Transcript Mod 2 slides - Misericordia University

Module 2
Planning lessons and units.
TED 367
Methods in Sec. Ed.
Module 2
Within the framework of developmentally
appropriate practice, use curriculum and
an understanding of the developmental
levels of students to plan units and
lessons for students, including atypical
learners, in secondary level programs.
•
•
•
•
•
Review of Standards Aligned System (SAS).
Review of writing objectives.
3 domains of objectives.
Review of Gagne’s Nine Significant Events Model.
Dealing with controversial topics.
Standards Aligned System
(SAS)
www.pdesas.org
Review of Objectives
• Instructional objectives: Learning targets
for content learning.
– Also called behavioral or performance
objectives.
Goals vs. Objectives
Goals
– Ideals that a teacher
would like to
accomplish in a
course. These are the
intentions of a teacher
in a course.
– General statements
beginning with To...
Objectives
– Actual behaviors
teachers intend to
cause students to
display.
– Specific statements
containing the student
will…
– Quantifiable.
– Basis for assessment.
Process in School Districts
1. Educational goals are established as
learning targets (competencies that
students are expected to achieve).
2. Goals are clarified into performance
objectives (also referred to as goal
indicators).
Process in School Districts
• When students perform competencies
called for by the objectives, education is
considered successful.
• Known as:
– Criterion-referenced education
– Competency-based
– Performance-based
– Outcome-based
Overt vs. Covert
• Overt performance: Directly observable
behavior. Easy to assess.
• Covert performance: Not directly
observable behavior. Occurs within a
person. Not easy to assess.
– Examples: Appreciate, discover, understand.
•  Observe behavior indicative of that
achievement.
Verbs to Avoid in Objectives
•
•
•
•
•
•
Appreciate
Believe
Comprehend
Enjoy
Familiarize
Grasp
•
•
•
•
•
•
Indicate
Know
Learn
Like
Realize
Understand
Verbs to Use in Objectives
•
•
•
•
•
•
•
•
Identify
Speak
List
Select
Choose
Compute
Add
Draw
•
•
•
•
•
•
•
•
Analyze
Predict
Locate
Explain
Isolate
Divide
Separate
Infer
Objectives Must Be…
• Student-oriented.
• Descriptive of an appropriate learning
outcome (operationalized).
– We base assessment on objectives.
• Clear and understandable.
• Observable.
Ways Objectives Can Help in
Instructional Planning
1. Objectives can help focus your planning.
2. Objectives can help plan effective
instructional events.
3. Objectives can help plan valid
evaluation procedures.
3 Domains of Objectives
•
•
Realize that not all objectives are
cognitive!
3 domains:
a) Cognitive: Taxonomy by Bloom (1957, 1984)
b) Affective: Taxonomy by Krathwohl, Bloom, &
Masia (1964)
c) Psychomotor: Taxonomy by Harrow (1977)
Affective Domain
•
•
•
•
•
Receiving
Responding
Valuing
Organizing
Internalizing
(Krathwohl, Bloom, & Masia, 1964)
Psychomotor Domain
•
•
•
•
Moving
Manipulating
Communicating
Creating
(Harrow, 1977)
Writing Measurable Objectives
in the Affective Domain
• Students will become interested in finding
out more about the specific aspects of
human behavior that have been studied by
psychologists.
• Operationalized: In an open discussion
about the value of psychology, students
will ask questions that would help them
discover what aspects of human behavior
psychologists have studied.
Bloom’s Taxonomy
• Knowledge
– Ability to recognize and recall information. Memory.
• Comprehension
– Ability to translate, explain, or interpret knowledge.
Comprehension.
• Application
– Apply knowledge to address new situations.
• Analysis
– Scrutinize information knowledge and explain its significance.
• Synthesis
– Form new ideas.
• Evaluation
– Offer opinions and make value judgments
Bloom’s Taxonomy
Knowledge
• Define
• Recall
• Recognize
• Recite
• Name
• Identify
Comprehension
• Describe
• Compare
• Contrast
• Rephrase
• Put in your own words
• Explain the main idea
Bloom’s Taxonomy
Application
• Apply
• Classify
• Use
• Choose
• Employ
• Solve
• Write an example
• Chart
Analysis
• Analyze
• Summarize
• Compare
• Order/sequence
• Categorize
• Classify
• Draw conclusions
• Justify
Bloom’s Taxonomy
Synthesis
• Predict
• Produce
• Write
• Design
• Develop
• Solve
• Estimate
• Construct
Evaluation
• Judge
• Argue
• Decide
• Evaluate/assess
• Give your opinion
• Do you agree
• Select
• Recommend
Gagne’s Nine Significant
Events Model
Gagne’s Nine Significant Events
Model of Instruction
1. Gain Attention: Focus learners.
Do this as often as necessary.
2. Inform Learner of Objectives: Provide
an advanced organizer: tell learners what
will be learned. Get learners’ brains
prepared for learning new material.
3. Help Learner Recall Prerequisites:
Link previous instruction to new learning.
Gagne’s Nine Significant Events
Model of Instruction
4. Present Instruction: Present new
material to be learned. Teach.
5. Guided Practice: Help students learn
material through examples and
clarification. (Examples or seatwork.)
6. Independent Practice: Exercise student
learning in order to improve it. (Seatwork
and/or homework.)
7. Provide Feedback: Help students see
what is right and wrong and why.
Gagne’s Nine Significant Events
Model of Instruction
8. Assess Performance: Test: determine if
students have learned the material and
are ready to go on.
9. Enhance Retention and Transfer: Help
students retain material and apply it to
new situations.
Ways to Address
The Nine Events In Instruction
1. Gain attention.
a)
b)
c)
d)
Create a sense of curiosity.
Pose a problem.
Introduce a novel concept or viewpoint.
Use an attention-getting device.
2. Inform learner of objectives.
a)
b)
c)
d)
State the objectives in written and/or verbal form.
Graphically/visually illustrate the objectives.
Ask the learner to anticipate objectives.
Create a need for mastering the objectives.
Help students prepare for learning.
Ways to Address
The Nine Events In Instruction
3. Help learner recall prerequisites.
a) Ask for responses that stimulate the recall of
prerequisites.
b) Review prerequisites using oral and written reviews.
c) List the prerequisites, or graphically/visually display
them.
d) Review key vocabulary.
e) Relate what is to be studied to what has been
studied before.
Go deep! Prepare students to scaffold learning and build
& fortify neural networks.
Ways to Address
The Nine Events In Instruction
4. Present instruction.
a) Present the new material in a variety of
forms. Allow for learner differences.
b) Provide active learning as much as possible.
c) Do not cognitively overload the learners
(7 ± 2).
d) Use supplementary materials to make a rich,
robust presentation.
e) Use many examples, illustrations, and nonexamples.
f) Ask questions of students to further engage
them in learning.
Ways to Address
The Nine Events In Instruction
5. Provide guided practice.
a) Provide an activity as seatwork so students
can practice the skill.
b) Walk around and help students. Make time
available for individual attention.
c) Help students clarify any fuzzy
understandings of the material.
d) Use a student response system to embed
questions in instruction to actively engage
learners.
Ways to Address
The Nine Events In Instruction
6. Allow independent practice.
a) Ask learners to apply new content to solve
problems.
b) Use homework and in-class assignments as
well as quizzes to encourage learners to
demonstrate their understanding of the
material.
Ways to Address
The Nine Events In Instruction
7. Provide feedback.
a) Use reinforcing, corrective, and remedial
feedback.
b) Provide explanations of how answers were
derived, what made one response stronger
than another, and common
misunderstandings.
c) Provide class and individual feedback.
d) Clarify any areas of confusion.
e) Re-teach where necessary.
Ways to Address
The Nine Events In Instruction
8. Assess performance.
a) Utilize assignments, quizzes, tests, and
exams.
b) Exercise and measure performance
frequently to identify thoroughly learner level
of understanding of the material.
Ways to Address
The Nine Events In Instruction
9. Enhance retention and transfer.
a) After giving a test, go over it, explaining how
answers were derived, and explain areas of
confusion.
b) Re-teach content not mastered, applying new
content to different but related situations.
c) Distribute practice over time to ensure deeper
learning.
d) Relate future learning to this content where
appropriate.
e) Avoid isolating content.
f) Allow learner to “discover” related material.
g) Allow learner to apply learning to new situations.
h) Provide additional material or resources.
Working with MU’s
Lesson Plan Format
Misericordia University
Lesson Plan and Unit Plan Format
Lesson Plan Instructions
Unit Plan
Dealing with
Controversial Topics
Preparing For and
Dealing with Controversy
• English:
– Use of certain books.
• Social Studies:
– Values and moral issues.
– “Real” history vs. “traditional” understanding.
• Science:
– Biological evolution.
Preparing For and
Dealing with Controversy
• A controversial subject may arise during
normal discussion.
• Students, their values in development,
want to know how teachers stand on
certain topics.
Preparing For and
Dealing with Controversy
Help students analyze the issue.
• Help students realize controversial issues
are open-ended (no right answers or clear
solutions).
• Help students learn about all sides of an
issue. Help them separate fact from
opinion.
• Help students learn the content of an issue
so they can make an informed decision.
Preparing For and
Dealing with Controversy
• Model:
– How people deal with controversy.
– How people make wise decisions on the basis
of carefully considered information.
• Teach students how to disagree
agreeably.
• Help students realize that conflict can be
healthy and have positive value.
Preparing For and
Dealing with Controversy
Plan in advance!
• Teachers should think thoroughly through
and plan carefully in advance when
dealing with a potentially controversial
topic.
Preparing For and
Dealing with Controversy
• Allow students (and teacher) to express
opinions (First Amendment rights).
• Study an issue.
• Suspend judgment while collecting data.
• Form a reasoned opinion.
• Accept the reasoned opinions of others.
Review:
MODULE 2
• Standards Aligned System (SAS).
• Goals vs. objectives.
• 3 domains of objectives: cognitive,
affective, psychomotor.
• Review of Gagne’s Nine Significant Events
Model of Instruction.
• How to practically apply Gagne’s model in
instruction.
• MU’s lesson plan and unit plan formats.
• Dealing with controversial topics.