual organizers

Translation

Personalization

MEANING

Demonstrating a behavior to increase the probability that it will be learned and remembered

MODELING

The act of maintaining focus on a given task

Intrinsic- accomplishing the task is reward enough

Extrinsic- external variables are needed to accomplish the task

MOTIVATION

Success- the student’s perception of growth and accomplishment, which is related to the teacher’s control of the difficulty level in the instruction

Knowledge of Results- the feedback provided to students throughout the learning process. Should be immediate and specific

VARIABLES

Interest- stimulate and maintain by using novelty in presentation and integrating the students into the instruction

Feeling Tone- the climate established for the learning

Level of Concern- moderate stress, anxiety, or tension to promote learning

ADDITONAL VARIABLES

Motivation Activity

Repeated correct performance of material or a skill in order to increase the probability of remembering it◦ How much practice is needed?

◦ How long for each practice session?

◦ How often should practice occur?

PRACTICE

The process of past learning or experience influencing the acquisition of new learning◦ Positive- where old learning or past experiences

help the new learning◦ Negative- where old learning or past experiences

interferes with the new learning

TRANSFER

Question?