Transcript Proactive Classroom Management

Designing CAI Frames
Dr. Ennis-Cole
CECS 5130
Designing Lesson Frames
1. Organize Effectively
2. Readily Interpreted
3. Clear Presentation
FRAMES
Single Contents of a Screen
Types of Frames:
1.) Transitional
2.) Instructional
3.) Question
Transitional Frames
1. Purposes:
+Support Lesson Flow
+Assist with Procedural Details
+ Smoothly Connect Lesson
-Don’t Teach or Evaluate
Transitional Frames
(Contextual /Procedural Support)
+ Orientation
- objectives
+ Bridge
- shifts in lesson
Transitional Frames
(Contextual /Procedural Support)
+ Feedback - informational
+ Directions - format, features
+ Performance - end of lesson
Instructional Frames
 1.
Instructional or Presentation Frames
• introduce prior and current learning
• present new instruction
• support new instruction via examples,
demonstrations, learner guidance
 2.
Frequently Used Instructional Frames
• Prerequisite, Definition
• Example, and Rule
Instructional Frames
 1.
Prerequisite
• identify explicit relationships between past
and current learning
• help learner integrate current information
into a useful context
• provide substantial instructional support
Instructional Frames
 2.
Definition
• aids student learning - terminology focus
• focuses learner attention to definitions
• presents key terms phrases, important
figures and other lesson information
Instructional Frames
 3.
Example
• supports teaching and learning by clarifying
concepts
• illustrates applications
• supports lesson content
Instructional Frames
 4.
Rule
• emphasizes lesson information
• focuses student attention
• formulas, strategies, procedures = rulebased learning
Question Frames
 Criterion
Frames
• solicit user information and input
• help individualize instruction
• Types: True-False, Yes-No, Multiple Choice,
Completion/Short Answer, Constructed or
Open-Ended
Question Frames
 1.
True-False
• Easy interpretation, simple responses
 2. Yes-No
• Only two options, clearly stated
 3.
Multiple Choice
• Careful allocation of screen space for
readability and question location
• Question stem and answers
Question Frames
 4.
Completion/Short Answer
• Require one to three word responses
• Questions must be organized clearly and uncued
• Additional Challenges - spelling, punctuation,
capitalization
Question Frames
 5.
Constructed Response/Open-Ended
• Most complicated CAI questions
• Require sufficient guidance
• Interrogation of simple phrases to several
paragraphs
• Must focus student attention and effort
Variations on Frames
 Copy
Frames
• Instructional Material + Question
• Focus student attention on certain information
• Useful for directing student attention,
obtaining student responses,
and emphasizing lesson content
Variations on Frames
 Prompt
Frames
• Explicit prompting
• Designed for questions
Variations on Frames
 Hint
Frames
• Intermediate step to aid learning and help
the student produce the correct response
• Provides information that might elicit a
correct response
Variations on Frames
 Interlaced
Frames
• Combine several types of frames
• Useful for incorporating both a question and
feedback information on the same frame
• Facilitates learning by providing useful
student information
Protocol in Frame Design
 Consistent
Designation of Frame Zones
 Functional Zones Consistent with the
type of Frame being displayed
• Directions - Bottom
• Information - Center
 Develop
an expectation for reading and
comprehension
Procedural Protocol
 Consistent
Use of Lesson Procedures,
Lesson Options, and Methods for
obtaining Student Responses
 Pacing Conventions
 Response Formats
 Changes in Lesson Pacing or Format
should be announced before they occur
The End
 “That’s all folks...”